Grade 4 Learning Outcomes

Language

Strand: Oral Language ( Listening & speaking)

Strand: Visual language (Viewing & Presenting)

Strand: Written language (Reading)

Strand: Written language (Writing)

identify the main idea in familiar oral texts

with guidance, use the internet to access relevant information; process and present information in ways that are personally meaningful

read texts at an appropriate level, independently, confidently and with good understanding

identify and describe elements of a story—setting, plot, character, theme

use language to explain inquire & compare

prepare, individually or in collaboration, visual presentations using a range of media, including computer and web-based applications

recognize the author's purpose, For EG to PIIE: Persuade, Inform, Instruct, Entertain

engage confidently in the process of writing by planning, drafting, editing and reviewing

listen reflectively to stories read aloud in order to identify story structures and ideas

use actions and body language to reinforce and add meaning to oral presentations

make predictions about a story, based on their own knowledge and experiences ; revise or confirm predictions as the story progresses

pre-writing: use graphic organizers to plan writing, for example, mind maps, storyboards

drafting: organize ideas in a logical sequence, for example, write simple narratives with a beginning, middle and end

use familiar aspects of written language with increasing confidence and accuracy, for eg spelling patterns, high frequency words, high interest words

revising: recognize and use figurative language to enhance writing, for example, similes, onomatopoeia , personification, alliteration

use a dictionary and thesaurus confidently and effectively to check accuracy, broaden vocabulary and enrich their writing

use feedback from teachers and other students to improve their writing . editing: proofread their own writing and make some corrections and improvements Use increasingly accurate grammatical constructs.

use appropriate punctuation to support meaning

publishing: with teacher guidance, publish written work, in handwritten form

anticipate and predict when listening to text read aloud

observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve

wonder about texts and ask questions to try to understand what the author is saying to the reader.

listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail

recognize and name familiar visual texts and explain why they are or are not effective, for example, advertising, logos, labels, signs, billboards

participate in collaborative learning experiences, acknowledging that people see things differently and are entitled to express their point of view

begin to understand that Language use is influenced by its purpose & the audience

identify elements and techniques that make advertisements, logos and symbols effective and draw on this knowledge to create their own visual effects

use a range of strategies to self monitor and self correct, for ex meaning, context, rereading, reading on, cross checking one cue source against another

-Determining importance,

-Activating background knowledge,

-Asking questions

-Monitoring your inner conversation

use language for a variety of personal purposes E.g PIE: Persuade, Inform, Entertain.

realize that visual presentations have been created to reach out to a particular audience and influence the audience in some way; discuss the effects used and how they might influence the audience.

recognize and understand figurative language- (revise simile, alliteration, onomatopoeia and introduction to personification)

begin to paraphrase when communicating orally

interpret visual cues in order to analyse and make inferences about the intention of the message

use reference books, dictionaries and computer and web based applications with increasing independence and responsibility

understand and use figurative language such as similes, alliteration, onomatopoeia and personification

discuss their own experiences and relate them to fiction and non fiction texts (self to text)

use an increasing vocabulary and more complex sentence structures with a high level of specificity

understand that stories have a plot; identify the main idea; discuss and outline the sequence of events leading to the final outcome

understand and use specific vocabulary to suit different purposes

identify and explain the basic structure of a story— beginning, middle and end; may use storyboards or comic strips to communicate elements

recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles

discuss personality and behaviour of story book characters, commenting on reasons why they might react in particular ways

Math

Strand: Numbers

Strand: Measurement

Strand: Patterns and Functions

Strand: Shape and Space

Strand: Data Handling

read & write numbers using Indian & International number system till 10 crores

understand that measures can fall between numbers on a measurement scale for example, 3½ kg, between 4 cm and 5 cm

use the properties and relationships of the four operations to solve problems

understand the meaning of point, line, line segment and how to identify the same in their surroundings

understand that data can be collected, displayed and interpreted using simple graphs, for example, bar graphs, line graphs

use whole numbers upto million or beyond in real life situations

understand the use of standard units to measure, for example, length, weight & capacity ( Kms, Mts, Kgs & lit)

understand the relationship between point,ray, line segment & the difference between them

is familiar with the term- statistics, primary data, secondary data

concept of place value for numbers till 10 crores

(Indian and International)

understand relationships between units, for example, metres, centimetres and millimetres

understand an angle as a measure of rotation

understands and use these terms in context of survey- purpose, population, sample, sample size, average, mean, conclusion

multiplication of 4 digit numbers by 3 digit number

understand unit conversions within measurement systems

describe angles using geometric vocabulary

understand that the results will be better if asked from more people

apply multiplication skills in real life problem solving contexts

select and use appropriate units of measurement and tools to solve problems in real-life situations

