Quebec Education Program Progression of Learning — Grade 4


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1.B.1.

Location of the society in space and time

1.B.1.b.

Locates on a graduated time line events and people related to the history of the society (e.g. Columbuss discovery of America, Cabots voyages, Cartiers voyages, Donnacona)

1.B.2.

Elements of the society that affect the organization of the territory

1.B.2.1.

Demographic situation

1.B.2.1.a.

Describes the distribution of the population: along the St. Lawrence and in the Great Lakes region

1.B.2.1.b.

Indicates the way of life: sedentary

1.B.2.1.c.

Gives the approximate number of inhabitants

1.B.2.2.a.

Names a spiritual element: animism

1.B.2.2.b.

Names artistic expressions (pottery, basket weaving)

1.B.2.2.c.

Describes elements of everyday life: food, clothing, entertainment, customs

1.B.2.3.a.

Names economic activities: agriculture, hunting, fishing, gathering, barter

1.B.2.3.b.

Names means of transportation: canoe, snowshoes

1.B.2.3.c.

Indicates transportation routes: waterways, forest trails

1.B.2.4.a.

Indicates means of selecting leaders: women elders appointed chiefs

1.B.2.4.b.

Indicates means of decision making: council

1.B.3.

Assets and limitations of the territory

1.B.3.a.

Indicates assets related to the relief (e.g. plains were good for farming)

1.B.3.b.

Indicates assets and limitations related to climate (e.g. the temperature and rain in the summer were good for farming; the temperature and snow in the winter limited activities and travel)

1.B.3.c.

Indicates assets and limitations related to bodies of water (e.g. rivers and lakes facilitated access to the territory; rapids limited travel)

1.B.3.d.

Explains why resources were assets (e.g. forests provided construction materials for longhouses and canoes; animals were used for food)

1.B.4.

Influence of people on social and territorial organization

1.B.4.a.

Names a group that played a role in selecting leaders: women elders

1.B.5.

Elements of continuity with the present

1.B.5.a.

Indicates traces left by Iroquoian society: place names, artefacts, sites

1.C.1.

Location of the society in space and time

1.C.1.a.

Locates on a map the territory that belonged to France in North America: the St. Lawrence Valley and the Great Lakes region

1.C.1.b.

Locates on a map the territory occupied by French society in New France: the St. Lawrence Valley

1.C.1.c.

Situates on a graduated time line events and people related to the history of the society (e.g. founding of Qubec City, Trois-Rivires and Montral; explorations and explorers; Champlain, Laviolette, Maisonneuve)

1.C.2.

Elements of the society that affect the organization of the territory

1.C.2.1.

Demographic situation

1.C.2.1.a.

Describes the distribution of the population: concentrated in the St. Lawrence Valley

1.C.2.1.b.

Describes the composition of the population: Native peoples, French

1.C.2.1.c.

Gives the approximate number of inhabitants

1.C.2.2.a.

Names languages spoken: Native languages, French

1.C.2.2.b.

Names religions practised: Native spiritualities, Catholicism

1.C.2.2.c.

Names artistic expressions (e.g. painting, architecture, embroidery)

1.C.2.2.d.

Describes elements of everyday life: food, clothing, entertainment, customs

1.C.2.3.a.

Names economic activities: fur trade, agriculture, hunting and fishing

1.C.2.3.b.

Names means of transportation: canoe, boat, cart

1.C.2.3.c.

Indicates transportation routes: waterways, forest trails, early roads

1.C.2.4.a.

Indicates the means of decision making: made unilaterally by the king of France

1.C.2.4.b.

Indicates the means of selecting leaders: the king appointed the governor and the company

1.C.2.4.c.

Names an institution: the Company of One Hundred Associates

1.C.2.4.d.

Indicates one obligation and one privilege of the Company: the Company was obliged to populate the colony; the Company was given the monopoly of the fur trade

1.C.3.

Assets and limitations of the territory

1.C.3.a.

Indicates assets related to the relief (e.g. plains were good for farming)

1.C.3.b.

Indicates assets and limitations related to climate (e.g. the temperature and rain in the summer were good for farming; the temperature and snow in the winter limited activities and travel)

1.C.3.c.

Indicates assets and limitations related to bodies of water (e.g. confluences favoured the establishment of trading posts; rapids limited travel)

1.C.3.d.

Explains why resources were assets (e.g. the abundance of beavers enabled the development of the fur trade)

1.C.4.

Influence of people and events on social and territorial organization

1.C.4.a.

Names important people: Champlain, Laviolette, Maisonneuve

1.C.4.b.

