|ELA.4.C.1.2:|| Write personal or fictional narratives using a logical sequence of events and demonstrating an effective use of techniques such as descriptions and transitional words and phrases.|
Clarification 1: Students were introduced to dialogue in 3rd grade. Although it is not mentioned specifically in this benchmark, students should continue to practice the technique and receive instruction in it. Dialogue is included for mastery in the 5th grade benchmark.
Clarification 2: See Writing Types.
|ELA.4.C.1.4:|| Write expository texts about a topic, using multiple sources, elaboration, and an organizational structure with transitions. |
|ELA.4.C.2.1:|| Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, and clear pronunciation.|
Clarification 1: Nonverbal cues appropriate to this grade level are posture, tone, expressive delivery, focus on the audience, and facial expression. Clear pronunciation should be interpreted to mean an understanding and application of phonics rules and sight words as well as care taken in delivery. A student’s speech impediment should not be considered as impeding clear pronunciation.
Clarification 2: For further guidance, see the Elementary Oral Communication Rubric.
|ELA.4.C.4.1:|| Conduct research to answer a question, organizing information about the topic, using multiple valid sources.|
Clarification 1: While the benchmark does require that students consult multiple sources, there is no requirement that they use every source they consult. Part of the skill in researching is discernment—being able to tell which information is relevant and which sources are trustworthy enough to include.
|ELA.4.C.5.1:|| Arrange multimedia elements to create emphasis in oral or written tasks.|
Clarification 1: Multimedia elements may include, but are not limited to, drawings, pictures, artifacts, and audio or digital representation. At this grade level, students are using more than one element. The elements may be of the same type (for example, two pictures or a picture and an audio recording). The elements should relate directly to the task and emphasize a point made within the task, perhaps by showing examples or data to emphasize a point. The elements should be smoothly integrated.
|ELA.4.C.5.2:|| Use digital writing tools individually or collaboratively to plan, draft, and revise writing. |
|ELA.4.R.1.1:|| Explain how setting, events, conflict, and character development contribute to the plot in a literary text. |
|ELA.4.R.1.2:|| Explain a stated or implied theme and how it develops, using details, in a literary text.|
Clarification 1: An explanation of how the theme develops should include how characters respond to situations and how the speaker reflects upon a topic in a literary text.
|ELA.4.R.2.1:|| Explain how text features contribute to the meaning and identify the text structures of problem/solution, sequence, and description in texts. |
|ELA.4.R.2.4:|| Explain an author’s claim and the reasons and evidence used to support the claim. |
|ELA.4.R.3.2:|| Summarize a text to enhance comprehension.|
- Include plot and theme for a literary text.
- Include the central idea and relevant details for an informational text.
Clarification 1: Most grade-level texts are appropriate for this benchmark.
|ELA.4.R.3.3:|| Compare and contrast accounts of the same event using primary and/or secondary sources.|
Clarification 1: Introduce the terms “primary sources” and “secondary sources.”
|ELA.4.V.1.2:|| Apply knowledge of common Greek and Latin roots, base words, and affixes to determine the meaning of unfamiliar words in grade-level content. |
|ELA.4.V.1.3:|| Use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level.|
Clarification 1: Instruction for this benchmark should include text read-alouds and think-alouds aimed at building and activating background knowledge. Review of words learned in this way is critical to building background knowledge and related vocabulary. Texts read aloud can be two grade levels higher than student reading level.
Clarification 2: See Context Clues and Word Relationships.
Clarification 3: See ELA.4.R.3.1 and Elementary Figurative Language.
|ELA.K12.EE.1.1:|| Cite evidence to explain and justify reasoning.|
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.
2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.
4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor.
6-8 Students continue with previous skills and use a style guide to create a proper citation.
9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.
|ELA.K12.EE.2.1:|| Read and comprehend grade-level complex texts proficiently.|
See Text Complexity for grade-level complexity bands and a text complexity rubric.
|ELA.K12.EE.3.1:|| Make inferences to support comprehension.|
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page.
Students will use the terms and apply them in 2nd grade and beyond.
|ELA.K12.EE.4.1:|| Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.|
In kindergarten, students learn to listen to one another respectfully.
In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.
