4 - Pilato-Eshleman - Standards Paper

Standards for 4th Grade
Michel Pilato
Emilee Eshleman
Rationale:
Bennett’s Goals
William J. Bennett, the Secretary of the United States Department of Education, is
the creator of “Bennett’s Goals”. Bennett also wrote “First Lessons” and “James Madison
High School”. Bennett writes these goals because he believes that Elementary School is
an important place in a child’s life. This is when a child shapes his understanding of
everything around him including his country his culture and the world. Bennett has done
much research on the important information that students need to know at each grade
level because he realizes how important a good education is to a child. William Bennett is
a very credible resource because of his status as the Secretary of the United States
Department of Education and because of his passion to further education in our nation.
Virginia Standards
The Virginia Standards of Learning were created by the Virginia Department of
Education, and they describe what the commonwealth expects for students to learn. The
standards are made up of a detailed framework for the four core content areas, Math,
Science, Social Science, and English. These standards are a good source because they are
taught in Virginia schools, and students are frequently tested on these Standards of
Learning to ensure that the teachers are meeting the requirements and teaching all of the
standards. This in turn ensures that all Virginia students are up to pace with all other
Virginian students.
New Jersey Standards
The New Jersey Standards of Learning were adopted by the State Board of
Education in December of 2003. New Jersey’s State Board of Education is made up of
thirteen members who were appointed by the Governor and recommended by the New
Jersey State Senate. These individuals have exceptional accomplishments and serve on
this board without compensation but because they care about the education of the
children of New Jersey. These standards were adopted to provide a clear vision of the
knowledge, performance, and dispositions that teachers and school leaders need so that
they may support the children while they learn and achieve the goals set in the Core
Curriculum Content Standards.
National Standards
The National Standards were created by several national and education
organizations. These organizations volunteered so that there would be guidelines for
teachers to follow on a national level. These standards prove to be a good source for
teachers to use because they are used by every other teacher in the nation. By using these
standards, teachers can be sure that their students are up to pace with other students
nationwide. The standards are actually put culminated and approved by various
organizations such as the National Council of Teachers of Mathematics, National Council
of Teachers of English, National Geographic Society, National Council on Economic
Education, National Council for the Social Studies, Center for Civic Education,
Consortium of National Arts Education Association, National Center for History in the
Schools, International Society for Technology in Education, and National Academies of
Science.
Mathematics
The essence of mathematics is not to make simple things
complicated, but to make complicated things simple. ~S. Gudder
Mathematics is an essential subject to teach in elementary schools because it is so
practical to everyday life. Math allows children to count money when they purchase
something at a store, or be able to easily tell what time it is by looking at a clock. Math is
a subject that is feared by many but unrightfully so. If a teacher is able to properly
implement teaching instruction, the students should have an enjoyable learning
experience and desire to continuously learn math.

Mathematics Standards
VA SOL 4.1 The student will:
a) Identify (orally and in writing) the place value for each digit in a
whole number expressed through millions
Bennett N/A
NJ MATH 4.1 A1/2 Use real-life experiences, physical materials, and

technology to construct meanings for numbers (unless otherwise
noted, all indicators for grade 4 pertain to these sets of numbers as
well). - - Whole numbers through millions
- Demonstrate an understanding of place value concepts.
National NM-NUM.3-5.1 Understand the place-value structure of the base-ten

number system and be able to represent and compare whole numbers
and decimals
EEMP SOL 4.1a The student will be able to understand place value using whole
numbers up to the millions
VA SOL 4.1 b) compare two whole numbers expressed through millions, using
symbols ( >, <,or = )
Bennett N/A
NJ MATH 4.1A3/6 Demonstrate a sense of the relative magnitudes of

numbers. Compare and order numbers.
National N/A
EEMP SOL 4.1b The student will be able to compare numbers and use symbols
(<,>,=) to express numbers in the millions as either greater than,
less than, or equal to
VA SOL 4.1 c) round whole numbers expressed through millions to the nearest
thousand, ten thousand, and hundred thousand.
Bennett Reinforcing whole number operations using estimation and rounding
NJ MATH 4.1 C2 Construct and use a variety of estimation strategies

(e.g., rounding and mental math) for estimating both quantities and
the results of computations.
National NM-NUM.3-5.1 develop and use strategies to estimate computations
involving fractions and decimals in situations relevant to students'
experience;
EEMP SOL 4.1c The student will be able to round whole numbers in the millions
and use various strategies for estimations
VA SOL 4.2 The student will

a) identify, model, and compare rational numbers (fractions and
mixed numbers), using concrete objects and pictures
b) represent equivalent fractions
c) relate fractions to decimals, using concrete objects.
Bennett Students will reinforce fractional and decimal concepts of numbers
NJ MATH 4.1 A5 Use concrete and pictorial models to relate whole

numbers, commonly used fractions, and decimals to each other, and
to represent equivalent forms of the same number.
National NM-NUM.3-5.1 develop understanding of fractions as parts of unit

wholes, as parts of a collection, as locations on number lines, and as
divisions of whole numbers
EEMP SOL 4.2 The students will utilize objects and pictures to help them better
understand the how to compare rational numbers –
fractions/mixed numbers
VA SOL 4.3 The student will compare the numerical value of fractions (with like
and unlike denominators) having denominators of 12 or less, using
concrete materials.

National NM-NUM.3-5.1recognize and generate equivalent forms of

commonly used fractions, decimals, and percents
EEMP SOL 4.3 The students will be able to compare fractions that have like and
unlike denominators
- Fractions are used that have denominators no larger than 12
VA SOL 4.4. The student will
a) read, write, represent, and identify decimals expressed through
thousandths
NJ MATH 4.1 A1 Use real-life experiences, physical materials, and

technology to construct meanings for decimals through the
hundredths
National use visual models, benchmarks, and equivalent forms to add and
subtract commonly used fractions and decimals
EEMP SOL 4.4a The students will read, record, and interpret decimals by the use
of visual models of numbers through the thousandths
VA SOL 4.4 b) round to the nearest whole number, tenth, and hundredth
NJ MATH 4.1 C2 Construct and use a variety of estimation strategies

(e.g., rounding and mental math) for estimating both quantities and
the results of computations.

experience
EEMP SOL 4.4b Students will round whole numbers to the nearest tenth and
hundredth places
VA SOL 4.4 c) compare the value of two decimals, using symbols (<, >, or =),
concrete materials, drawings, and calculators.
Bennett N/A
NJ MATH 4.1A3/6 Demonstrate a sense of the relative magnitudes of

numbers. Compare and order numbers.
National N/A
EEMP SOL 4.4c Students will compare greater than, less than, equal numbers
with the appropriate symbols by using drawings and computers
VA SOL 4.5 The student will estimate whole-number sums and differences and
describe the method of estimation. Students will refine estimates,
using terms such as closer to, between, and a little more than.
NJ MATH 4.1 C1/2 Judge without counting whether a set of objects has
less than, more than, or the same number of objects as a reference
set.
- Construct and use a variety of estimation strategies (e.g.,
rounding and mental math) for estimating both quantities and the
results of computations.
National NM-NUM.3-5.3 develop and use strategies to estimate the results of

whole-number computations and to judge the reasonableness of such
results
EEMP SOL 4.5 Students will estimate strategies to estimate sums and differences
of whole numbers using the terms (closer to, between, and a little
more)
VA SOL 4.6 The student will add and subtract whole numbers written in vertical
and horizontal form, choosing appropriately between paper and
pencil methods and calculators.
Bennett N/A
NJ MATH 4.1 B7 Select pencil-and-paper, mental math, or a calculator

as the appropriate computational method in a given situation
depending on the context and numbers
National NM-NUM.3-5.3 select appropriate methods and tools for computing

with whole numbers from among mental computation, estimation,
calculators, and paper and pencil according to the context and nature
of the computation and use the selected method or tools
EEMP SOL 4.6 Students will computate addition and subtraction problems
while written and vertical and horizontal forms, and they will
determine whether they need a calculator, pencil/paper, or if they
can perform it mentally
VA SOL 4.7 The student will find the product of two whole numbers when one
factor has two digits or fewer and the other factor has three digits or
fewer, using estimation and paper and pencil. For larger products (a
two-digit numeral times a three-digit numeral), estimation and
calculators will be used.
Bennett N/A
NJ Use efficient and accurate pencil-and-paper procedures for

computation with whole numbers - Multiplication of 2-digit numbers
National understand various meanings of multiplication and division
EEMP SOL 4.7 The students will multiply numbers that have 2-3 digits and try
to compute them using pencil and paper, and a calculator if
necessary
VA SOL 4.8 The student will estimate and find the quotient of two whole
numbers, given a one-digit divisor.
Bennett The students will divide large numbers by two and three digit
divisors
NJ Use efficient and accurate pencil-and-paper procedures for

computation with whole numbers - Division of 3-digit numbers by 1-
digit numbers
National understand the effects of multiplying and dividing whole numbers
EEMP SOL 4.8 The student will estimate the quotient of two numbers when the
dividend is three digits and the divisor is one

a) add and subtract with fractions having like and unlike
denominators of 12 or less, using concrete materials, pictorial
representations, and paper and pencil

