Fourth Grade

Adopted curricular materials meet the needs of all students through a variety of instructional strategies that provide multiple opportunities for mastery of skills. These materials consist of decodable texts, multilevel sets of quality fiction and non-fiction literature, and a variety of text forms and features. Materials are used to support instruction in phonics, word analysis and comprehension in individual, small and large group settings.

Our adopted curricular materials for Reading include:

• Benchmark Advance (Phonics and Reading Comprehension Strategies)
• Words Their Way (Word Study & Spelling)
• Bookroom sets
• i-Ready Reading Assessment, MyPath & Tools for Instruction

Additional Intervention Curriculum: 

• Really Great Reading (Phonics intervention materials)
• Steps to Advance (Reading comprehension intervention material) 

Below are the learning goals organized around the area(s) reported on the student report card.

LITERACY

Development of reading, writing, listening, and speaking skills to effectively comprehend, communicate, and engage with various forms of texts and information 

Reading: Foundational Skills
Understanding and using phonemic awareness and phonics knowledge to support accuracy and fluency. 

Reading: Informational Text
Comprehending and analyzing non-fiction text to gain knowledge and understanding. 

Reading: Literary Text
Exploring and interpreting stories to understand themes, characters, and literary elements.  

Language: Vocabulary
Understanding of words and their meanings in order to communicate and comprehend across subject areas. 

TIER 1 COMPREHENSIVE LITERACY BLOCK

Student...

• Displays a growth mindset while setting goals and reflecting on progress  
• Actively participates in a wide range of conversations   
• Shows respect for the ideas of others  
• Works collaboratively with a partner or small group, at times  
• Responds to literacy experiences including the use of tech core tools  
• Grows stamina as a reader and a writer  
• Works to build content knowledge and strong vocabulary  
• With support, apply reading and writing strategies learned in lessons to independent work  
• Chooses own topics and experiences when writing  
• Shows curiosity when thinking about patterns and meaning of words 
• Engages in word work 
• Applies knowledge of phonological awareness, phonics, and spelling patterns when reading and writing

Teacher...

• Fosters a growth mindset, displays enthusiasm for literacy and a belief that all students can achieve 
• Intentionally select learning activities based on learning targets and student needs 
• Conducts daily reading, phonics, and writing mini lessons in which the learning target is communicated, and background knowledge is primed 
• Conducts small groups based on student need daily.  
• Employs explicit and intentional instruction to assist students in reading accurately and with automaticity 
• Maintains a brisk pace during instruction 
• Sets students up to read and write independently, with a partner, or online.  
• Conducts shared reading and writing experiences to model, demonstrate, and think aloud   
• Responds to learner variability by meeting more often with students who need additional support, providing guided practice and multimodal opportunities to respond 
• Uses multiple strategies to support students in acquiring and using academic language and vocabulary  
• Uses digital resources to support and extend learning 

Essential Learnings

In fourth grade, the focus is on building upon the foundational skills of reading while fostering critical thinking, analytical skills, and a love of reading across various genres and subject areas. The goal is to empower students to become proficient, independent readers who can effectively comprehend and engage with complex texts in both academic and real-world contexts. 

• Fourth graders refine their comprehension skills by engaging with more complex texts. They learn to analyze characters, plot development, themes, and literary devices such as figurative language and symbolism in fiction. In nonfiction texts, they identify main ideas, supporting details, and author's purpose, and evaluate arguments and claims. 

• Fourth graders learn to analyze texts more deeply, examining the author's craft and style, narrative structure, and use of language to convey meaning. They compare and contrast different texts, exploring how authors approach similar topics or themes in different ways. 

• Fourth graders develop critical literacy skills by questioning and evaluating texts, considering different perspectives, and recognizing bias, stereotypes, and propaganda. They learn to assess the credibility of sources, identify propaganda techniques, and distinguish between fact and opinion. 

• Fourth graders expand their vocabulary through exposure to a wide range of words in their reading materials. They learn new words through context, word analysis strategies, and direct instruction. They explore word relationships, word origins, shades of meaning, figurative language, and idiomatic expressions. 