In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.
|ELA.K12.EE.5.1:|| Use the accepted rules governing a specific format to create quality work.|
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
|ELA.K12.EE.6.1:|| Use appropriate voice and tone when speaking or writing.|
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
|MA.K12.MTR.1.1:|| Actively participate in effortful learning both individually and collectively. |
Mathematicians who participate in effortful learning both individually and with others:
- Analyze the problem in a way that makes sense given the task.
- Ask questions that will help with solving the task.
- Build perseverance by modifying methods as needed while solving a challenging task.
- Stay engaged and maintain a positive mindset when working to solve tasks.
- Help and support each other when attempting a new method or approach.
Teachers who encourage students to participate actively in effortful learning both individually and with others:
- Cultivate a community of growth mindset learners.
- Foster perseverance in students by choosing tasks that are challenging.
- Develop students’ ability to analyze and problem solve.
- Recognize students’ effort when solving challenging problems.
|MA.K12.MTR.2.1:|| Demonstrate understanding by representing problems in multiple ways. |
Mathematicians who demonstrate understanding by representing problems in multiple ways:
- Build understanding through modeling and using manipulatives.
- Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
- Progress from modeling problems with objects and drawings to using algorithms and equations.
- Express connections between concepts and representations.
- Choose a representation based on the given context or purpose.
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways:
- Help students make connections between concepts and representations.
- Provide opportunities for students to use manipulatives when investigating concepts.
- Guide students from concrete to pictorial to abstract representations as understanding progresses.
- Show students that various representations can have different purposes and can be useful in different situations.
|MA.K12.MTR.3.1:|| Complete tasks with mathematical fluency. |
Mathematicians who complete tasks with mathematical fluency:
- Select efficient and appropriate methods for solving problems within the given context.
- Maintain flexibility and accuracy while performing procedures and mental calculations.
- Complete tasks accurately and with confidence.
- Adapt procedures to apply them to a new context.
- Use feedback to improve efficiency when performing calculations.
Teachers who encourage students to complete tasks with mathematical fluency:
- Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
- Offer multiple opportunities for students to practice efficient and generalizable methods.
- Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used.
|MA.K12.MTR.4.1:|| Engage in discussions that reflect on the mathematical thinking of self and others. |
Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:
- Communicate mathematical ideas, vocabulary and methods effectively.
- Analyze the mathematical thinking of others.
- Compare the efficiency of a method to those expressed by others.
- Recognize errors and suggest how to correctly solve the task.
- Justify results by explaining methods and processes.
- Construct possible arguments based on evidence.
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
- Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
- Create opportunities for students to discuss their thinking with peers.
- Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
- Develop students’ ability to justify methods and compare their responses to the responses of their peers.
|MA.K12.MTR.5.1:|| Use patterns and structure to help understand and connect mathematical concepts. |
Mathematicians who use patterns and structure to help understand and connect mathematical concepts:
- Focus on relevant details within a problem.
- Create plans and procedures to logically order events, steps or ideas to solve problems.
- Decompose a complex problem into manageable parts.
- Relate previously learned concepts to new concepts.
- Look for similarities among problems.
- Connect solutions of problems to more complicated large-scale situations.
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
- Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
- Support students to develop generalizations based on the similarities found among problems.
- Provide opportunities for students to create plans and procedures to solve problems.
- Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
|MA.K12.MTR.6.1:|| Assess the reasonableness of solutions. |
Mathematicians who assess the reasonableness of solutions:
- Estimate to discover possible solutions.
- Use benchmark quantities to determine if a solution makes sense.
- Check calculations when solving problems.
- Verify possible solutions by explaining the methods used.
- Evaluate results based on the given context.
Teachers who encourage students to assess the reasonableness of solutions:
- Have students estimate or predict solutions prior to solving.
- Prompt students to continually ask, “Does this solution make sense? How do you know?”
- Reinforce that students check their work as they progress within and after a task.
- Strengthen students’ ability to verify solutions through justifications.
|MA.K12.MTR.7.1:|| Apply mathematics to real-world contexts. |
Mathematicians who apply mathematics to real-world contexts:
- Connect mathematical concepts to everyday experiences.