National NM-NUM.3-5.1 recognize and generate equivalent forms of
commonly used fractions, decimals, and percents
EEMP SOL 4.9a The students will be able to add and subtract fractions such that:
- Fractions are used that have denominators no larger than 12
VA SOL 4.9 b) add and subtract with decimals through thousandths, using
concrete materials, pictorial representations, and paper and pencil
NJ MATH 4.1 A1 Use real-life experiences, physical materials, and

technology to construct meanings for decimals through the
hundredths
National use visual models, benchmarks, and equivalent forms to add and
subtract commonly used fractions and decimals
EEMP SOL 4.9b The students will add and subtract decimals by the use of visual
models of numbers through the thousandths
VA SOL 4.9 c) solve problems involving addition and subtraction with fractions
having like and unlike denominators of 12 or less and with decimals
expressed through thousandths, using various computational
methods, including calculators, paper and pencil, mental
computation, and estimation.
NJ MATH 4.1 B9 Use concrete models to explore addition and

subtraction with fractions.

experience
EEMP SOL 4.9c The students will use fractions with denominators up to 12 and
decimals up to the thousandths place to solve various practical
problems
a) estimate and measure weight/mass, using actual measuring
devices, and describe the results in U.S. Customary/metric units
as appropriate, including ounces, pounds, grams, and kilograms
Bennett N/A
NJ Select and use appropriate standard units of measure and

measurement tools to solve real-life problems - Weight – ounce
National NM-MEA.3-5.1 understand such attributes as length, area, weight,

volume, and size of angle and select the appropriate type of unit for
measuring each attribute
EEMP SOL 4.10a The student will be able to use measuring tools to estimate
weights, and then compare the Customary and Metric systems
VA SOL 4.10 b) identify equivalent measurements between units within the U.S.
Customary system (ounces and pounds) and between units within the
metric system (grams and kilograms)
Bennett N/A

measurement tools to solve real-life problems - Length - fractions of
an inch (1/8, 1/4, 1/2), mile, decimeter, kilometer
- Area - square inch, square centimeter
- Volume - cubic inch, cubic centimeter

EEMP SOL 4.10b The students will determine the equivalent values of standards of
measurement in the Customary and Metric system
VA SOL 4.10 c) estimate the conversion of ounces and grams and pounds and
kilograms, using approximate comparisons (1 ounce is about 28
grams, or 1 gram is about the weight of a paper clip; 1 kilogram is a
little more than 2 pounds)
Bennett N/A

measurement tools to solve real-life problems - Capacity - fluid
ounce, cup, gallon, milliliter and Weight – ounces, grams, etc.
EEMP SOL 4.10c The students will use everyday objects to estimate conversions
between ounces, pounds, grams, and kilograms

a) estimate and measure length, using actual measuring devices, and
describe the results in both metric and U.S. Customary units,
including part of an inch (1/2, 1/4, and 1/8), inches, feet, yards,
millimeters, centimeters, and meters
b) identify equivalent measurements between units within the U.S.
Customary system (inches and feet; feet and yards; inches and yards)
and between units within the metric system (millimeters and
centimeters; centimeters and meters; and millimeters and meters);
and
c) estimate the conversion of inches and centimeters, yards and
meters, and miles and kilometers, using approximate comparisons (1
inch is about 2.5 centimeters, 1 meter is a little longer than 1 yard, 1
mile is slightly farther than 1.5 kilometers, or 1 kilometer is slightly
farther than half a mile).
Bennett N/A

measurement tools to solve real-life problems - Length - fractions of
an inch (1/8, 1/4, 1/2), mile, decimeter, kilometer
- Area - square inch, square centimeter
- Volume - cubic inch, cubic centimeter

EEMP SOL 4.11 The students will measure lengths of various objects and describe
their lengths in terms if Customary and Metric measurements
a) estimate and measure liquid volume, using actual measuring devices
and using metric and U.S. Customary units, including cups, pints,
quarts, gallons, milliliters, and liters;
b) identify equivalent measurements between units within the U.S.
Customary system (cups, pints, quarts, and gallons) and between units
within the metric system (milliliters and liters); and
c) estimate the conversion of quarts and liters, using approximate
comparisons (1 quart is a little less than 1 liter, 1 liter is a little more
than 1 quart).
Bennett N/A
NJ Select and use appropriate standard units of measure and measurement

tools to solve real-life problems - Capacity - fluid ounce, cup, gallon,
milliliter

EEMP SOL 4.12 The students will measure liquid volumes by using actual
measuring devices for liquids and convert units between
Customary and Metric systems

a) identify and describe situations representing the use of perimeter
and area; and
b) use measuring devices to find perimeter in both standard and
nonstandard units of measure.
Bennett N/A
NJ MATH 4.2 E2 Distinguish between perimeter and area and use each
appropriately in problem-solving situations.
National NM-MEA.3-5.2 develop strategies for estimating the perimeters,

areas, and volumes of irregular shapes
EEMP SOL 4.13 The students will measure the perimeter of objects in realistic
situations in the Customary and Metric systems
VA SOL 4.14 The student will investigate and describe the relationships between and
among points, lines, line segments, and rays.
Bennett In geometry the student will learn the relationship between parallel
and perpendicular lines
NJ MATH 4.2 A4 Understand and apply concepts involving lines, angles,

and circles. -- Point, line, line segment, endpoint –Parallel,
perpendicular
National N/A
EEMP SOL 4.14 The students will study points, lines, line segments, and rays

a) identify and draw representations of points, lines, line segments,
rays, and angles, using a straightedge or ruler; and
b) describe the path of shortest distance between two points on a flat
surface.
and perpendicular lines as well as acute, obtuse, and right angles

perpendicular -- Angles - acute, right, obtuse
National N/A
EEMP SOL 4.15 The students will draw lines and angles using a ruler and describe
why a line is the shortest distance between two points
VA SOL 4.16 The student will identify and draw representations of lines that
illustrate intersection, parallelism, and perpendicularity.
and perpendicular lines

perpendicular
National N/A
EEMP 4.16 The students will demonstrate intersecting, parallel and

perpendicular lines by drawing them

a) analyze and compare the properties of two-dimensional (plane)
geometric figures (circle, square, rectangle, triangle, parallelogram,
and rhombus) and three-dimensional (solid) geometric figures (sphere,
cube, and rectangular solid [prism]);
b) identify congruent and non congruent shapes; and
c) investigate congruence of plane figures after geometric
transformations such as reflection (flip), translation (slide) and rotation
(turn), using mirrors, paper folding, and tracing.
Bennett The student will learn advanced characteristics of polygons
NJ MATH 4.2 A2/3 Use properties of standard three-dimensional and

two-dimensional shapes to identify, classify, and describe them. -
Vertex, edge, face, side, angle 3D figures - cube, rectangular prism,
sphere, cone, cylinder, and pyramid 2D figures - square, rectangle,
circle, triangle, quadrilateral, pentagon, hexagon, octagon Inclusive
relationships - squares are rectangles, cubes are rectangular prisms
- Identify and describe relationships among two-dimensional

shapes: congruence and line symmetry
National NM-GEO.3-5.1 Analyze characteristics and properties of two- and

three-dimensional geometric shapes and develop mathematical
arguments about geometric relationships
NM-GEO.3-5.3 predict and describe the results of sliding, flipping,

and turning two-dimensional shapes
EEMP SOL 4.17 The students will compare 2D and 3D shapes, identifying which
are congruent and perform transformations of flip, slide, and turn
VA SOL 4.18 The student will identify the ordered pair for a point and locate the
point for an ordered pair in the first quadrant of a coordinate plane.
Bennett The student will organize graphs of data
NJ MATH 4.2 C1 Locate and name points in the first quadrant on a

coordinate grid.
National NM-GEO.3-5.2 make and use coordinate systems to specify locations

