Math

ELA

• I can multiply or divide to solve equations and word problems involving multiplicative comparisons

• I can solve and represent multi-step word problems with whole numbers by representing these problems using equations with a letter standing for the unknown quanitity

• I can list all the factor pairs for any whole number within 100.

• I can determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number and whether the given whole number is prime or composite.

• I can generate a number or shape pattern that follows a given rule and identify apparent features of the pattern that were not explicit in the rule itself.

• I can round a multi-digit number to any given place.

• I can add multi-digit whole numbers using the standard algorithm.

• I can subtract multi-digit whole numbers using the standard algorithm.

• I can read, write and compare multi-digit whole numbers using base-ten numerals, number names, and expanded form.

• I can multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations.

• I can determine whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

• I can use visual fraction models to recognize and generate equivalent fractions.

• I can compare two fractions with different numerators and different denominators by creating common denominators or numerators, or by comparing to a benchmark fraction

• I can add and subtract fractions and mixed numbers with like denominators using a variety of strategies and models.

• I can multiply a fraction by a whole number using visual fraction models and equations to represent the problem.

• I can write a fraction with denominator 10 as an equivalent fraction with denominator 100 in order to add fractions with denominators of 10 and 100.

• I can use decimal notation for fractions with denominators 10 or 100.

• I can compare two decimals to hundredths by reasoning about their size.

• I can recognize angles and understand concepts of angle measurement, like an angle is measured with reference to a circle, explaining angle measures as additive, and using a protractor to measure angles.

• I can apply the area and perimeter formulas for rectangles in real world and mathematical problems.

• I can convert from one unit of measure to another using km, m, cm, mm; kg, g; lb, oz; l, ml, hr, sec; in, ft, yd while solving problems.

• I can draw and identify two-dimensional figures like points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines.

• I can classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, the presence or absence of angles of a specified size, or the presence or absence of lines of symmetry.

• I can independently read, for a period of forty minutes continuously, and understand text at a 4th grade level. (F&P end S)

• I can determine a text’s theme, give a detailed description of story elements and give a summary.

• I can draw inferences from a text.

• I can compare and contrast characters’ point of view.

• I can determine meaning of words in a text, including words related to Greek mythology.

• I can refer to details and examples in a text when explaining what an informational text says explicitly.

• I can determine the main idea and key details in an informational text, and summarize the text.

• I can understand academic vocabulary in 4th grade science and social studies texts.

• I can describe an informational text’s structure (compare and contrast, cause and effect, chronological).

• I can compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

• I can use text features (charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) to better understand an informational text.

• I can write an opinion piece that includes an introduction that states an opinion, support the opinion with facts, transition words between paragraphs and an ending section or statement that relates to the opinion.

• I can write an informational piece that introduces a topic with information grouped into paragraphs that includes text features (e.g. illustrations, headings), precise vocabulary words, facts, definitions and quotes transition words between informational sections and an ending statement or section that relates to the information in the writing.

• I can write a narrative (either fictional or personal) that establishes a character or narrator, includes how the character reacts to events, uses time order transitions, includes dialogue and precise literary language, and provides a sense of closure at the end.

• I can conduct research and present a report about a topic.

• I can participate in class discussions and small collaborative groups by listening, asking questions, sharing ideas, and building on the ideas of others.

• I can write independently for a period of thirty minutes.

Science

Social Studies

• I can explain the relationship between the speed and the energy of an object.

• I can make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents.

• I can explore how energy changes when objects collide.

• I can design a device that shows ways in which energy can be transferred.

• I can gather information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

• I can develop a model of waves to show patterns of amplitude and wavelength.

• I can explore ways that information can be transmitted using patterns of waves.

• I can describe and model how light enters the eye.

• I can construct an argument that plants and animals have internal and external structures to help them survive, grow, react to stimuli and reproduce.

• I can model how animals sense the world around them and respond to information from their environment.

• I can understand how rock formations and fossils provide evidence for the changes in landscapes over time.

• I can make observations and measurements that provide information about the effects of weathering and erosion on the Earth’s surface.

• I can analyze and interpret data from models and maps to describe the patterns of Earth’s features.

• I can generate and compare solutions to reduce the impacts of natural Earth processes due to humans.

• I can explain the rights and duties of being a citizen in the United States

• I can classify basic structures and functions of government and summarize their basic powers

• I can identify and explain the physical features of the United States

• I can analyze where and why people live where they do in the United States

• I can explain the cause and effect of a specific historical event or person in the US from 1600 to 1799

• I can explain the role of financial institutions and how they affect my life.

• I can develop an example of the factors of production for a given product.

• I can compare product markets.

Music Art
• I can use my singing voice.

• I can read, notate, and use music vocabulary accurately.

• I can move accurately with a variety of music.

• I can play a variety of instruments with correct technique

• I can participate and contribute positively in music.

Creating
• I can demonstrate knowledge of color theory

• I can apply knowledge of tools and materials

• I can analyze components of visual imagery that convey messages

Presenting

• I can explain my artwork or portfolio of work

• I can identify good application of design principles

• I can utilize technology to present artwork

Responding

• I can compare and contrast with the interpretation of others

• I can speculate about processes an artist uses to create a work of art

Connecting

• I can create artworks that reflect community, tradition, and cultural influences

• I can identify art concepts in the world around me

• I can interpret art to learn more about the beliefs of others, as well as, a means to express my own beliefs