Edison Regional Gifted Center
Long Term Goals
Target Expectations within the Instructional Program School Year 2008-2009
Concepts, Topics, Projects by Content Area Fourth Grade
Report Card Period First Quarter
Language Arts, Reading/Literature
• read aloud with fluency
• read and enjoy a variety of forms of literature
• compare and contrast characters
• develop vocabulary skills by using a dictionary and context clues
• develop higher level thinking skills by analyzing, classifying and evaluating
• identify and apply literary elements of plot, mood, setting and sequence of events
• identify use of synonyms and antonyms
Writing, Listening, Speaking
• Review of the writing process.
• identify the 4 types of essays: descriptive, expository, persuasive, and narrative. Students will identify the characteristics of each of the above.
• practice weekly spelling lists with emphasis on using each new word in a correctly contextual manner.
• write and edit manuscripts to demonstrate correct use of grammar.
• paraphrase a give paragraph.
• practice public speaking skills through "Topic Talks."
• compare and order whole numbers and decimals.
• round and estimate whole numbers and decimals.
• add, subtract, multiply, and divide both whole numbers and decimals.
• use order of operations to solve problems.
• understand and apply estimation skills.
• identify, select, and use appropriate strategies to solve word problems
• Safely use lab equipment and identify safety symbols and procedures
• Identify local, national and global ecosystems
• Apply the Scientific Method and terminology to identify and solve a problem.
• Describe the idea of Continental Drift and list the four key prices of evidence that support it
• Complete research accompanying a science fair project.
• Use and Understand the metric system for science fair projects and classroom labs
State Goal 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems.
State Goal 12: Understand the fundamental concepts, principles, and interconnections of the life, physical and earth/space sciences.
• review and apply geographic terminology
• interpret maps and globes
• compare and contrast physical characteristics of the regions of the U.S.
• Interpret ways and current events and the affect on individuals and groups
• understand basic democratic principals
• Study Native Americans
During the months of September, October, and November, the following activities including assessments will be performed: question/answer; singing in French; an expanded look at the history, geography and culture of France; learning verbal expressions through a glossary of expressions and handouts called “high frequency French”. Students will be assessed on their classroom participation and the ability to follow simple directions in French. The children will be encouraged to ask in French maintenance questions such as, “May I go the bathroom?”, etc. We will also be using CDs and the book “French for Children”. In doing so, the following State Goals will be addressed:
28.A.1a Recognize basic language patterns (e.g., forms of address, questions, case).
28.A.1b Respond appropriately to simple commands in the target language.
28.B.1a Respond to and ask simple questions with prompts.
28.B.1b Imitate pronunciation, intonation and inflection including sounds unique to the
29.A.1 Use common forms of courtesy, greetings and leave takings appropriate to the
time of day and relationship (adult, peer, and parent).
• Ecrire et apprendre les jours de la semaine (the days of the week).
• Ecrire et apprendre les mois de l’annee en Français (the months of the year).
• The verbs être and avoir (to be and to have) learning with body movements
• Geographie du monde francophone (geography of the French speaking world) including learning about the different regions in France with the first project assignment on French regions.
• Salutations (greetings)
• Chansons (songs, Frere Jacques and The Farmer Goes to his Field) with the introduction of two new songs.
• Visual: presentation d’un film “Être et Avoir”.
• Cultural: Comparison of the French vs. American school system.
• Expressions de classe (French expressions for day to day interaction in the classroom such as: May I go to the bathroom, May I go and drink some water…).
• Activites kinestethiques: games with the children to reinforce vocalizing in French.
• Activites de dessins: Children need to recognize and read in French colors and then color the right parts of the drawings. (Countryside setting, animals, etc).
• Study the arts of Native America through participating in activities in the visual arts, theater, music and dance
• learn weaving techniques and create textile art, create tipis using Native American symbology and create Native American style pottery
• study Native American dance and learn to dance in the traditional Native American style
• participate in Native American storytelling in the Readers Theater style
• learn about traditional Native American music and create drum music in the style of Native American drumming
Learning Resource Center
• Learn about U.S. election by "electing" a class favorite book
• Improve book location skills through use of Dewey Decimal system and Online Public Access Catalog (OPAC)
• Review modules of Northwestern University Collaboratory
• Know and perform seven basic locomotor and all non-locomotor skills while changing direction of movement.
• Demonstrate locomotor movements using a variety of changes in effort, flow, space, and time.
• Recognize own strength and weaknesses in physical actives
• Participate in a progression of activities that will maintain or improve personal fitness levels.
• Recognize own strength and weaknesses physical activities
• President Fitness Test
• Push ups, sit ups
State Goal 19 Acquire movement skills and understand concept needed to engage in health –enhancing physical activities
State Goal 20 Achieve and maintain a health-enhancing level of physical based upon continual self-assessment.
• Describe the structure of the human body systems.
• Explain the functions of the human body systems.
• Identify steps for managing stress.
• Identify the parts and functions of the digestive system.
State Goal 23 Understand human body systems and factors that influence growth and development.
Special Assignments/ Reports/ Research Projects
ERGC Ten Week Plans >