- Use models and methods to understand, represent and solve problems.
- Perform investigations to gather data or determine if a method is appropriate.
• Redesign models and methods to improve accuracy or efficiency.
Teachers who encourage students to apply mathematics to real-world contexts:
- Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
- Challenge students to question the accuracy of their models and methods.
- Support students as they validate conclusions by comparing them to the given situation.
- Indicate how various concepts can be applied to other disciplines.
|HE.4.B.4.2:|| Identify refusal skills and negotiation skills that avoid or reduce health risks.|
Expressing feelings, offering alternatives, and reporting danger.
|HE.4.C.2.2:|| Explain the important role that friends/peers may play in health practices and behaviors.|
Recognizing and avoiding bullying behavior, choosing not to use tobacco products or inhalants, and recognizing differences between positive and negative peer pressure.
|HE.4.C.2.5:|| Explain how media influences personal thoughts, feelings, and health behaviors.|
Insidious marketing/product placement, branding, and anti-drug campaigns.
|HE.4.C.2.6:|| Explain how technology influences personal thoughts, feelings, and health behaviors.|
Cyber-bullying, habitual gaming, violent video games, and seat-belt alarm.
|HE.4.P.7.2:|| Discuss a variety of healthy practices and behaviors to maintain or improve personal health and reduce health risks.|
Avoid tobacco/alcohol products, brush and floss teeth, participate in regular physical activity, and report bullying.
|SS.4.A.1.1:|| Analyze primary and secondary resources to identify significant individuals and events throughout Florida history.|
Examples may include, but are not limited to, photographs, paintings, maps, artifacts, timelines, audio and video, letters and diaries, periodicals, newspaper articles, etc.
|SS.4.A.1.2:|| Synthesize information related to Florida history through print and electronic media.|
Examples may include, but are not limited to, encyclopedias, atlases, newspapers, websites, databases, audio, video, etc.
|SS.4.C.2.3:|| Explain the importance of public service, voting, and volunteerism. |
|SS.4.FL.6.3:|| Describe ways that individuals can either choose to accept risk or take steps to protect themselves by avoiding or reducing risk.|
Draw a poster depicting an age-appropriate activity (e.g., owning and riding a bicycle) that illustrates how to avoid risk of harm or loss (not riding the bike) or how to reduce the chance of a bad event (riding in a safe manner) and potential harm of the bad event (wearing a bike helmet).
|SC.4.N.1.1:|| Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. |
|SC.4.N.3.1:|| Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model. |
|ELD.K12.ELL.SI.1:|| English language learners communicate for social and instructional purposes within the school setting. |
|VA.4.F.3.3:|| Work purposefully to complete personal works of art in a timely manner, demonstrating development of 21st-century skills. |
Library Media programs provide a welcoming, resource-rich environment that support multiple literacies, cultivates a culture of inquiry and literacy appreciation, and encourages the independent, ethical exploration of information and ideas.
In this course fourth grade students will explore and use print and digital resources; create and evaluate various forms of media and self-select materials for personal and academic needs in the library/media center. Students will use accurate vocabulary, terms, and procedures, as well as time-management and collaborative skills. Content includes but is not limited to, topics in social studies, science and mathematics with the use of technology and through shared experiences with multiple genres of print and non-print materials.
The purpose of this course is to provide a student-centered library media program that helps students to be information literate. Students will learn to use information for critical thinking and problem solving through instructional experiences based on, but not limited to, the state academic standards (SAS) that are most relevant to the course. Appropriate correlations will also be made with ISTE, FINDS, READS and AASL standards to ensure a comprehensive educational experience.
The framework of the library media center instructional program is:
- We an share knowledge and participate ethically and productively as members of a democratic society.
- We can draw conclusions, make informed decisions, collaborate, and apply knowledge to new situations using technology and other information tools.
- We can pursue personal and aesthetic growth.
- We can inquire, think critically, and gain knowledge from a variety of sources.
In this course the library media educator will integrate grade levels/subject areas through the development, implementation and assessment of instructional lessons, units, and projects. Grade level standards are the immediate focus of this course; however, it is important for educators to understand the K-12 standards as the ultimate achievement goal as students' progress.
English Language Development (ELD) Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf.