•
Understand why some words have accent
marks in Spanish
•
Discuss differences in consonant sounds and
combinations
•
Select and use the appropriate interrogative
•
Use common regular verbs in the present tense
•
Use “gusta” and “gustan” correctly
•
Make descriptive and quantity adjectives agree
with nouns and place them in correct order
•
Use prepositions and simple adjectives
•
Identify and use action verbs
Cultural Awareness
•
Demonstrate an understanding of the Spanish
culture including perspectives, practices, and
products (e.g., discuss the system of last
names in Spanish speaking countries, view and
discuss a segment from an age appropriate
Spanish speaking or Spanish cultural film,
explore music and musical instruments
common to the Spanish culture, research and
discuss Spanish contributions to the arts)
•
Recognize the contributions made by people
of various cultures (e.g., research the role
indigenous people play in the various Spanish
cultures)
•
Gather research to learn more about Spanish
speaking countries (e.g., write to a Spanish
embassy to get information about a Spanish
speaking country)
•
Compare and contrast political systems in the
United States and in Spanish speaking countries
(leadership, elections, law making bodies)
•
Discuss the meaning and role of stereotyping
STUDY SKILLS
Research and Resources
•
Apply knowledge of key words, key questions,
indexes, and glossaries to find information for a
research topic from both print and virtual
sources
•
Navigate encyclopedias and grade
appropriate, approved Internet search engines
to gather information for research topics
•
Incorporate multiple representations of
information (e.g., maps, charts, photos) to
support research topics and presentations
•
Have a working understanding of the concept of
a primary source
•
Demonstrate competence in applying the
reading process to specific types of
informational texts
•
Use dictionaries and spell check devices to
check for proper spelling
•
Use the table of contents to locate page
numbers and chapters
•
Use word processing tools
•
Understand and use the symbols and
operations on a calculator
•
Begin to use chapter and section headings,
topic sentences, and summary sentences to
construct the main ideas
•
Begin to identify simple hierarchic structures in
informational texts (e.g., one main idea or
concept with supporting or illustrative detail)
Applications
•
Identify the plot, theme, setting, and
characters within descriptive and expository text
•
Use complex graphic organizers to
demonstrate understanding of text
•
Use graphic organizers to brainstorm and
organize ideas as part of the writing process
•
Sequence events to reflect the beginning,
middle, and end of a passage
•
Pick out key vocabulary and context clues to
help determine meaning
•
Use index cards as a study tool
•
Use mnemonics or word association to
memorize facts, names, and places within text
•
Begin to use study guides to break down
increasing amount of text for study purposes
•
Learn to rely on best style of learning (e.g.,
visual, auditory, kinesthetic) to ensure classroom
success
•
Begin to apply the process of elimination as a
test-taking strategy
69
Fourth Grade
Work Habits
•
Employ a classroom binder system to manage
classwork and homework
•
Use a homework journal to track and manage
classroom assignments and projects
•
Develop independent work skills
•
Hand in short-term and long-term assignments
in a timely manner
•
Understand the relationship between work
output and time management
•
Employ simple and/or complex self-regulation
skills to monitor work output
•
Locate information by skimming text
•
Understand the various purposes for reading
and adjusts rate for study reading, reading for
recreation, and reading for information
•
Read and follow multiple directions
independently
•
Work independently in small cooperative
groups and larger group settings
•
Take notes from oral and written material
•
Record information on graphic organizers
70
Nobel Learning Curriculum Reference Guide