and to describe paths
EEMP SOL 4.18 The students will locate an ordered pair on a grid system from the
first quadrant of a graph

a) predict the likelihood of outcomes of a simple event, using the terms
certain, likely, unlikely, impossible; and
b) determine the probability of a given simple event, using concrete
materials.
Bennett N/A
NJ MATH 4.4 B1/2 Use everyday events and chance devices, such as
dice, coins, and unevenly divided spinners, to explore concepts of
probability. --Likely, unlikely, certain, impossible, improbable, fair,
unfair --More likely, less likely, equally likely --Probability of tossing
"heads" does not depend on outcomes of previous tosses
- Determine probabilities of simple events based on equally likely

outcomes and express them as fractions.
National NM-DATA.3-5.4 Describe events as likely or unlikely and discuss the

degree of likelihood using such words as certain, equally likely, and
impossible;
- predict the probability of outcomes of simple experiments and

test the predictions
EEMP SOL 4.19 The students will determine the likelihood of a given outcome and
determine the probability of a practical event using concrete
materials
VA SOL 4.20 The student will collect, organize, and display data in line and bar
graphs with scale increments of one or greater than one and use the
display to interpret the results, draw conclusions, and make
predictions.
Bennett The students will interpret line graphs
NJ Read, interpret, construct, analyze, generate questions about, and draw

inferences from displays of data. - Pictograph, bar graph, line plot,
line graph, table
National NM-DATA.3-5.1 represent data using tables and graphs such as line
plots, bar graphs, and line graphs
EEMP SOL 4.20 The student will collect and organize data and present it in the
format of a line or bar graph, then interpret the data
VA SOL 4.21 The student will recognize, create, and extend numerical and
geometric patterns, using concrete materials, number lines, symbols,
tables, and words.
Bennett N/A
NJ Recognize, describe, extend, and create patterns. - Descriptions using

words, number sentences/expressions, graphs, tables, variables (e.g.,
shape, blank, or letter)
National NM-ALG.3-5.1 describe, extend, and make generalizations about

geometric and numeric patterns; represent and analyze patterns and
functions, using words, tables, and graphs.
EEMP SOL 4.21 The students will make generalizations about geometric patterns,
using words, tables, and concrete materials
VA SOL 4.22 The student will recognize and demonstrate the meaning of equality,
using symbols representing numbers, operations, and relations [e.g., 3
+ 5 = 5 + 3 and 15 + (35 + 16) = (15 + 35) + 16].
Bennett N/A
NJ MATH 4.3 D2 Understand and use the concepts of equals
National NM-ALG.3-5.2 identify such properties as commutativity,

associativity, and distributivity and use them to compute with whole
numbers
EEMP SOL 4.22 The students will understand the importance of the associative
property and various equations that from equalities
English
Words - so innocent and powerless as they are, as standing in a
dictionary, how potent for good and evil they become in the hands of
one who knows how to combine them. ~Nathaniel Hawthorne
English is an extremely vital subject to teach in elementary schools because of how
essential it is to the development of a child. English is used in every subject. Without
English, the other subjects would be extremely difficult for students to grasp. English is
not only important because it is necessary to survive in an elementary classroom, but
because it helps a student to develop into an intelligent literate citizen.

English Standards
VA SOL 4.1 The student will use effective oral communication skills in a variety
of settings.
a) Present accurate directions to individuals and small groups.
b) Contribute to group discussions.
c) Seek ideas and opinions of others
Bennett N/A
NJ English3.3A2,3
Building upon knowledge and skills gained in preceding grades, by
the end of Grade 4, students will:
A. Discussion (small groups and whole class)
2. Stay focused on a topic and ask relevant questions.
3. Take turns without dominating.
National NL-ENG.K-12.12 Students use spoken, written, and visual language

to accomplish their own purposes (e.g., for learning, enjoyment,
persuasion, and the exchange of information).
NL-ENG.K-12.4 Students adjust their use of spoken, written, and
visual language (e.g., conventions, style, vocabulary) to
communicate effectively with a variety of audiences and for different
purposes.
EEMP SOL 4.1a-c The students will be able to cooperatively participate in group
discussions by keeping in step with the conversation, providing
significant input and including each participant in the group.
VA SOL 4.1 d) Use evidence to support opinions.

e) Use grammatically correct language and specific vocabulary to
communicate ideas.
Bennett N/A
NJ English3.1 H1-3
H. Inquiry and Research
1. Use library classification systems, print or electronic, to locate
information.
2. Investigate a favorite author and produce evidence of research.
3. Read independently and research topics using a variety of
materials to satisfy personal, academic, and social needs, and
produce evidence of reading.
English3.3 C3 All students will speak in clear, concise, organized
language that varies in content and form for different audiences and
purposes.
C. Word Choice
3. Use appropriate vocabulary to support or clarify a message.
National NL-ENG.K-12.8 Students use a variety of technological and

information resources (e.g., libraries, databases, computer networks,
video) to gather and synthesize information and to create and
communicate knowledge
NL-ENG.K-12.12 Students use spoken, written, and visual language
EEMP SOL 4.1d,e The students will properly research information to use evidence
to support thoughts and ideas. They will use knowledge on
grammar to speak accurately and with precise terminology so
that communication is clear and easily understood.
VA SOL 4.2 The student will make and listen to oral presentations and reports.
a) Use subject-related information and vocabulary
b) Listen and record information.
c) Organize information for clarity.
Bennett N/A
NJ English3.2 A7
A. Writing as a Process
7. Review and edit work for spelling, mechanics, clarity, and fluency.
English3.3 D2
D. Oral Presentation
2. Prepare, rehearse, and deliver a formal presentation in logical or
sequential order, including an opening, supportive details, and a
closing statement.
English3.4 B2 All students will listen actively to information from a
variety of sources in a variety of situations.
B. Listening Comprehension
2. Develop listening strategies (e.g., asking questions and taking
notes) to understand what is heard.
National NL-ENG.K-12.12 Students use spoken, written, and visual language

EEMP SOL 4.2a-c The students will prepare to give an oral presentation by
arranging information in an understandable way, and the
students will give the presentation with correct vocabulary and
content pertaining to the topic . The student will develop
strategies by listening and recording information to show that
the information was comprehended.
VA SOL 4.3 The student will read fiction and nonfiction with fluency and
accuracy.
a) Use context to clarify meanings of unfamiliar words.
b) Explain words with multiple meanings.
c) Use knowledge of word origins; synonyms, antonyms, and
homonyms; and multiple meanings of words.
Bennett N/A
NJ English3.1 B1-2
A. Decoding and Word Recognition
1. Use letter-sound correspondence and structural analysis (e.g.,
roots, affixes) to decode words.
2. Know and use common word families to decode unfamiliar
words.
English3.1 F1-3
F. Vocabulary and Concept Development
1. Infer word meanings from learned roots, prefixes, and suffixes.
2. Infer specific word meanings in the context of reading passages.
3. Identify and correctly use antonyms, synonyms, homophones, and
homographs.
National NL-ENG.K-12.1 Students read a wide range of print and nonprint

texts to an understanding of texts, of themselves, and of the cultures
of the United States and the world; to acquire new information; to
respond to the needs and demands of society and the workplace; and
for personal fulfillment. Among these texts are fiction and
nonfiction, classic and contemporary works.
EEMP SOL 4.3a-c The students will use the context surrounding the word and
common word families to develop understanding of new words.
Students will be able to explain words that have multiple
meanings by understanding their roots, prefixes, and suffixes.
Students will correctly identify and use antonyms, synonyms,
homophones, and homographs as necessary in text.
VA SOL 4.3 d) Use word-reference materials, including the glossary, dictionary,
and thesaurus.
Bennett N/A
NJ English3.1 F4
F. Vocabulary and Concept Development
4. Use a grade-appropriate dictionary (independently) to define
unknown words.
English3.1H1and3
information.
National NL-ENG.K-12.8 Students use a variety of technological and

information resources (e.g., libraries, databases, computer networks,
video) to gather and synthesize information and to create and
communicate knowledge.
EEMP SOL 4.3d Students will use materials such as the glossary, dictionary,
thesaurus to properly locate and identify synonyms and
definitions of words.
VA SOL 4.4 The student will read and demonstrate comprehension of fiction.
a) Explain the author’s purpose.
b) Describe how the choice of language, setting, and information
contributes to the author’s purpose.
c) Compare the use of fact and fantasy in historical fiction with
other forms of literature.
d) Identify major events and supporting details.
e) Describe the relationship between text and previously read
materials.
f) Identify sensory words.
Bennett An introduction to critical reading, with selections from classic