Names groups that played a role: Native peoples, religious groups (e.g. Jesuits), coureurs de bois, companies

1.C.4.c.

Indicates events that marked society: first settlements, Iroquois wars, explorations, creation of trading posts

1.C.5.

Elements of continuity with the present

1.C.5.a.

Indicates traces left by the society (e.g. language, religion, customs and traditions, place names)

1.D.1.

Location of the society in space and time

1.D.1.a.

Locates on a map the territory that belonged to France in North America: the St. Lawrence and Great Lakes lowlands, Ohio and Mississippi valleys to Louisiana

1.D.1.b.

Locates on a map the territory occupied by Canadian society in New France: the St. Lawrence Valley

1.D.1.c.

Situates on a graduated time line events and people related to the history of the society (e.g. Great Peace of Montral, intendancy of Gilles Hocquart)

1.D.2.

Elements of the society that affect the organization of the territory

1.D.2.1.

Demographic situation

1.D.2.1.a.

Describes the distribution of the population: concentrated in the St. Lawrence Valley, in particular at Qubec City, Trois-Rivires and Montral

1.D.2.1.b.

Describes the composition of the population: Native peoples, French, Canadians

1.D.2.1.c.

Gives the approximate number of inhabitants

1.D.2.2.a.

Names languages spoken: Native languages, French

1.D.2.2.b.

Names the religions practised: Native spiritualities, Catholicism

1.D.2.2.c.

Names artistic expressions (e.g. sculpture, painting, working gold, music)

1.D.2.2.d.

Describes elements of everyday life: food, clothing, entertainment, customs

1.D.2.3.a.

Names economic activities (e.g. agriculture, animal husbandry, early industries, trade and in particular the fur trade)

1.D.2.3.b.

Names means of transportation (e.g. canoe, boat, cart)

1.D.2.3.c.

Indicates transportation routes: waterways, forest paths, Chemin du Roy

1.D.2.4.a.

Indicates the means of decision making: made unilaterally by the king of France or his representative in the colony (the governor)

1.D.2.4.b.

Indicates the means of selecting leaders: appointed by the king of France

1.D.2.4.c.

Indicates the roles of the leaders in the colony: governor (e.g. army, Native relations), intendant (e.g. finance, justice)

1.D.2.4.d.

Names an institution: the Sovereign Council

1.D.3.

Assets and limitations of the territory

1.D.3.a.

Indicates assets related to the relief (e.g. the Appalachians were a natural defence against the English threat; the St. Lawrence Valley facilitated settlement of the territory)

1.D.3.b.

Indicates assets and limitations related to climate (e.g. the temperature and rain in the summer were good for farming; the temperature and snow in the winter limited activities and travel)

1.D.3.c.

Indicates assets and limitations related to bodies of water (e.g. the rivers and lakes facilitated access to the territory; the rapids limited travel)

1.D.3.d.

Explains why resources were assets (e.g. forests provided oak for shipbuilding; the presence of iron supplied the Forges du Saint-Maurice)

1.D.4.

Influence of people and events on social and territorial organization

1.D.4.a.

Names important people: Talon, Frontenac, Msgr. de Laval

1.D.4.b.

Names groups that played a role (e.g. colonists, filles du Roy, coureurs de bois, military)

1.D.4.c.

Indicates events that marked society: establishment of cottage industries, seigneurial system, triangular trade

1.D.5.

Elements of continuity with the present

1.D.5.a.

Indicates traces left by the society (e.g. land divided into rectangular strips along waterways)

2.B.a.

Indicates changes in the society during this period: occupation of the territory, use of European products (e.g. axe, pot, gun, alcohol), religion, European diseases

2.B.b.

Names groups that played a role in the changes (e.g. fishermen, missionaries, colonists, military, coureurs de bois)

2.C.a.

Indicates changes in the society during this period (e.g. size of the territory, political organization, distribution and composition of the population, presence of cottage industries)

2.C.b.

Names people and groups that played a role in the changes: Jean Talon, Gilles Hocquart, explorers, filles du Roy

2.C.c.

Indicates events that marked this period: implementation of the seigneurial system, explorations, increase in the birth rate, diversification of the economy

3.B.1.

Indicates differences between Iroquoian society and Algonquian society around 1500:

3.B.1.a.

Way of life (sedentary; nomadic)

3.B.1.b.

Economic activities (agriculture; lack of agriculture)

3.B.1.c.

Political structure (matriarchal; patriarchal)

3.B.1.d.

Dwellings (villages of longhouses; wigwams)

3.C.1.

Indicates differences between Iroquoian society and Inca society around 1500:

3.C.1.a.

Means of selecting chiefs and their power (chosen by women elders, limited powers; hereditary, full powers)

3.C.1.b.

Social structure (community; hierarchy)

3.C.1.c.

Dwellings (villages of longhouses; towns)

3.C.1.d.

Characteristics of the territory occupied (e.g. relief, climate, bodies of water, resources)

3.D.1.

Indicates differences between Canadian society in New France and societies in the Thirteen Colonies around 1745:

3.D.1.a.

Number of inhabitants

3.D.1.b.

Type of government (no House of Assembly; House of Assembly)

3.D.1.c.

Language (French; English)

3.D.1.d.

Religion (Catholicism; Protestantism)

3.D.1.e.

Economic activities (fur trade; diversified economy)

3.D.1.f.

Military force (e.g. soldiers, ships, armaments)

3.D.1.g.

Characteristics of the territory occupied (e.g. relief, climate, bodies of water, resources)

4-1.A.1.

Counts or recites counting rhymes involving natural numbers

4-1.A.1.a.

Writes sentences in an order that supports a main idea or story

4-1.A.1.b.

Counts forward or backward

4-1.A.1.b.i.

In simple sentences by using subject, verb, modifier

4-1.A.1.b.iii.

In compound sentences by using prepositions, conjunctions, interjections

4-1.A.1.b.iv.

In simple and compound sentences (i.e. varies types of sentences and uses transitional phrases)

4-1.A.1.c.

Skip counts (e.g. by twos)

4-1.A.1.d.

Distinguishes between translucent substances (transparent or coloured) and opaque substances

4-1.A.1.e.

Describes the shape, colour and texture of an object or a substance

4-1.A.1.f.

Distinguishes between the mass (quantity of matter) of an object and its weight (gravitational force acting on the mass)

4-1.A.1.g.

Classifies solids according to their density (identical volumes and different masses or identical masses and different volumes)

4-1.A.1.h.

Associates the buoyancy of a volume of liquid in an identical volume of a different liquid with the densities of these liquids (relative density)

4-1.A.10.

Locates natural numbers using different visual aids (e.g. hundreds chart, number strip, number line)

4-1.A.11.

Identifies properties of natural numbers

4-1.A.11.b.

Square, prime or composite numbers

4-1.A.12.

Classifies natural numbers in various ways, based on their properties (e.g. even numbers, composite numbers)

4-1.A.13.

Approximates a collection, using objects or drawings (e.g. estimate, round up/down to a given value)

4-1.A.2.

Counts collections (using objects or drawings)

4-1.A.2.a.

Uses vocabulary and/or terminology related to the type of writing

4-1.A.2.b.

Uses consistent verb tenses and correct pronoun references

4-1.A.2.c.

Counts a collection by grouping or regrouping

4-1.A.2.d.

Counts a pre-grouped collection

4-1.A.3.

Reads and writes any natural number

4-1.A.3.a.i.

Applies capitalization rules: the first word in a sentence, proper nouns

4-1.A.3.b.i.

Applies end punctuation rules: period, question mark, exclamation point

4-1.A.3.b.ii.

Applies rules for commas: items in a series, greetings

4-1.A.3.b.iii.

Uses apostrophes to punctuate contractions and singular possessive

4-1.A.3.b.iv.

Uses quotation marks to punctuate dialogue

4-1.A.3.c.iii.

Indicates words that are misspelled

4-1.A.3.c.iv.

Applies common spelling patterns/generalizations including: word families, regular plurals, prefixes, suffixes, irregular plurals, words ending in "y, doubling final consonant

4-1.A.3.c.v.

Uses resources to correct own spelling (e.g. environmental print, word lists, dictionaries, peers, spell check)

4-1.A.3.d.

Determines the state of various objects and substances in his/her environment (e.g. glass, air, milk, plastic)

4-1.A.4.

Represents natural numbers in different ways or associates a number with a set of objects or drawings

4-1.A.4.a.

Recognizes that the quantity of the matter remains the same once a change has occurred (e.g. 50 ml of water in a saucer or a glass, whole piece of chalk or ground chalk, flattened piece of modelling clay or a ball of modelling clay)

4-1.A.4.b.

Emphasis on exchanging apparent, non-accessible groupings, using structured materials (e.g. base ten blocks, number tables)

4-1.A.4.c.

Emphasis on place value in non-apparent, non-accessible groupings, using materials for which groupings are symbolic (e.g. abacus, money)

4-1.A.5.

Composes and decomposes a natural number in a variety of ways (e.g. 123 = 100 + 23; 123 = 100 + 20 + 3; 123 = 50 + 50 + 20 + 3; 123 = 2 x 50 + 30 - 7; 123 = 2 x 60 + 3)

4-1.A.5.a.

Demonstrates that physical changes (e.g. deforming, breaking, grinding, phase changes) do not change the properties of matter

4-1.A.5.c.

Explains how certain household products are made (e.g. soap, paper)

4-1.A.6.

Identifies equivalent expressions (e.g. 52 = 40 + 12, 25 + 27 = 40 + 12, 52 = 104 / 2)

4-1.A.6.a.

Associates the uses of certain household products with their properties (e.g. cleaning products remove grease, vinegar and lemon juice help preserve certain foods)

4-1.A.7.

Compares natural numbers

4-1.A.8.

Arranges natural numbers in increasing or decreasing order

4-1.A.9.

Describes number patterns, using his/her own words and appropriate mathematical vocabulary (e.g. even numbers, odd numbers, square numbers, triangular numbers, prime numbers, composite numbers)

4-1.B.1.

Images (in photographs, drawings and illustrations):

4-1.B.1.a.

Uses and interprets the visual element of color (e.g. dark reds and blacks in a picture book to show anger or fear)

4-1.B.1.b.

Uses and interprets the visual element of perspective in illustrations or drawings (e.g. to connote a viewpoint, as in a faded, distant image that evokes a memory)

4-1.B.1.c.

Uses and interprets camera techniques, such as camera distance (e.g. long and medium shots, close-ups)

4-1.B.10.

Orders fractions with the same denominator

4-1.B.2.

Represents a fraction in a variety of ways, based on a whole or a collection of objects

4-1.B.2.e.

Identifies the characteristics of a sound wave (e.g. volume, timbre, echo)

4-1.B.2.g.

Explains the motion of convection in liquids and gases (e.g. boiling water)

4-1.B.3.

Matches a fraction to part of a whole (congruent or equivalent parts) or part of a group of objects, and vice versa

4-1.B.3.a.

Describes situations in which human beings consume energy (e.g. heating, transportation, food consumption, recreation)

4-1.B.3.b.

Names means used by human beings to limit their energy consumption (e.g. fluorescent light bulbs, timers) and to conserve energy (e.g. insulation)

4-1.B.3.d.

Describes the transformations of energy from one form to another

4-1.B.4.

Identifies the different meanings of fractions (sharing, division, ratio)

4-1.B.5.

Distinguishes a numerator from a denominator

4-1.B.6.

Reads and writes a fraction

4-1.B.7.

Compares a fraction to 0, 1/2 or 1

4-1.B.8.

Verifies whether two fractions are equivalent

4-1.B.9.

Matches a decimal or percentage to a fraction

4-1.C.1.

Represents decimals in a variety of ways (using objects or drawings)

4-1.C.1.a.

Describes the effect of electrostatic attraction (e.g. paper attracted by a charged object)

4-1.C.10.

Arranges decimals in increasing or decreasing order

4-1.C.11.a.

A fraction to its decimal

4-1.C.2.

Identifies equivalent representations (using objects or drawings)

4-1.C.2.a.

Recognizes the effects of magnetism on magnets (attraction and repulsion)

4-1.C.2.b.

Identifies situations in which magnets are used

4-1.C.3.

Reads and writes numbers written in decimal notation

4-1.C.4.

Understands the role of the decimal point

4-1.C.5.

Composes and decomposes a decimal written in decimal notation

4-1.C.5.a.

Describes the characteristics of motion (e.g. direction, speed)

4-1.C.6.

Recognizes equivalent expressions (e.g. 12 tenths is equivalent to 1 unit and 2 tenths; 0.5 is equivalent to 0.50)

4-1.C.6.a.

Identifies situations involving the force of friction (pushing on an object, sliding an object, rolling an object)

4-1.C.6.b.

Identifies examples of a force (e.g. pulling, pushing, throwing, squeezing, stretching)

4-1.C.6.c.

Describes the effects of a force on an object (e.g. Sets it in motion, changes its motion, stops it)

4-1.C.6.d.

Describes the effects of a force on a material or structure

4-1.C.7.

Locates decimals on a number line

4-1.C.7.a.

Between two consecutive natural numbers

4-1.C.8.

Compares two decimals

4-1.C.9.

Approximates (e.g. estimates, rounds to a given value, truncates decimal places)

4-1.D.1.

Represents integers in a variety of ways (using objects or drawings) (e.g. tokens in two different colours, number line, thermometer, football field, elevator, hot air balloon)

4-1.D.1.a.

Describes the parts and mechanisms that make up an object

4-1.D.1.b.

Identifies the needs that an object was originally designed to meet

4-1.D.2.a.

Recognizes simple machines (lever, inclined plane, screw, pulley, winch, wheel) used in an object (e.g. lever in seesaw, inclined plane for an access ramp)

4-1.D.2.b.

Describes the uses of certain simple machines (to adjust the force required)

4-1.D.4.a.

Identifies the mechanical parts (e.g. gears, cams, springs, simple machines, connecting rods)

4-1.D.4.b.

Recognizes two types of motion (rotation and translation)

4-1.D.4.c.

Describes a simple sequence of mechanical parts in motion

4-1.D.6.a.

Recognizes the influence and impact of transportation technology on peoples way of life and surroundings

4-1.D.7.a.

Recognizes the influence and the impact of electric appliances on peoples way of life and surroundings (e.g. telephone, radio, television, computer)

4-1.E.1.a.

Appropriately uses simple measuring instruments (rulers, dropper, graduated cylinder, balance, thermometer, chronometer)

4-1.E.2.a.

Appropriately uses simple machines (lever, inclined plane, screw, pulley, winch, wheel)

4-1.E.3.a.

Appropriately and safely uses tools (e.g. pliers, screwdriver, hammer, wrench, simple template)

4-1.E.4.a.

Knows the symbols associated with types of motion, electrical components and mechanical parts

4-1.E.4.b.

Interprets a diagram or a plan containing symbols

4-1.E.4.c.

Uses symbols associated with mechanical parts and electrical components in a diagram or drawing

4-1.E.4.d.

Draws and cuts parts out of various materials using appropriate tools

4-1.E.4.e.

Uses appropriate assembling methods (e.g. screws, glue, nails, tacks, nuts)

4-1.E.4.f.

Uses appropriate tools for proper finishing work

4-1.E.4.g.

Uses simple machines, mechanisms or electrical components to design or make an object

4-1.F.1.a.

Appropriately uses terminology related to the material world

4-1.F.1.b.

Distinguishes between the meaning of a term used in a scientific or technological context and its meaning in everyday language (e.g. source, matter, body, energy, machine)

4-1.F.2.a.

Communicates using appropriate types of representations that reflect the rules and conventions of science and technology (e.g. symbols, graphs, tables, drawings, sketches, norms and standardization)

4-2.A.1.a.

Understands the purpose for reading, listening to and/or viewing (e.g. for enjoyment, to learn something, to escape to new places, for instructions).

4-2.A.1.b.

Uses prior knowledge (e.g. what s/he already knows about the topic, author, genre/text type)

4-2.A.1.c.

Previews the text (e.g. attends to the cover, dedication, title page and author's notes for clues that will add to understanding or enjoyment of the text)

4-2.A.1.d.

Uses knowledge of the genre/text type to be viewed/read: immersion into models of the text type to determine important structures and features of the text type, and how these contribute to meaning in the text (e.g. understands the structure and features of familiar text types such as main character, sequence of events in narratives [stories]; visual features in information-based texts)

4-2.A.1.e.

Builds needed background knowledge and experiences (e.g. of content, setting and/or author, in a variety of ways such as watching a documentary on a related topic, reading a picture book on a similar theme before reading a chapter book, using the Internet)

4-2.A.2.

Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of addition and subtraction)

4-2.A.2.a.

Transformation (adding, taking away), uniting, comparing

4-2.A.2.b.

Composition of transformations: positive, negative

4-2.A.2.c.

Uses a variety of reading strategies to make meaning of different text types

4-2.A.2.d.

Relies on common structures and features of literary, popular and information-based texts to construct meaning (e.g. narrative structure: beginning, middle, end; or a feature such as dialogue)

4-2.A.2.e.

Relies on common structures and features of media texts to construct meaning

4-2.A.2.f.

Recognizes the most common rhetorical conventions of information-based texts to build meaning, namely:

4-2.A.2.f.i.

Description of ideas and concepts

4-2.A.2.g.

Uses the purpose for reading and clues in the text to determine important aspects of a text (e.g. nonfiction features that signal importance such as boldface print, italics)

4-2.A.3.

Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of multiplication and division)

4-2.A.3.a.

Constructs a personal response to the text (i.e. constructs meaning)

4-2.A.3.b.

Rectangular arrays, repeated addition, Cartesian product, area, volume, repeated subtraction, sharing, number of times x goes into y, and comparisons (using objects, diagrams or equations)

4-2.A.3.c.

Integrates new information with what is already known to construct meaning

4-2.A.3.d.

Uses evidence to distinguish between own thinking, values and beliefs and those presented in the text (e.g. figures out what values are important to a character)

4-2.A.3.e.

Uses other readers' interpretations to clarify and extend own ideas (e.g. discusses information, ideas and new insights with peers)

4-2.A.3.g.

Understands that texts must be questioned, since they are constructed by people with specific purposes in mind:

4-2.A.3.g.ii.

Identifies and locates information about who wrote the text (i.e. its writer/producer) and why (i.e. the purpose)

4-2.A.3.g.iii.

Examines how the message attracts and holds the reader's/viewer's attention

4-2.A.3.g.v.

Considers who/what has been left out of the text and why this might be

4-2.A.4.

n numerical expressions (e.g. 3 + 2 = 6 - 1)

4-2.A.5.

Determines numerical equivalencies using relationships between

4-2.A.5.b.

Operations (the four operations), the commutative property of addition and multiplication and the associative property

4-2.B.1.

Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of addition and subtraction)

4-2.B.1.a.

Transformation (adding, taking away), uniting, comparing

4-2.B.1.b.

Identifies natural sources of energy (sun, moving water, wind)

4-2.B.1.c.

Examines models of text type through immersion into the text (e.g. features of text, strategies author used to craft the text)

4-2.B.2.

Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of multiplication and division: rectangular arrays, Cartesian product, area, volume, sharing, number of times x goes into y, and comparisons)

4-2.B.2.c.

Uses a structure that fits the type of writing (e.g. letter format, narrative)

4-2.B.2.d.

Adjusts writing decisions to purpose and audience (e.g. the register and syntax of a postcard, flyer and letter are different)

4-2.B.2.e.

Connects needs and expectations of a specific audience to writing decisions (e.g. provides additional details or information, sequences events or information to enhance reader's comprehension)

4-2.B.3.

Determines numerical equivalencies using

4-2.B.3.a.

The relationship between operations (addition and subtraction), the commutative property of addition and the associative property

4-2.B.3.b.

Explains that sunlight, moving water and wind are renewable sources of energy

4-2.B.3.c.

Describes the methods invented by humans to transform renewable sources of energy into electricity (hydroelectric dam, wind turbine, solar panels)

4-2.B.4.

Editing, i.e. rearranging/re-ordering what has already been written and proofreading

4-2.B.4.a.

Checks for spelling, punctuation and capitalization

4-2.C.1.a.

Associates the cycle of day and night with the rotation of the Earth

4-2.C.1.c.

Examines models of text type to be produced through immersion into the type (e.g. unique features of a text, target audience, how message/meaning is communicated)

4-2.D.1.a.

Describes the influence of the apparent position of the sun on the length of shadows

4-2.D.2.a.

Associates the sun with the idea of a star, the Earth with the idea of a planet and the moon with the idea a natural satellite

4-2.D.2.b.

Describes the rotational and revolutionary motion of the Earth and the moon

4-2.D.2.c.

Illustrates the phases of the lunar cycle (full moon, new moon, first and last quarters)

4-2.D.2.d.

Illustrates the formation of eclipses (lunar, solar)

4-2.D.4.a.

Describes the changes to the environment throughout the seasons (temperature, amount of daylight, type of precipitation)

4-2.D.4.b.

Explains the sensations experienced (hot, cold, comfortable) with regard to temperature measurements

4-2.D.5.a.

Recognizes the stars and the constellations on a map of the stars

4-2.D.6.a.

Makes connections between weather conditions and the types of clouds in the sky

4-2.D.7.a.

Recognizes the influence and the impact of technologies related to the Earth, the atmosphere and outer space on peoples way of life and surroundings (e.g. prospecting equipment, meteorological instruments, seismograph, telescope, satellite, space station)

4-2.E.1.a.

Appropriately uses simple observational instruments (e.g. magnifying glass, binoculars)

4-2.E.2.a.

Appropriately uses simple measuring instruments (e.g. rulers, dropper, graduated cylinder, balance, thermometer, wind vane, barometer, anemometer, hygrometer)

4-2.E.3.a.

Designs and manufactures measuring instruments and prototypes

4-2.F.1.a.

Appropriately uses terminology related to an understanding of the Earth and the universe

4-2.F.1.b.

Distinguishes between the meaning of a term used in a scientific or technological context and its meaning in everyday language (e.g. space, revolution)

4-2.F.2.a.

Communicates using appropriate types of representations that reflect the rules and conventions of science and technology (e.g. symbols, graphs, tables, drawings, sketches)

4-3.A.1.

Approximates the result of

4-3.A.1.a.

An addition or subtraction involving natural numbers

4-3.A.1.b.

Any of the four operations involving natural numbers

4-3.A.1.b.v.

Poetry of different kinds written by and for children (e.g. free verse, list poems, rap, shape poems, free verse)

4-3.A.1.c.

Distinguishes among the different types of embryonic development (viviparous for the majority of mammals, oviparous or ovoviviparous for the rest)

4-3.A.1.e.

Describes the types of sexual reproduction in plants (pistil, stamen, pollen, seed and fruit)

4-3.A.13.

Using his/her own words and mathematical language that is at an appropriate level for the cycle, describes

4-3.A.13.a.

Non-numerical patterns (e.g. series of colours, shapes, sounds, gestures)

4-3.A.13.b.

Numerical patterns (e.g. number rhymes, tables and charts)

4-3.A.13.c.

Series of numbers and family of operations

4-3.A.14.

Adds new terms to a series when the first three terms or more are given

4-3.A.15.

Uses a calculator and

4-3.A.15.a.

Becomes familiar with its basic functions (+, -, =, 0 to 9 number keys, all clear, clear)

4-3.A.15.b.

Becomes familiar with its X and / functions

4-3.A.2.

Builds a repertoire of memorized addition and subtraction facts

4-3.A.2.a.

Reading, Writing and Media Production

4-3.A.2.a.ii.

Relevant details such as time, place and location in an invitation

4-3.A.2.a.iv.

Images (photo or drawing) to respond to the reader's expectations and/or needs (e.g. the illustration on a thank-you note or invitation)

4-3.A.2.a.v.

Self expressive language to relate ideas, feelings, experiences (e.g. in own poetry)

4-3.A.2.a.vi.

Self-expressive language in poetry: line breaks or stanzas, images, figurative language to create vivid pictures

4-3.A.2.b.

Develops various strategies that promote mastery of number facts and relates them to the properties of addition

4-3.A.2.c.

Masters all addition facts (0 + 0 to 10 + 10) and the corresponding subtraction facts

4-3.A.2.d.

Lists animals according to their classification (mammals, reptiles, birds, fish, amphibians)

4-3.A.2.e.

Describes the anatomy of plants (roots, stems, leaves, flowers, fruits, seeds)

4-3.A.2.f.

Associates the parts of a plant with their general functions (roots, stems, leaves, flowers, fruits, seeds)

4-3.A.2.g.

Associates the parts and systems of the anatomy of animals with their general functions

4-3.A.2.h.

Explains the sensorial functions of certain parts of the anatomy (skin, eyes, mouth, ears, nose)

4-3.A.3.

Develops processes for mental computation

4-3.A.3.a.

Uses his/her own processes to determine the sum or difference of two natural numbers

4-3.A.3.b.

Uses his/her own processes to determine the product or quotient of two natural numbers

4-3.A.3.c.

Describes the growth stages of various animals

4-3.A.5.

Determines the missing term in an equation (relationships between operations): a + b = , a + = c, + b = c, a b = , a = c, b = c

4-3.A.6.

Builds a repertoire of memorized multiplication and division facts

4-3.A.6.a.

Builds a memory of multiplication facts (0 x 0 to 10 x 10) and the corresponding division facts, using objects, drawings, charts or tables

4-3.A.6.b.

Develops various strategies that promote mastery of number facts and relate them to the properties of multiplication

4-3.A.6.c.

Masters all multiplication facts (0 x 0 to 10 x 10) and the corresponding division facts

4-3.A.7.

Develops processes for written computation (multiplication and division)

4-3.A.7.a.

Uses his/her own processes as well as materials and drawings to determine the product or quotient of a three-digit natural number and a one-digit natural number, expresses the remainder of a division as a fraction, depending on the context

4-3.A.8.

Determines the missing term in an equation (relationships between operations): a b = , a = c, b = c, a b = , a = c, b = c

4-3.A.9.

Decomposes a number into prime factors

4-3.B.1.

Generates a set of equivalent fractions

4-3.B.1.a.

Compares the nutrition of domestic animals with that of wild animals

4-3.B.1.b.

Explains the nutritional needs common to all animals (water, sugars, lipids, proteins, vitamins, minerals)

4-3.B.1.c.

Associates familiar animals with their diet (carnivorous, herbivorous, omnivorous)

4-3.B.1.g.

Describes agricultural and food technologies (e.g. crossbreeding of plants and their propagation by cuttings, selection and breeding of animals, food production, pasteurization)

4-3.B.2.

Structures and Features: The student understands the purpose of the following structures and features and uses this knowledge when reading and writing/producing texts.

4-3.B.2.a.

Writing and Media Production

4-3.B.2.a.ii.

Word choice to indicate a specific time frame (e.g. past tense to indicate a memory)

4-3.C.1.

Approximates the result of

4-3.C.1.a.

An addition or a subtraction

4-3.C.1.b.