• Fourth graders apply their reading skills across different subject areas, including science, social studies, and literature. They read and analyze informational texts to gather information, understand concepts, and develop critical thinking skills in various contexts. 

• Fourth graders study a variety of literary genres, including poetry, drama, and traditional literature. They learn to analyze the structure, themes, and language of different literary works, and explore how cultural and historical contexts influence interpretations of literature. 

• Fourth graders continue to develop habits of independent reading for pleasure and information. They explore a wide range of genres and topics, choosing books based on their interests and reading level. They also engage in discussions and reflections about their reading experiences. 

• Fourth graders integrate their reading experiences into their writing, using texts as models and inspiration for their own writing projects. They engage in activities such as responding to literature, writing for different audiences, or conducting research to support their writing. 

Reading Foundational Skills Progression

Students are receiving Reading Foundational Skills through either Words Their Way or Really Great Reading based on the needs as assessed through i-Ready, Oral Reading Fluency and the Really Great Reading Diagnostic.

Words Their Way (WTW).  WTW is highly differentiates using a skills inventory students so that students are working on spelling and word skills at their level.  Students complete word sorts and WTW activities 4 times per week.

Really Great Reading (RGR).  RGR is also differentiated by need with at focus on phonics skills and strategies.  Students receiving RGR participate in 20-30 minute small group RGR lessons 4 times per week.

Reading Comprehension Learning Progression

Semester 1 

• Benchmark Advance: Launch 
• Benchmark Advance Unit 1 
  • Observing Nature 
  • How do we respond to nature?  
• Benchmark Advance Unit 2 
  • Characters’ Actions and Reactions 
  • How do we reveal ourselves to others?  
• Benchmark Advance Unit 3 
  • Government in Action 
  • How can government influence the way we live? 
• Reading Foundational Skills 

Semester 2 

• Benchmark Advance Unit 4 
  • Understanding Different Points of View 
  • What do we learn when we look at the world through the eyes of others?  
• Benchmark Advance Unit 5 
  • Technology for Tomorrow 
  • How do we make decisions about developing new technology? 
• Benchmark Advance Unit 6 
  • Confronting Challenges 
  • How do we overcome obstacles?  
• Benchmark Advance Unit 7 
  • The Transcontinental Railroad 
  • How do communities evolve?  
• OPTIONAL: Benchmark Advance Unit 8 
  • Earth Changes 
  • How do Earth’s natural processes impact our lives?  
• Reading Foundational Skills 

Adopted curricular materials meet the needs of all students through a variety of instructional strategies that provide multiple opportunities for mastery of skills. Materials are used to support instruction in grammar and conventions, opinion, information, narrative and prompt-based writing in individual, small, and large group settings.

Our adopted curricular materials for Writing include:

• Benchmark Advance

Below are the learning goals organized around the area(s) reported on the student report card.

LITERACY

Development of reading, writing, listening, and speaking skills to effectively comprehend, communicate, and engage with various forms of texts and information. 

Language: Grammar & Conventions
Study and application of rules and structures of language in order to clearly communicate while speaking and writing.  

Writing Informational Text
Using appropriate language, detail, and organization to educate readers on a specific topic. 

Writing: Opinion Text
Using reasons and examples to persuade or inform readers about the author's stance on a belief or topic. 

Writing: Narrative Text
Crafting stories that depict characters, settings, and events, engaging readers through plot development and descriptive language. 

TIER 1 COMPREHENSIVE LITERACY BLOCK

Student...

• Displays a growth mindset while setting goals and reflecting on progress  
• Actively participates in a wide range of conversations   
• Shows respect for the ideas of others  
• Works collaboratively with a partner or small group, at times  
• Responds to literacy experiences including the use of tech core tools  
• Grows stamina as a reader and a writer  
• Works to build content knowledge and strong vocabulary  
• With support, apply reading and writing strategies learned in lessons to independent work  
• Chooses own topics and experiences when writing  
• Shows curiosity when thinking about patterns and meaning of words 
• Engages in word work 
• Applies knowledge of phonological awareness, phonics, and spelling patterns when reading and writing

Teacher...