children's literature, adventure and animal stories, fables, legends,
myths, and tall tales. Students identify story structure, examine
cause-effect relationships, and distinguish fact from fiction.
NJ English3.1 G4,7-9
G. Comprehension Skills and Response to Text
4. Understand author’s opinions and how they address culture,
ethnicity, gender, and historical periods.
7. Identify and summarize central ideas in informational texts.
8. Recognize differences among forms of literature, including poetry,
drama, fiction, and nonfiction.
9. Recognize literary elements in stories, including setting,
characters, plot, and mood.
National NL-ENG.K-12.1 Students read a wide range of print and nonprint

texts to build an understanding of texts, of themselves, and of the
cultures of the United States and the world; to acquire new
information; to respond to the needs and demands of society and the
workplace; and for personal fulfillment. Among these texts are
fiction and nonfiction, classic and contemporary works.
EEMP SOL 4.4a-d The student will be able to explain the author’s purpose for
writing the text. The students will be able to correctly respond
while identifying language, setting, and information’s
contribution to the text. The students will be able to distinguish
between fact and fantasy in the context of historical fiction. The
students will be able to identify and summarize the most
important events in a story and the supporting details. The
students will be able to develop and define a relationship that
consists between the text and previously read material. The
students will be able to identify sensory words.
VA SOL 4.5 The student will read and demonstrate comprehension of nonfiction.
a) Use text organizers, such as type, headings, and graphics, to
predict and categorize information.
Bennett Writing assignments emphasize the construction of introductions and

conclusions in creative and expository composition, and introduce
more advanced techniques like summarization and dialogue.
NJ English3.5 A1-3
A. Constructing Meaning
1. Interpret information found in pictorial graphs, map keys, and
icons on a computer screen.
2. Respond to and evaluate the use of illustrations to support text.
3. Use graphs, charts, and diagrams to report data.
National NL-ENG.K-12.1 Students read a wide range of print and non-print

EEMP SOL 4.45a The student will show understanding of nonfiction text by using
computer techniques such as type, heading, and graphics to
predict and categories text.
VA SOL 4.5 b) Formulate questions that might be answered in the selection.
Bennett N/A
NJ English3.3 B1
B. Questioning (Inquiry) and Contributing
1. Develop questioning techniques (e.g., who, what, when, where,
why, and how).
National N/A
EEMP SOL 4.5b The student will be capable of formulating questions that may be
answered in the text.
VA SOL 4.5 c) Explain the author’s purpose.
Bennett N/A
NJ English3.5 G4,6,and7
C. Comprehension Skills and Response to Text
4. Understand author’s opinions and how they address culture,
ethnicity, gender, and historical periods.
6. Recognize an author’s point of view.
National N/A
EEMP SOL 4.5c The student will accurately identify the author’s purpose in his
text and correctly explain his point of view.
VA SOL 4.5 d) Make simple inferences, using information from texts.
Bennett N/A
NJ English3.4 B4
B. Listening Comprehension
4. Make inferences based on an oral report or presentation.
National NL-ENG.K-12.1. Students read a wide range of print and nonprint

EEMP SOL 4.5d The students will make deductions based on information from
text and oral presentations.
VA SOL 4.5 e) Draw conclusions, using information from texts.

f) Summarize content of selection, identifying important ideas and
providing details for each important idea
Bennett N/A
NJ English3.1 G3,7
3. Cite evidence from text to support conclusions.
National NL-ENG.K-12.1. Students read a wide range of print and nonprint

EEMP SOL 4.5e,f The students will come to conclusions based on the information
given in the text and identify that information by citing it. The
students will identify key ideas in the text and summarize the
content of text based on the key ideas.
VA SOL 4.5 g) Describe relationship between content and previously learned

concepts or skills.
Bennett N/A
NJ English3.2 D7
D. Writing Forms, Audiences, and Purposes (exploring a variety of
forms)
7. Write narratives that relate recollections of an event or experience
and establish a setting, characters, point of view, and sequence of
events.
National N/A
EEMP SOL 4.5g The students will describe how content and previously learned
concepts correlate with one another.
VA SOL 4.5 h) Distinguish between cause and effect and between fact and
opinion.
Bennett Students identify story structure, examine cause-effect relationships,

and distinguish fact from fiction.
NJ English3.1 G2
2. Distinguish cause and effect, fact and opinion, main idea, and
supporting details in nonfiction texts (e.g., science, social studies).
National N/A
EEMP SOL 4.5h The student will examine cause-effect relationships and have an
understanding of the difference between fact and opinion.
VA SOL 4.5 i) Identify new information gained from reading.
Bennett Independent reading and writing are a significant part of each day.
NJ English3.2 D5
D. Writing Forms, Audiences, and Purpose (exploring a variety of
forms)
5. Use writing to paraphrase, clarify, and reflect on new learning
across the curriculum.
National NL-ENG.K-12.3 Students apply a wide range of strategies to

comprehend, interpret, evaluate, and appreciate texts. They draw on
their prior experience, their interactions with other readers and
writers, their knowledge of word meaning and of other texts, their
word identification strategies, and their understanding of textual
features (e.g., sound-letter correspondence, sentence structure,
context, graphics).
EEMP SOL 4.5i The students will identify new information that was developed
through the reading.
VA SOL 4.6 The student will demonstrate comprehension of information

resources to research a topic.
a) Construct questions about a topic.
Bennett N/A
NJ English3.3 B1and2
B. Questioning (Inquiry) and Contribution
1. Develop questioning techniques (e.g., who, what, when, where,
why, and how).
2. Use interview techniques to develop inquiry skills.

context, graphics).
EEMP SOL 4.6a The students will create questions about a topic to show
understanding of information resources.
VA SOL 4.6 b) Collect information, using the resources of the media center,
including online, print, and media resources.
.
Bennett N/A
NJ English3.1 A/H1-3
A. Concepts About Print/Text
1. Identify differences of various print formats, including
newspapers, magazines, books, and reference resources.
information.
2. Investigate a favorite author and produce evidence of research.
context, graphics).
EEMP SOL 4.6b Students will understand the different locations to go to

accurately find the necessary resources.
VA SOL 4.6 c) Evaluate and synthesize information.

.
Bennett N/A
NJ English3.3 B5/3.5 A2
B. Question (Inquiry) and Contributing
5. Reflect and evaluate information learned as a result of the inquiry.
A. Constructing Meaning
2. Respond to and evaluate the use of illustrations to support text.

context, graphics).
EEMP SOL 4.6c Students will evaluate information and produce more from it.
VA SOL 4.7 The student will write effective narratives, poems, and explanations.
a) Focus on one aspect of a topic.
Bennett N/A
NJ English3.2 B2
All students will write in clear, concise, organized language that
varies in content and form for different audiences and purposes.
B. Writing as a Product (resulting in a formal product or publication)
2. Write informational reports across the curriculum that frame an
issue or topic, include facts and details, and draw from more than
one source of information.
National NL-ENG.K-12.6 Students apply knowledge of language structure,
language conventions (e.g., spelling and punctuation), media
techniques, figurative language, and genre to create, critique, and
discuss print and nonprint texts.
EEMP SOL 4.7a Students will choose a topic and be able to focus on a singular
feature of it.
VA SOL 4.7 b) Develop a plan for writing.

NJ English3.2 A1-3
A. Writing as a Process (prewriting, drafting, revising, editing,
postwriting)
1. Generate possible ideas for writing through talking, recalling
experiences, hearing stories, reading, discussing models of writing,
asking questions, and brainstorming.
2. Develop an awareness of form, structure, and author?s voice in
various genres.
3. Use strategies such as reflecting on personal experiences, reading,
doing interviews or research, and using graphic organizers to
generate and organize ideas for writing.

discuss print and nonprint texts.
EEMP SOL 4.7b Students will correctly prepare before writing by developing a
plan such as an outline or a web.
VA SOL 4.7 c) Organize writing to convey a central idea.

NJ English3.2 A3,4
A. Writing as a Process (prewriting, drafting, revising, editing,
postwriting)
3. Use strategies such as reflecting on personal experiences, reading,
doing interviews or research, and using graphic organizers to
generate and organize ideas for writing.
4. Draft writing in a selected genre with supporting structure
according to the intended message, audience, and purpose for
writing.

discuss print and non-print texts.
EEMP SOL 4.7c Students will structure information in an organized way to

demonstrate a central idea.
VA SOL 4.7 d) Write several related paragraphs on the same topic.

NJ English3.2 B10,11
10. Provide logical sequence and support the purpose of writing by
refining organizational structure and developing transitions between
ideas.
11. Engage the reader from beginning to end with an interesting
opening, logical sequence, and satisfying conclusion.

EEMP SOL 4.7d Students will write several paragraphs that pertain to the same
topic.
VA SOL 4.7 e) Utilize elements of style, including word choice and sentence
variation.

NJ English3.2 B6, 8-10

6. Write sentences of varying lengths and complexity, using specific
nouns, verbs, and descriptive words.
8. Improve the clarity of writing by rearranging words, sentences,
and paragraphs.
9. Examine real-world writing to expand knowledge of sentences,
paragraphs, usage, and authors? writing styles.
10. Provide logical sequence and support the purpose of writing by
refining organizational structure and developing transitions between
ideas.

EEMP SOL 4.7e Students will use different styles in writing to further develop
writing skills.
VA SOL 4.7 f) Write rhymed, unrhymed, and patterned poetry.

NJ English3.2 A4
A. Writing Forms, Audiences, and Purposes (exploring a variety of
forms)
4. Write independently to satisfy personal, academic, and social
needs (e.g., stories, summaries, letters, or poetry).

EEMP SOL 4.7f Students will show understanding of poetry by writing rhymed,
unrhymed, and patterned poetry.
VA SOL 4.7 g) Use available technology.
Bennett N/A
NJ English3.2 A8,9
A. Writing Forms, Audiences, and Purposes (exploring a variety of
forms)
8. Use a variety of reference materials to revise work, such as a
dictionary, thesaurus, or internet/software resources.
9. Use computer writing applications during most of the writing
process.

EEMP SOL 4.7g Students will use all available technology to research and write
text.
VA SOL 4.8 The student will edit writing for correct grammar, capitalization,
spelling, punctuation, and sentence structure.
a) Use subject-verb agreement.
Bennett Topics in grammar include compound subjects and predicates, and

verb tenses.
NJ English3.2 C3 Building upon knowledge and skills gained in

preceding grades, by the end of Grade 4, students will:
C. Mechanics, Spelling, and Handwriting

3. Use grade appropriate knowledge of English grammar and usage
to craft, writing, such as subject/verb agreement, pronoun usage and
agreement, and appropriate verb tenses.

EEMP SOL 4.8a Students will edit their writing by using subject-verb agreement.
VA SOL 4.8 b) Include prepositional phrases.

verb tenses.
NJ N/A

EEMP SOL 4.8b Students will incorporate prepositional phrases correctly into
writing.
VA SOL 4.8 c) Eliminate double negatives.

verb tenses.
NJ N/A

EEMP SOL 4.8c Students will eliminate double negatives in writing.
VA SOL 4.8 d) Use noun-pronoun agreement.

verb tenses.

3. Use grade appropriate knowledge of English grammar and usage

to craft, writing, such as subject/verb agreement, pronoun usage and
agreement, and appropriate verb tenses.

EEMP SOL 4.8d Students will edit their writing by using noun-pronoun
agreement.
VA SOL 4.8 e) Use commas in series, dates, and addresses.
Bennett N/A

4. Use punctuation correctly in sentences, such as ending

punctuation, commas, and quotation marks in dialogue.

EEMP SOL 4.8e Students will use commas to separate series, dates, addresses,
and ideas.
VA SOL 4.8 f) Incorporate adjectives and adverbs.
Bennett N/A
NJ N/A
EEMP SOL 4.8f Students will correctly incorporate adverbs and adjectives into
writing.
VA SOL 4.8 g) Use the articles a, an, and the correctly.
Bennett N/A
NJ N/A

EEMP SOL 4.8g Students will correctly use the articles a, an, and the.
VA SOL 4.8 h) Use correct spelling for frequently used words, including common
homophones.
Bennett N/A
NJ English3.2 C1,9 Building upon knowledge and skills gained in

1. Use Standard English conventions that are appropriate to the

grade level, such as sentence structure, grammar and usage,
punctuation, capitalization, spelling, and handwriting.
9. Use knowledge of base words, structural analysis, and spelling

patterns to expand spelling competency in writing.

EEMP SOL 4.8h Students will be able to correct spelling for frequently used
words.
Science
In Science the credit goes to the man who convinces the world,
not to the man to whom the idea first occurred.
Sir William Osler (1849-1919) Canadian physician.
Science is one of the most fascinating and exploratory subjects in school. It allows
children to ask questions about why things are the way they are in our universe.
Students can make observations and interpret data to find answers too many of
life’s tough questions. Science is such a vital course to have in school because it
explains the makeup of humans and allows us to learn more and more about who
we are as people.
Science Standards
VA SOL 4.1 The student will plan and conduct investigations in which
a) Distinctions are made among observations, conclusions,
inferences, and predictions;
b) Hypotheses are formulated based on cause-and-effect
relationships;
Bennett Through news reports they will create their own observations and
measurements
NJ SCI 5.1 A2 Keep records that describe observations, carefully

distinguish actual observations from ideas and speculations, and are
understandable weeks and months later.
National NS.K-4.1 Abilities necessary to do scientific inquiry and

understanding about scientific inquiry
EEMP SOL 4.1ab the students will learn the processes of the scientific method
and learn how things related in terms of cause and effect
VA SOL 4.1 c) variables that must be held constant in an experimental situation

are defined
Bennett N/A
NJ SCI 5.1 A3 Recognize that when a science investigation is

replicated, very similar results are expected
National NS.K-4.1 Understanding about scientific inquiry
EEMP SOL 4.1c The students will learn the results of keeping a variable constant
in and experiment
VA SOL 4.1 d)appropriate instruments are selected to measure linear distance,

volume, mass, and temperature
e)appropriate metric measures are used to collect, record, and report
data
Bennett Student’s will monitor the change in local temperature
NJ SCI 5.1 B1 Develop strategies and skills for information-gathering

and problem-solving, using appropriate tools and technologies
National NS.K-4.1 Abilities necessary to do scientific inquiry
EEMP SOL 4.1de The students will learn how to measure various units and the
appropriate tools needed to make measurements
VA SOL 4.1 f)data are displayed using bar and basic line graphs;
g)numerical data that are contradictory or unusual in experimental
results are recognized; and
h)predictions are made based on data from picture graphs, bar
graphs, and basic line graphs.
Bennett N/A
NJ SCI 5.1 B2 Identify the evidence used in an explanation
National NS.K-4.1 Abilities necessary to do scientific inquiry
EEMP SOLD 4.1fgh The students will use various graphs to organize data and
learn how to interpret the data from the graph
VA SOL 4.2 The student will investigate and understand characteristics and
interaction of moving objects. Key concepts include
a)motion is described by an object’s direction and speed;
b)forces cause changes in motion;
c)friction is a force that opposes motion; and
d)moving objects have kinetic energy.
Bennett N/A
NJ SCI 5.7 A1 Recognize that changes in the speed or direction of a

moving object are caused by force and that the greater the force, the
greater the change in motion will be.
National NS.K-4.2 Position and motion of objects
EEMP SOL 4.2 The students will learn the concepts of force and motion and
different forms of energy (kinetic vs potential).
VA SOL 4.3 The student will investigate and understand the characteristics of
electricity. Key concepts include
a)conductors and insulators;
b)basic circuits (open/closed, parallel/series);
c)static electricity;
Bennett N/A
NJ Recognize that some forces can act at a distance.