understand the meaning of polygons and appreciate their presence in their surrounding (triangle, square, pentagon, hexagon, octagon)

is able to identify situations/scenarios where survey can be useful as a means of problem solving or information gathering

division of 4 digit number by any 2 digit number

understand the application of area & perimeter of square and rectangle to solve daily life problems

understand the relationship between different polygons and the similarities and differences between them on the basis of the sides

understand interview as a means of primary and qualitative data collection

verification using: -dividend = divisor x quotient + remainder

understand the relationship between area and perimeter of square, for example how area can be calculated from perimeter and vice-versa

create patterns using polygons (rotational symmetry)

understand the answer types and is able to use them confidently- dichotomous, multiple choice, continuum/rating and open-ended

apply division skills in real life problem solving contexts

revision of word problems based on time

is able to check for and improve survey question errors

understands divisibility rules and can apply it effectively to find whether the number is divisible by 2,3,4,5,6,9 & 10

measure and construct angles in degrees using a protractor

is able to record responses in frequency table

introduction to factors, multiples, prime & composite numbers, HCF, LCM

is able to create open ended and neutral questions

identify and understand the types of fraction( like, unlike, proper-improper, mixed numbers)

represent data using bar graphs and line graph

understand & compare 3 like & unlike fractions ( greater than, less than, arrange them in ascending or descending order)

is able to select appropriate graph format to display data

is able to understand and identify equivalent fractions

introduction and interpretation of pie chart and double bar graph

is able to find equivalent fractions

is able to model equivalent fractions

model addition and subtraction of: like, unlike, proper, improper fractions and mixed numbers

read a fraction word problem and identify the operations ( addition/ subtraction of like,unlike, proper, improper fractions) and use them appropriately

use of language of fractions, for example, numerator, denominator

simplify fractions using manipulatives; in mental and written form

Hindi

Oral - Listening and Speaking

Visual - Viewing and Presenting

Written Language - Reading

Written Language - Writing

listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail

talk about their own feelings in response to visual messages; show empathy for the way others might feel

read texts at an appropriate level, independently, confidently and with good understanding

use knowledge of written code patterns to accurately spell high-frequency and familiar words

anticipate and predict when listening to text read aloud

realize that visual information reflects and contributes to the understanding of context

participate in guided reading situations, observing and applying reading behaviours and interacting effectively with the group

use increasingly accurate grammatical constructs

listen attentively and speak appropriately in small and large group interactions

identify elements and techniques that make advertisements, logos and symbols effective and draw on this knowledge to create their own visual effects

read and understand the meaning of self-selected and teacher-selected texts at an appropriate level

organize ideas in a logical sequence, for example, write simple narratives with a beginning, middle and end

pick out main events and relevant points in oral texts

apply knowledge of presentation techniques in original and innovative ways; explain their own ideas for achieving desired effects

understand that stories have a plot; identify the main

idea; discuss and outline the sequence of events leading

to the final outcome

participate in shared and guided writing observing the teacher's model, asking questions and offering suggestions

begin to understand that language use is influenced by its purpose and the audience

observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve

discuss personality and behaviour of storybook characters, commenting on reasons why they might react in particular ways

use feedback from teachers and other students to improve their writing

organize thoughts and feelings before speaking

use actions and body language to reinforce and add meaning to oral presentations

make predictions about a story, based on their own knowledge and experiences ; revise or confirm predictions as the story progresses

use graphic organizers to plan writing, for example, mind maps, storyboards

recognize that different forms of grammar are used in different contexts

with guidance, use the internet to access relevant information; process and present information in ways that are personally meaningful

identify relevant, reliable and useful information and decide on appropriate ways to use it

use planning, drafting, editing and reviewing processes independently and with increasing competence

express thoughts, ideas and opinions and discuss them, respecting contributions from others

prepare, individually or in collaboration, visual presentations using a range of media, including computer and web-based applications

proofread their own writing and make some corrections and improvements

follow multi-step directions

with teacher guidance, publish written work, in handwritten form or in digital format

understand and use specific vocabulary to suit different purposes

begin to paraphrase and summarize

Gujarati

Oral - Listening and Speaking

Visual - Viewing and Presenting

Written Language - Reading

Written Language - Writing

Standard Level

AB Initio

Standard Level

AB Initio

Standard Level

AB Initio

Standard Level

AB Initio

pick out main events and relevant points in oral texts

listen attentively and speak appropriately in small and large group interactions

realize that visual information reflects and contributes to the understanding of context

show their understanding that visual messages influence our behaviour

identify and explain the basic structure of a story— beginning, middle and end; may use storyboards or comic strips to communicate elements

have a secure knowledge of the basic conventions of the language(s) of instruction in printed text, for example, orientation, directional movement, layout, spacing, punctuation

demonstrate an awareness of the conventions of written text, for example, sequence, spacing, directionality

write their own name independently

follow multi-step directions retell familiar stories in sequence

memorize and join in with poems, rhymes and songs

use actions and body language to reinforce and add meaning to oral presentations

use actions and body language to reinforce and add meaning to oral presentations

participate in guided reading situations, observing and applying reading behaviours and interacting effectively with the group

understand sound–symbol relationships and apply reliable phonetic strategies when decoding print

use increasingly accurate grammatical constructs

demonstrate an awareness of the conventions of written text, for example, sequence, spacing, directionality

express thoughts, ideas and opinions and discuss them, respecting contributions from others

use language to express their needs, express feelings and opinions

realize that visual information reflects and contributes to the understanding of context

select and reread favourite texts for enjoyment

show curiosity and ask questions about the pictures or text

organize ideas in a logical sequence, for example narratives with a beginning, middle and end

connect written codes with the sounds of spoken language and reflect this understanding when recording ideas

recognize patterns in language(s) of instruction and use increasingly accurate grammar

use oral language to communicate during classroom activities, conversations and imaginative play

read and understand the meaning of self-selected and teacher-selected texts at an appropriate level

participate in shared reading, posing and responding to questions and joining in the refrains

write legibly, and in a consistent style

show an awareness of sound-symbol relationship and is able to write legibly

understand and use specific vocabulary to suit different purposes

listen to and enjoy stories read aloud; show understanding by responding in oral, written or visual form

instantly recognize an increasing bank of high- frequency and high-interest words, characters or symbols

indicate printed text where the teacher should start reading

use feedback from teachers and other students to improve their writing

participate in a variety of dramatic activities, for example, role play, puppet theatre, dramatization of familiar stories and poems

have a secure knowledge of the basic conventions of the language(s) of instruction in printed text, for example, orientation, directional movement, layout, spacing, punctuation

understand that print is permanent, for example, when listening to familiar stories, notices when the reader leaves out or changes parts

participate in shared and guided writing observing the teacher's model, asking questions and offering suggestions

begin to understand that language use is influenced by its purpose and the audience

participate in learning engagements involving reading aloud - taking roles and reading dialogue, repeating refrains from familiar stories, reciting poems

participate in guided reading situations, observing and applying reading behaviours and interacting effectively with the group

recognize patterns in language(s) of instruction and use increasingly accurate grammar.

understand and use specific vocabulary to suit different purposes.

Arts - Visual Arts

Responding

Creating

compare, contrast and categorize artworks from a range of cultures, places and times

make connections between the ideas they are exploring in their artwork and those explored by other artists through time,place and culture

recognize that different audiences respond in different ways to artworks (HWEO)

combine different formal elements to create a specific purposes

describe similarities and differences between artworks

sharpen their powers of observation

identify formal elements of artwork (HWEO)

take responsibility for the care of tools and materials

communicate their initial response to an artwork in visual, oral or physical modes.

take responsibility for their own and others’ safety in the working environment

consider their audience when creating artwork (HWEO)

Arts - Drama

Responding

Creating

consider the composition of an audience when preparing an effective formal and/or informal presentation (with language team integration)

make use of simple performance conventions to share ideas

recognize and discuss how the consequences and actions of a performance teach audience members and performers life lessons

explore basic bodily movements and the use of space

describe the dynamic connection between the audience and performer. (musical drama) (HWEO)

work individually or in groups with confidence (Mine,Musical drama,street play)

work cooperatively towards a common goal, taking an active part in a creative experience (mime)

consider and maintain appropriate behaviours in drama, as an audience member or as a performer

create a devised or scripted performance for a particular audience or purpose (HWEO)

Arts - Music

Responding

Creating

sing individually and in harmony

create and accompany music using a variety of sounds and instruments. (media unit)

sing with accuracy and control focusing awareness on the musical elements

share performances with each other and give constructive criticism

analyse different compositions describing how the musical elements enhance the message (media)

express their responses to music from different cultures and style

(exploration)

compare aspects of music from different times and places (exploration)

distinguish the sound of different instruments in music

reflect upon how their music expresses their personal voice and the impact it has on others.

PSPE

Identity

identify causal (related to a cause) relationships and understand how they impact on the experience of individuals and groups.

reflect on how they cope with change in order to approach and manage situation of adversity.

Active Living

understand that there are substances that can cause harm to health.

understand how daily practices influence short- and long-term health.

self assess performance and respond to feedback on performance from others.

exhibit effective decision making processes in the application of skills during physical activity.

Interaction

build on previous experiences to improve group performance.

reflect critically on the effectiveness of the group during and at the end of the process.

adopt a variety of roles for the needs of the group for example (leader, presenter).