• Fosters a growth mindset, displays enthusiasm for literacy and a belief that all students can achieve 
• Intentionally select learning activities based on learning targets and student needs 
• Conducts daily reading, phonics, and writing mini lessons in which the learning target is communicated, and background knowledge is primed 
• Conducts small groups based on student need daily.  
• Employs explicit and intentional instruction to assist students in reading accurately and with automaticity 
• Maintains a brisk pace during instruction 
• Sets students up to read and write independently, with a partner, or online.  
• Conducts shared reading and writing experiences to model, demonstrate, and think aloud   
• Responds to learner variability by meeting more often with students who need additional support, providing guided practice and multimodal opportunities to respond 
• Uses multiple strategies to support students in acquiring and using academic language and vocabulary  
• Uses digital resources to support and extend learning 

Learning Progression for Writing 

SEMESTER 1 

• Benchmark Advance: Launch 
• Benchmark Advance Unit 1 
  • Observing Nature 
  • How do we respond to nature?  
• Benchmark Advance Unit 2 
  • Characters’ Actions and Reactions 
  • How do we reveal ourselves to others?  
• Benchmark Advance Unit 3 
  • Government in Action 
  • How can government influence the way we live? 
• Reading Foundational Skills 

SEMESTER 2 

• Benchmark Advance Unit 4 
  • Understanding Different Points of View 
  • What do we learn when we look at the world through the eyes of others?  
• Benchmark Advance Unit 5 
  • Technology for Tomorrow 
  • How do we make decisions about developing new technology? 
• Benchmark Advance Unit 6 
  • Confronting Challenges 
  • How do we overcome obstacles?  
• Benchmark Advance Unit 7 
  • The Transcontinental Railroad 
  • How do communities evolve?  
• OPTIONAL: Benchmark Advance Unit 8 
  • Earth Changes 
  • How do Earth’s natural processes impact our lives?  
• Reading Foundational Skills 

In the 2016-17 school year, the Issaquah School District implemented Eureka Math, a comprehensive curriculum that provides elementary students with a solid foundation built on the three pillars above. Eureka Math was written by a team of teachers and mathematicians who took great care to present mathematics in a logical progression to help students achieve deep understanding. Eureka Math follows the Washington State Learning Standards and connects math to the real world in ways that build student confidence and ensures that today's young mathematicians will be prepared for futures where they will thrive. 

Eureka Math is supported by an accompanying digital tool, Zearn.

To provide additional resources and to monitor progress toward meeting standard, ISD utilized i-Ready Math diagnostic assessments, the interactive My Path and teacher tools for instruction.

Below are the learning goals organized around the area(s) reported on the student report card.

Math Content:

Students demonstrate grade level conceptual understanding, procedural fluency and productive disposition in the following areas.

• Operations and Algebraic Thinking
  • Uses the four operations with whole numbers to solve problems
  • Gains familiarity with factors and multiples
  • Generates and analyzes patterns
• Number and Operations in Base Ten
  • Generalizes place value understanding for multi-digit whole numbers
  • Uses place value understanding and properties of operations to perform multi-digit arithmetic
• Number and Operations - Fractions
  • Extends understanding of fraction equivalence and ordering
  • Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
  • Understands decimal notation for fractions, and compares decimal fractions
• Measurement and Data
  • Solves problems involving measurement and conversion of measurements from a larger unit to a smaller unit
  • Represents and interprets data
  • Geometric measurement: understands concepts of angle and measures angles
• Geometry
  • Draws and identifies lines and angles, and classifies shapes by properties of their lines and angles

Math Practices:

Students demonstrate grade level skills with the following processes and proficiencies.

• Makes sense of problems and perseveres in solving them
• Reasons abstractly and quantitatively
• Constructs viable arguments and critiques the reasoning of others
• Models with mathematics
• Uses appropriate tools strategically
• Attends to precision
• Looks for and makes use of structure
• Looks for and expresses regularity in repeated reasoning

Using Eureka Math Lessons and Zearn (the digital learning tool designed to be used with Eureka)

Concept Development Lessons & Debriefs. Teacher engages students to pose problems, engage in mathematical discourse, model problem solving and provide explicit instruction in math concepts.

Fluency Practice. Students engage in fluency development routines.

Application Problem and Problem Solving. Students work collaboratively and independently to solve problems and practice skills.