gravity,magnetismstatic electricity
National NS.K-4.2 Light, heat, electricity, and magnetism
EEMP SOL 4.3abc The students will investigate basic electricity, simple circuits,
and conductors and insulators
VA SOL 4.3 d)the ability of electrical energy to be transformed into heat, light,
and mechanical energy;
e)simple electromagnets and magnetism; and
f)historical contributions in understanding electricity.
Bennett Heat as a form of energy and heat transfer
NJ SCI 5.7 B1 Identify sources of heat and demonstrate that heat can
be transferred from one object to another
National NS.K-4.2 Light, heat, electricity, and magnetism
EEMP SOL 4.3def The students will discover how heat transfers, basic
electromagnetic concepts, and a brief history of electricity
VA SOL 4.4 The student will investigate and understand basic plant anatomy
and life processes. Key concepts include
a)the structures of typical plants (leaves, stems, roots, and flowers);
b)processes and structures involved with reproduction (pollination,
stamen, pistil, sepal, embryo, spore, and seed);
c)photosynthesis (sunlight, chlorophyll, water, carbon dioxide,
oxygen, and sugar); and
d)dormancy.
Bennett N/A
NJ SCI 5.5 A3 Recognize that plants and animals are composed of

different parts performing different functions and working together
for the well being of the organism.
National NS.K-4.3 The characteristics of organisms
EEMP SOL 4.4 The students will learn about plant organisms, the parts to a
flower, and the process of photosynthesis
VA SOL 4.5 The student will investigate and understand how plants and
animals in an ecosystem interact with one another and the
nonliving environment. Key concepts include
a)behavioral and structural adaptations;
b)organization of communities;
c)flow of energy through food webs;
d)habitats and niches;
e)life cycles; and
f)influence of human activity on ecosystems.
Bennett The students will learn physical science such as life cycles and the
behavior of insects
NJ SCI 5.5 A1 Identify the roles that organisms may serve in a food
chain.
SCI 5.5 B2 Recognize that individuals vary within every species,
including humans.
SCI 5.5 Identify different stages in the lives of various organisms.
National NS.K-4.3 Life cycles of organisms
EEMP SOL 4.5 The students will learn about life cycles, habitats, communities,
and the flow of energy that passes through the food chain
VA SOL 4.6 The student will investigate and understand how weather
conditions and phenomena occur and can be predicted. Key
concepts include
a)weather measurements and meteorological tools (air pressure –
barometer, wind speed – anemometer, rainfall – rain gauge, and
temperature – thermometer); and
Bennett Through news reports and, where possible, their own observations
and measurements, students monitor changes in local rainfall, tem-
perature, barometric pressure, sunrise and sunset, humidity, and
wind speed and direction, and learn simple techniques of weather
prediction.
NJ SCI 5.8 B3 Observe weather changes and patterns by measurable

quantities such as temperature, wind direction and speed, and
amounts of precipitation
National NS.K-4.4 Changes in earth and sky
EEMP SOL 4.6a The students will learn how to use tools that can help measure
the weather such as thermometers, barometers, and rain
gauges
VA SOL 4.6 b) weather phenomena (fronts, clouds, and storms)
Bennett Stages of the water cycle (rain, clouds, and evaporation)
NJ SCI 5.5 B4-6 Observe that when liquid water disappears, it turns
into a gas (vapor) in the air and can reappear as a liquid when
cooled, or as a solid if cooled below its freezing point. Observe
that rain, snow, and other forms of precipitation come from clouds,
but that not all clouds produce precipitation. Recognize that clouds
and fog are made of tiny droplets of water and possibly tiny
particles of ice.

EEMP SOL 4.6b The students will learn how rain, evaporation, and clouds all
work together in one great cycle
VA SOL 4.7 The student will investigate and understand the relationships
among the Earth, moon, and sun. Key concepts include
a)the motions of the Earth, moon, and sun (revolution and
rotation);
b)the causes for the Earth’s seasons and phases of the moon;
c)the relative size, position, age, and makeup of the Earth, moon,
and sun;
d)historical contributions in understanding the Earth-moon-sun
system.
Bennett N/A
NJ SCI 5.9 A1-2 B1Observe patterns that result from the Earth's
position relative to the sun and rotation of the Earth on its axis.
Recognize and describe the phases of the moon. Describe Earth as
one of several planets that orbit the sun and the moon as a satellite
of the Earth.
EEMP SOL 4.7 The students will understand the Earth, moon, and sun in
relation to one another and the various phases of the moon.
They will understand the relative size and age of the Earth,
reasons for the seasons, and historical background of Earth
study
VA SOL 4.8 The student will investigate and understand important Virginia
natural resources. Key concepts include
a)watershed and water resources;
b)animals and plants;
c)minerals, rocks, ores, and energy sources; and
d)forests, soil, and land.
Bennett Topics may include rock formations; glaciers; the process of ero-
sion; the creation of fossil fuels
NJ SCI 5.10 B1 Explain how meeting human requirements affects the

environment.
National NS.K-4.6 Science and technology in local challenges
EEMP SOL 4.8 The students will learn about the environment and ecology in
the state of Virginia and relate it to other habitats in the
country
Social Science
History must be written of, by and for the survivors.
~Anonymous
History is an important subject to teach in elementary schools because it informs students
about the past and presents non-fiction role models for students to study and replicate.
History gives students an understanding and appreciation of their roots and heritage. In
the state of Virginia, students are taught Virginia studies during their fourth grade year.
Virginia studies provides students with knowledge about the beginnings of our nation and
invokes a sense of pride and an appreciation for our freedom.

Social Science Standards
VA SOL 4.1 The student will develop skills for historical and geographical
analysis including the ability to:
a) Identify and interpret artifacts and primary and secondary source
documents to understand events in history;
Bennett N/A
NJ History6.4B8 Building upon knowledge and skills gained in

preceding grades, by the end of Grade 4, students will
B.State and Nation
8. Discuss the value of the American national heritage including:
-Diverse folklore and cultural contributions from New Jersey and

other regions in the United States
-History and values celebrated in American songs, symbols, slogans,

and major holidays
-Historical preservation of primary documents, buildings, places of

memory, and significant artifacts
National NSS-USH.K-4.2 Understands the people, events, problems, and

ideas that was significant in creating the history of their state.
EEMP SOL 4.1a The students will correctly identify and interpret important
documents and understand their relevance in history.
VA SOL 4.1 b) Determine cause and effect relationships;
Bennett N/A
NJ History6.1A1 Building upon knowledge and skills gained in

preceding grades, by the end of Grade 4, students will
A. Social Studies Skills
1. Explain how present events are connected to the past.

ideas that were significant in creating the history of their state.
EEMP SOL 4.1b The students will determine cause and effect relationships based
on past events affecting the present.
VA SOL 4.1 c) Compare and contrast historical events
Bennett N/A
NJ History6.2E9 /6.4A2 Building upon knowledge and skills gained in

E.. International Education: Global Challenges, Cultures, and

Connections9. Examine common and diverse traits of other cultures
and compare to their own culture.
A. Family and Community Life
2. Compare family life in a community of the past to life in a

community of the present.

EEMP SOL 4.1c The students will correctly compare and contrast historical
information.
VA SOL 4.1 d) Draw conclusions and make generalizations;

e) Make connections between past and present;
f) Sequence events in Virginia history;
Bennett N/A
NJ History6.1 A1,4 Building upon knowledge and skills gained in

A. Social Studies Skills
1. Explain how present events are connected to the past.
4. Organize events in a time line.

EEMP SOL 4.1d-f The students will come to conclusions and create generalizations
about conclusions. The students will understand the way present
events develop based on past events. The students will create a
timeline of events in Virginia history.
VA SOL 4.1 g) interpret ideas and events from different historical perspectives;
h) evaluate and discuss issues orally and in writing;
Bennett N/A
NJ History6.2E6 Building upon knowledge and skills gained in

E. International Education: Global Challenges, Cultures, and

Connections
6. Explain why it is important to understand diverse peoples, ideas,

and cultures.

EEMP SOL 4.1g,h The students will evaluate ideas and events from different
viewpoints. The students will analyze issues and discuss them in
groups. Students will also write about issues.
VA SOL 4.1 i) analyze and interpret maps to explain relationships among

landforms, water features, climatic characteristics, and historical
events.
Bennett N/A
NJ History6.6A1,3/C1 Building upon knowledge and skills gained in

A. The World in Spatial Terms
1. Use physical and political maps to identify locations and spatial

relationships of places within local and nearby communities.
3. Estimate distances between two places on a map using a scale of
miles.
C. Physical Systems
1. Describe the basic components of the Earth’s physical systems,

including landforms, water, erosion, weather, and climate and
discuss their impact on human development.
National NSS-G.K-12.1 As a result of activities in grades K-12, all students

should ----Understand how to use maps and other geographic
representations, tools, and technologies to acquire, process, and
report information from a spatial perspective.
-Understand how to use mental maps to organize information about

people, places, and environments in a spatial context.
-Understand how to analyze the spatial organization of people,

places, and environments on Earth's surface.
EEMP SOL 4.1i The students will understand and use a map to explain
important landmarks and features of the earth.
VA SOL 4.2 The student will demonstrate knowledge of the geography and early
inhabitants of Virginia by:
a) locating Virginia and its bordering states on maps of the United
States;
Bennett N/A


should
-Understand how to use maps and other geographic representations,

tools, and technologies to acquire, process, and report information
from a spatial perspective.


EEMP SOL 4.2a The students will show knowledge about Virginia by locating the
state on a map along with its bordering states.
VA SOL 4.2 b) locating and describing Virginia’s Coastal Plain (Tidewater),

Piedmont, Blue Ridge Mountains, Valley and Ridge, and
Appalachian Plateau;
Bennett Map work identifies the 13 colonies, and follows westward

migration and national expansion to the Pacific.

5. Identify the major countries, continents, bodies of water, and

mountain ranges of the world.
National NSS-G.K-12.3 As a result of their activities in grades K-12, all

students should.
-Understand the physical processes that shape the patterns of Earth's

surface
-Understand the characteristics and spatial distribution of ecosystems

on Earth's surface.
EEMP SOL 4.2b The students will correctly locate and describe Virginia’s Coastal
Plain, Piedmont, Blue Ridge Mountains, Valley and Ridge, and
Appalachian Plateau.
VA SOL 4.2 c) locating and identifying water features important to the early
history of Virginia (Atlantic Ocean, Chesapeake Bay, James River,
York River, Potomac River, and Rappahannock River);
Bennett N/A

5. Identify the major countries, continents, bodies of water, and

mountain ranges of the world.



EEMP SOL 4.2c The students will show knowledge about Virginia by identifying
important bodies of water, such as the following: Atlantic Ocean,
Chesapeake Bay, James River, York River, Potomac River, and
Rappahannock River.
VA SOL 4.2 d) locating three American Indian (First American) language groups
(the Algonquian, the Siouan, and the Iroquoian) on a map of
Virginia;
Bennett Map work identifies the 13 colonies, and follows westward

migration and national expansion to the Pacific.
NJ History6.2E1/6.6A1,3 Building upon knowledge and skills gained in

E. International Education: Global Challenges, Cultures, and

Connection.
1. Explain that the world is divided into many nations consisting of
territory and people, with their own government, languages,
customs, and laws.

3. Estimate distances between two places on a map using a scale of

miles.



EEMP SOL 4.2d The students will correctly identify three American Indian
language groups (the Algonquian, the Siouan, and the Iroquoian)
on a map of Virginia.
VA SOL 4.2 e) describing how American Indians (First Americans) adapted to the
climate and their environment to secure food, clothing, and shelter.
Bennett N/A
NJ History6.6 C1 Building upon knowledge and skills gained in

C. Physical Systems
1. Describe the basic components of the Earth’s physical systems,

including landforms, water, erosion, weather, and climate and
discuss their impact on human development.

should
-Understand how human actions modify the physical environment.
-Understand how physical systems affect human systems.
-Understand the changes that occur in the meaning, use, distribution,

and importance of resources.
EEMP SOL 4.2e The students will describe how the Native Americans were able
to adapt to the climate and environment while providing food,
clothing, and shelter for themselves.
VA SOL 4.3 The student will demonstrate knowledge of the first permanent English
settlement in America by
a) explaining the reasons for English colonization;
b)describing how geography influenced the decision to settle at
Jamestown;
c) identifying of the charters of the Virginia Company of London in
establishing the Jamestown settlement;
d) identifying the importance of the Virginia Assembly(1619) as the
first representative legislative body in English America;
e) identifying the importance of the arrival of Africans and women to
the Jamestown settlement;
f) describing the hardships faced by settlers at Jamestown and the
changes that took place to ensure survival;
g) describing the interactions between the English settlers and the
Powhatan people, including the contributions of the Powhatans to
the survival of the settlers.
Bennett Major topics in American history and culture from early settlement
to the Civil War, taught through story and textbook readings.
NJ History6.4 B2 Building upon knowledge and skills gained in

B. State and Nation
2. Discuss the reasons why revolutionary leaders, including George

Washington, Thomas Jefferson, Benjamin Franklin, and Governor
William Livingston fought for independence from England.
National NSS-USH.K-4.3 The History of the United States: Democratic
Principles and values and the people from many cultures who
contributed to its cultural, economic, and political heritage:
-Understands how democratic values came to be, and how they have
been exemplified by people, events, and symbols
-Understands the causes and nature of movements of large groups of

people into and within the United States, now and long ago
-Understands the folklore and other cultural contributions from

various regions of the United States and how they helped to form a
national heritage
EEMP SOL 4.3 The students will demonstrate understanding of the first
permanent English settlement by explaining the reasons for the
settlement and importance of the location of the settlement.
Students will identify the charters of the Virginia Company of
London . Students will also identify both the importance as the
Virginia Assembly and the
Africans and women in Jamestown. The students will
understand the hardships faced while creating this settlement
considering the Indians, the English, and the harsh conditions.
VA SOL 4.4 The student will demonstrate knowledge of life in the Virginia
colony by
a) explaining the importance of agriculture and its influence on the

institution of slavery;
b) describing how European (English, Scotch-Irish, German)

immigrants, Africans, and American Indians (First Americans)
influenced the cultural landscape and changed the relationship
between the Virginia colony and England;
c) explaining how geography influenced the relocation of Virginia’s
capital from Jamestown to Williamsburg to Richmond;
d) describing how money, barter, and credit were used.
to the Civil War, taught through story and textbook readings…Where
possible, local and state developments are highlighted. Map work
identifies the 13 colonies, and follows westward migration and
national expansion to the Pacific.

B. State and Nation
6. Discuss the experiences of immigrants who came to the United

States and New Jersey, including reasons for immigrating,
experiences at Ellis Island, and working and living conditions in
America.



national heritage.
NSS-EC.K-4.5 Gain from Trade

At the completion of Grade 4, students should know the following
benchmarks for this standard:
-Exchange is trading goods and services with people for other goods
and services or for money.
-The oldest form of exchange is barter the direct trading of goods

and services between people.
-People voluntarily exchange goods and services because they
expect to be better off after the exchange.
EEMP SOL 4.4 The students will show an understanding of the Virginia colonies
by explaining the importance of agriculture and how the
immigrants influenced the cultural landscape. The students will
understand the concept of the terms money, barter, and credit
during this time. They will also understand the importance of
the geography of the Virginia’s capital and why it was moved 3
times.
VA SOL 4.5 The student will demonstrate knowledge of the role of Virginia in the
American Revolution by
a) identifying the reasons why the colonies went to war with England
as expressed in the Declaration of Independence;
b) identifying the various roles played by Virginians in the
Revolutionary War era, with emphasis on George Washington,
Thomas Jefferson, and Patrick Henry;
c) identifying the importance of the American victory at Yorktown.
to the Civil War, taught through story and textbook readings…Where
possible, local and state developments are highlighted. Map work
identifies the 13 colonies, and follows westward migration and
national expansion to the Pacific.

B. State and Nation



national heritage
EEMP SOL 4.5 The students will identify the role that Virginia played in the
American Revolution by recognizing why the colonies went to
war with England, knowing the important leaders that had an
impact during the time, and understanding the importance of
the American victory at Yorktown.
VA SOL 4.6 The student will demonstrate knowledge of the role of Virginia in the
establishment of the new American nation by
a) explaining why George Washington is called the “Father of our
Country” and James Madison is called the “Father of the
Constitution”;
b) identifying the ideas of George Mason and Thomas Jefferson as
expressed in the Virginia Declaration of Rights and the Virginia
Statute for Religious Freedom;
c) explaining the influence of geography on the migration of
Virginians into western territories.
Students study the…daily life in the colonies; the Declaration of
Independence and the American Revolution; The Constitutional
Convention;…Where possible, local and state developments are
highlighted. Map work identifies the 13 colonies, and follows
westward migration and national expansion to the Pacific.