Using i-Ready Math

My Path.  Students may be assigned 30-50 minutes per week of personalized learning in My Path.  My Path may be used to...

• Provide instruction and practice in areas of weakness or skill gaps that may prevent a student from meeting standard.  
• Provide an opportunity to reinforce classroom learning and demonstrate the ability to apply learning in a different context.
• Provide an opportunity to work on above grade-level concepts and skills. This may help prepare student who wish to consider advanced learning paths in Middle School.

Trimester 1

• Place Value, Rounding, and Algorithms for Addition and Subtraction
• Unit Conversions and Problem Solving with Metric Measurement
• Multi-Digit Multiplication and Division

Trimester 2

• Multi-Digit Multiplication and Division
• Fraction Equivalence, Ordering, and Operations

Trimester 3

• Decimal Fractions
• Angle Measure and Plane Figures
• Exploring Measurement with Multiplication

Amplify Science: A phenomena-based science curriculum, Amplify Science is a K–8 science curriculum that blends hands-on investigations, literacy-rich activities, and interactive digital tools to empower students to think, read, write, and argue like real scientists and engineers.

Below are the learning goals organized around the area(s) reported on the student report card.

Understands and applies skills and concepts related to scientific principles taught in each of the following units:

Vision and Light: Investigating animal use of senses in their environment.

Earth’s Features: Investigating rocks and fossils as a geological record.

Energy Conversion: Investigating the electrical grid.

Waves, Energy, and Information: Investigating physics of energy. 

See Learning Progression Below for more information on each unit

Hands-on Activity.  Students work with partners and small groups, interacting with science tools, recording observations, sharing ideas, or creating models.

Teacher-led Discussion. Teachers ask questions and prompt students to make sense of their experiences in or out of class with the science concept.  Students share ideas and evidence.  Students listen to others and ask questions to understand others' thinking.

Student-to-Student Discussion. Working in pairs and small groups, students share science ideas and present evidence to support their ideas.

Digital Simulation or Modeling.  Students use digital tools to engage with concepts, extending hands-on science learning beyond what can be provided in a classroom setting.

Vision and Light: How do animals use vision and other senses to survive in their environment?

Working as conservation biologists, students figure out why a population of Tokay geckos in a Philippines rainforest has decreased since the installation of new highway lights. 

Chapter 1: How does a Tokay gecko get information about its environment?
Chapter 2: How does light allow a Tokay gecko to see its prey?
Chapter 3: How does a Tokay gecko know that it’s looking at its prey?
Chapter 4: How could more light at night make it hard for a Tokay gecko to see its prey?
Chapter 5 (optional): How do our senses help us understand our environment?
 

Earth’s Features: How do rocks and fossils tell us about the way Earth changes over time?

In the role of geologists, students help the director of Desert Rocks National Park explain how and when a particular fossil formed and how it came to be in its current location. Students figure out what the environment of the park was like in the past and why it has so many visible rock layers. 

Chapter 1: How did the fossil get inside the rocky outcrop?
Chapter 2: What was the environment of Desert Rocks National Park like in the past?
Chapter 3: What is the order of the past environments of Desert Rocks National Park?
Chapter 4: Why did more rock layers get exposed in Desert Canyon than Keller’s Canyon?

Energy Conversions: How does the electrical system work?

As systems engineers for Ergstown, students explore the reasons for frequent blackouts. They apply what they learn to design solutions to make the town’s electrical system more reliable. 

Chapter 1: What happened to the electrical system the night of the Ergstown blackout?
Chapter 2: What makes the devices in Ergstown output energy or fail to output energy?
Chapter 3: Where does the electrical energy for the devices in Ergstown come from?
Chapter 4: How does the energy get to the devices all over Ergstown?

Waves, Energy, and Information: How do waves transfer information from one place to another?

As marine scientists, students figure out how mother dolphins communicate with their calves.  They then figure out how to create patterns to transfer data from one place to another.

Chapter 1: How does a mother dolphin communicate with her calf across a distance?
Chapter 2: How does sound energy travel through water from a mother dolphin to her calf?
Chapter 3: How does a dolphin calf know which call is his mother’s call?
Chapter 4: How can humans use patterns to communicate?
 

ISD Created Units

The Issaquah School District developed our own social studies units for elementary. These units were created based on Washington State Standards, The Inquiry Design Model, and the C3 Framework of College, Career & Civic Life. Students who are equipped with skills of authentic inquiry and who know geography, civics, economics, and history can move forward with the confidence that they are prepared to engage with the world. You can discover more about the C3 Framework through the graphic and video seen below.

Below are the learning goals organized around the area(s) reported on the student report card.

Understands skills and concepts related to social studies lessons on the following units

• Washington's Earliest Times

• Exploration of Washington

• Washington Today

See the learning progression below for more information on the supporting questions of each unit.

Our Social Studies curriculum provides and inquiry-based approach that focuses on building knowledge and skills as students engage in discussion and activities that center on compelling questions.

Discussion & Concept Development: Students learn from, build on and demonstrate understanding of different perspectives and points of view

Inquiry & Collaboration:  students recork their thinking in journals, organizers, and charts; students work independently, in pairs or small groups to complete learning tasks that apply skills from concept development

Washington’s Earliest Times

Compelling Question: Where and how did the earliest Washingtonians live?

Supporting  Questions

• How did the Coastal and Plateau Native Americans live?

• How did geography impact Coastal and Plateau Native American economy and culture?

Exploration of Washington

Compelling Question: What was the effect of exploration on Washington?

Supporting Questions 

• What brought new groups of people to the Pacific Northwest?
• What effects did new groups have on indigenous people?
• How did different groups of people impact the PNW and why?
   

Washington Today

Compelling Question: How is Washington and its people interdependent.

Supporting Questions

• How are Washington and its people interdependent?
• How does national, state, tribal and local government impact WA’s economy, geography and cultures?
• What laws should be added or changed to improve one of WA’s unique features?

Our adopted Elementary Music Curriculum is Quaver’s Marvelous World of Music.

Below are the learning goals organized around the area(s) reported on the student report card.

Demonstrates behaviors that promote learning

• Stays on task
• Follows directions
• Contributes positively

Demonstrates skills and concepts

• Sings
• Performs with instruments
• Reads and notates music
• Composes and improvises
• Listens, analyzes, and describes music

Elementary Music Develops Skills in the following areas:

• Rhythms
• Melody & Pitch
• Timbre
• Form
• Harmony & Texture
• Expression
• Vocal Technique
• Instrumental Technique

Our adopted health materials include:

• Five for Life (Focused Fitness)
• SPARK PE (Spark) 

Below are the learning goals organized around the area(s) reported on the student report card.

Demonstrates behaviors that promote learning related to health and fitness from among the following content areas:

• Respects the rights and feelings of others
• Actively listens and follows directions
• Stays on task
• Contributes positively

Demonstrates skills and concepts related to health and fitness from among the following content areas:

• Demonstrates locomotor, non-locomotor, manipulatives, balance, and rhythm skills in group activities
• Applies movement concepts in cooperative situations; understands and applies the need for different roles with in a team game (offense and defense)
• Analyzes the health and skill related components of fitness
  • Cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, and body composition
  • Power, agility, balance, speed, coordination, reaction time
• Understands skills and concepts related to health
  • Nutrition and the body

Physical education develops physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity.

To pursue a lifetime of healthful physical activity, a physically literate individual:

• Has learned the skills necessary to participate in a variety of physical activities.
• Knows the implications and the benefits of involvement in various types of physical activities.
• Participates regularly in physical activity.
• Is physically fit.
• Values physical activity and its contributions to a healthful lifestyle.

Library lessons center on 4 overarching areas:

Digital Citizenship and Responsibility

• Digital citizenship & safety
• Digital presence & awareness
• Managing technology 
• Responsibly reporting
• Screen time & media balance

Library Skills and Organization

• The library collection
• Library management procedures
• Catalogs & databases

Information Literacy and Research

• Genres & sub-genres of informational text
• Text features & formats
• Locating information & conducting database searches
• Evaluating sources
• Citations & plagiarism

Reading Engagement

• Connecting with literature & texts
• Awareness of different ways to choose a book
• Literature awards
• STEM integration