B. State and Nation




national heritage
EEMP SOL 4.6 The students will understand the role that Virginia played in the
establishment of the new American nation by recognizing the
leaders that had responsibility in creating the nation. The two
major leaders are George Washington (Father of our Country)
and James Madison (Father of the Constitution). Students will
also identify the ideas George Mason and Thomas Jefferson
incorporated into the Virginia Declaration of Rights and the
Virginia Statute for Religious Freedom. Finally, students will
explain the influence geography had on travelers moving into
Virginia.
VA SOL 4.7 The student will demonstrate knowledge of the issues that divided
our nation and led to the Civil War by
a) identifying the events and differences between northern and
southern states that divided Virginians and led to secession, war, and
the creation of West Virginia;
b) describing Virginia’s role in the war, including identifying major
battles that took place in Virginia.
to the Civil War, taught through story and textbook readings…
NJ N/A
National N/A
EEMP SOL 4.7 The students will demonstrate understanding as to what led up
to the Civil War by comprehending the differences between the
north and the south states that led, eventually, to the creation of
West Virginia. Students will also describe the role that Virginia
played in the war and have knowledge of the important battles
that took place in Virginia.
VA SOL 4.8 The student will demonstrate knowledge of the reconstruction of

Virginia following the Civil War by
a) identifying the effects of Reconstruction on life in Virginia;
b) identifying the effects of segregation and “Jim Crow” on life in
Virginia;
c) describing the importance of railroads, new industries, and the
growth of cities to Virginia’s economic development.
Students study the… growth of canals and railroads; and sectional
differences preceding the Civil War.
NJ N/A
National N/A
EEMP SOL 4.8 The students will show understanding of the reconstruction of
Virginia after the Civil War by comprehending the effects from
Reconstruction and the effects of segregation and “Jim Crow”.
Students will recognize the importance of railroads, new
industries, and the growth of cities which participated in
Virginia’s economic development.
VA SOL 4.9 The student will demonstrate knowledge of twentieth century

Virginia by
a) describing the economic and social transition from a rural,
agricultural society to a more urban, industrialized society, including
the reasons people came to Virginia from other states and countries;
b) identifying the social and political events in Virginia linked to
desegregation and Massive Resistance and their relationship to
national history;
c) identifying the political, social, and/or economic contributions
made by Maggie Walker, Harry F. Byrd, Sr., Arthur R. Ashe, Jr., and
L. Douglas Wilder.
Bennett N/A
NJ N/A
National N/A
EEMP SOL 4.9 The students will show understanding of the twentieth century
Virginia by grasping the change to an urban, industrialized
society from a rural, agricultural one. Students will also know
the reasons people came to Virginia from other states and
countries. Students will identify the major social and political
events that took place in Virginia, along with the contributions
made by Maggie Walker, Harry F. Byrd, Sr., Arthur R. Ashe, Jr.,
and L. Douglas Wilder.
VA SOL 4.10 The student will demonstrate knowledge of government, geography,
and economics by
a) identifying the three branches of Virginia government and the
function of each;
b) describing the major products and industries of Virginia’s five
geographic regions;
c) explaining how advances in transportation, communications, and
technology have contributed to Virginia’s prosperity and role in the
global economy.
Bennett Civics covers the functions of the three branches of government, the
two-party system, and constitutional issues surrounding slavery.
NJ History6.2 A1-5 Building upon knowledge and skills gained in

A. Civic Life, Politics, and Government
1. Describe the characteristics of an effective rule or law (e.g.,
achieves purpose, clear, fair, protects rights and the common good).
2. Differentiate between power and authority.
3. Recognize that government exists at the community, county, state,
and federal levels.
4. Recognize national, state, and local legislators and government
officials and explain how to contact them for help or to express an
opinion.
5. Describe the contributions of voluntary associations and
organizations in helping government provide for its citizens.
National NSS-EC.K-4.16:
At the completion of Grade 4, students should know the following

benchmarks for this standard:
-Governments provide certain kinds of goods and services in a

market economy.
-Governments pay for the goods and services they use or provide by
taxing or borrowing from people.
EEMP SOL 4.10 The students will exemplify knowledge of government,

geography and economics by identifying the three branches of
Virginia government and their function, understanding the five
regions of Virginia and the major products of each, and describe
how transportation, communication and technology have made
Virginia prosper in the world and global economy.
Conclusion
All of these forms of standards provide great outlines for teachers to understand
what they need to teach, as well as what others believe needs to be learned at a particular
grade level. With this framework, it makes it so simplistic for a teacher to be organized
and plan out a calendar year of what needs to be taught. By comparing all of these
different kinds of standards to one another, it gives a well rounded concept of what
should be taught in the classroom. It is so important not to get stuck in one’s own beliefs
as to how things should be taught. Instead teachers should broaden their horizons by
exploring other people’s opinions as to what’s important and valued in the classroom at a
particular grade level. Virginia, New Jersey, Bennett, and National Standards all provide
great outlines for a great basis for learning. If these standards are utilized in the classroom
by teachers, the world of teaching will become a more enjoyable place, and the joys of
learning can flourish.

Works Cited
Bennett, William J.(1988). Bennett’s Goals .Education Week, pp. 39-40
National Learning Standards. Retrived September 16, 2007 from Education World
Web Site: http://www.education-world.com/index.shtml
.New Jersey Department of Education. Core Curriculum Content Standards. Retrieved
September 14, 2007.Web Site: http://www.state.nj.us/education/cccs/
Virginia Department of Education.Virginia Standards of Learning. Retrived September
10, 2007. WebSite:
http://www.pen.k12.va.us/VDOE/Superintendent/Sols/home.shtml

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Standards for 4th Grade

William J. Bennett, the Secretary of the United States Department of Education, is

The Virginia Standards of Learning were created by the Virginia Department of

Education in December of 2003. New Jersey’s State Board of Education is made up of

Curriculum Content Standards.

The National Standards were created by several national and education

organizations. These organizations volunteered so that there would be guidelines for

organizations such as the National Council of Teachers of Mathematics, National Council

of Teachers of English, National Geographic Society, National Council on Economic

Schools, International Society for Technology in Education, and National Academies of

Mathematics is an essential subject to teach in elementary schools because it is so

implement teaching instruction, the students should have an enjoyable learning

experience and desire to continuously learn math.

NJ MATH 4.1 A1/2 Use real-life experiences, physical materials, and

National NM-NUM.3-5.1 Understand the place-value structure of the base-ten

NJ MATH 4.1A3/6 Demonstrate a sense of the relative magnitudes of

Bennett Reinforcing whole number operations using estimation and rounding

NJ MATH 4.1 C2 Construct and use a variety of estimation strategies

VA SOL 4.2 The student will

Bennett Students will reinforce fractional and decimal concepts of numbers

NJ MATH 4.1 A5 Use concrete and pictorial models to relate whole

National NM-NUM.3-5.1 develop understanding of fractions as parts of unit

Bennett Students will reinforce fractional and decimal concepts of numbers

NJ MATH 4.1 A5 Use concrete and pictorial models to relate whole

National NM-NUM.3-5.1recognize and generate equivalent forms of

Bennett Students will reinforce fractional and decimal concepts of numbers

NJ MATH 4.1 A1 Use real-life experiences, physical materials, and

Bennett Reinforcing whole number operations using estimation and rounding

NJ MATH 4.1 C2 Construct and use a variety of estimation strategies

National NM-NUM.3-5.1 develop and use strategies to estimate computations

NJ MATH 4.1A3/6 Demonstrate a sense of the relative magnitudes of

Bennett Reinforcing whole number operations using estimation and rounding

National NM-NUM.3-5.3 develop and use strategies to estimate the results of

NJ MATH 4.1 B7 Select pencil-and-paper, mental math, or a calculator

National NM-NUM.3-5.3 select appropriate methods and tools for computing

NJ Use efficient and accurate pencil-and-paper procedures for

National understand various meanings of multiplication and division

NJ Use efficient and accurate pencil-and-paper procedures for

National understand the effects of multiplying and dividing whole numbers

VA SOL 4.9 The student will

Bennett Students will reinforce fractional and decimal concepts of numbers

NJ MATH 4.1 A5 Use concrete and pictorial models to relate whole

Bennett Students will reinforce fractional and decimal concepts of numbers

NJ MATH 4.1 A1 Use real-life experiences, physical materials, and

Bennett Students will reinforce fractional and decimal concepts of numbers

NJ MATH 4.1 B9 Use concrete models to explore addition and

National NM-NUM.3-5.1 develop and use strategies to estimate computations

NJ Select and use appropriate standard units of measure and

National NM-MEA.3-5.1 understand such attributes as length, area, weight,

NJ Select and use appropriate standard units of measure and

National NM-MEA.3-5.1 understand such attributes as length, area, weight,

NJ Select and use appropriate standard units of measure and

VA SOL 4.11 The student will

NJ Select and use appropriate standard units of measure and

National NM-MEA.3-5.1 understand such attributes as length, area, weight,

NJ Select and use appropriate standard units of measure and measurement

National NM-MEA.3-5.1 understand such attributes as length, area, weight,

VA SOL 4.13 The student will

National NM-MEA.3-5.2 develop strategies for estimating the perimeters,

NJ MATH 4.2 A4 Understand and apply concepts involving lines, angles,

VA SOL 4.15 The student will

NJ MATH 4.2 A4 Understand and apply concepts involving lines, angles,

NJ MATH 4.2 A4 Understand and apply concepts involving lines, angles,