Names other ways animals move and why (e.g. defence, mating ritual)

4-3.C.2.

Develops processes for mental computation

4-3.C.2.a.

Adds and subtracts decimals

4-3.C.3.

Develops processes for written computation

4-3.C.3.a.

Adds and subtracts decimals whose result does not go beyond the second decimal place

4-3.D.1.a.

Describes the physical characteristics that demonstrate how animals adapt to their environment

4-3.D.1.b.

Describes the behaviours of familiar animals that enable them to adapt to their environment

4-3.D.1.c.

Identifies habitats and the animal and plant populations found in them

4-3.D.1.d.

Describes how animals meet their basic needs within their habitat

4-3.D.1.e.

Describes relationships between living things (parasitism, predation)

4-3.D.1.f.

Explains how animals and plants adapt to increase their chances of survival (e.g. mimicry, camouflage)

4-3.D.2.a.

Provides examples of how living things are used (e.g. meat, vegetable, wood, leather)

4-3.D.3.a.

Describes the impact of human activity on the environment (e.g. use of resources, pollution, waste management, land use, urbanization, agriculture)

4-3.D.4.a.

Describes the main steps in the production of various basic foods (e.g. making butter, bread, yogurt)

4-3.D.5.a.

Explains the scientific and technological concepts associated with recycling and composting (e.g. properties of matter, phase changes, physical changes, chemical changes, food chain, energy)

4-3.E.1.a.

Appropriately uses simple observational instruments (e.g. magnifying glass, binoculars)

4-3.F.1.a.

Appropriately uses terminology related to an understanding of living things

4-3.F.1.b.

Distinguishes between the meaning of a term used in a scientific or technological context and its meaning in everyday language (e.g. habitat, metamorphosis)

4-3.F.2.a.

Communicates using appropriate types of representations that reflect the rules and conventions of science and technology (e.g. symbols, graphs, tables, drawings, sketches)

4-4.A.1.b.

Reading and Listening (written and media texts)

4-4.A.1.b.i.2.

Children's literature: Illustrated wordless and picture books written for younger children

4-4.A.1.b.i.3.

Children's literature: Illustrated wordless and picture books written for older children with more sophisticated concepts, language, issues, characterization, etc.

4-4.A.1.b.i.4.

Children's literature: Poetry

4-4.A.1.b.i.5.

Children's literature: Classic and modern fairy tales

4-4.A.1.b.i.6.

Children's literature: Early/beginning chapter books

4-4.A.1.b.iii.2.

Media texts: Stories in children's magazines, illustrated picture books, online talking books (i.e. that combine spoken word and print)

4-4.A.1.b.iii.3.

Media texts: Age appropriate films, video clips, animation

4-4.A.1.b.iv.1.

Nonfiction (written and media): Biographical picture books of increasing sophistication

4-4.A.1.b.iv.2.

Nonfiction (written and media): Articles in children's magazines or online Web page (e.g. about a sport star, civil rights activist)

4-4.A.1.c.

Writing and Media Production

4-4.A.1.c.i.

Stories based on ideas, experiences and events

4-4.A.1.c.ii.

Illustrated narrative in comic strip using own drawings, images or photos

4-4.A.1.c.iii.

Illustrated picture books using drawings and/or images and/or photos

4-4.A.1.c.iv.

Photo stories (e.g. sequencing photos and/or images to create a scene from a story)

4-4.A.2.

Locates objects in a plane

4-4.A.2.a.

Spoken and Written Texts

4-4.A.2.a.i.1.

Plot structures and features: Predictable story patterns

4-4.A.2.a.i.2.

Plot structures and features: Sequence of events

4-4.A.2.a.i.3.

Plot structures and features: Incidents (e.g. actions that take place in the story usually related to the main conflict)

4-4.A.2.a.i.6.

Plot structures and features: Episodes, e.g. typically the subject of a chapter (Reading only)

4-4.A.2.a.i.7.

Plot structures and features: Conflict, i.e. central problem around which a story is typically organized. Examples would include man against man, man against nature, issues involving what is right or wrong, etc.

4-4.A.2.a.i.8.

Plot structures and features: Resolution of conflict

4-4.A.2.a.i.9.

Plot structures and features: Theme, i.e. the central or underlying meaning or dominant idea(s) that structures a narrative. It should be noted, however, that theme is not a textual structure that every reader interprets in exactly the same way.

4-4.A.2.a.ii.1.

Characterization: Main character in a story

4-4.A.2.a.ii.2.

Characterization: Stock and/or flat characters, i.e. characters with only one or two qualities or traits. Stereotypes, such as the mean stepmother, are examples of flat characters.

4-4.A.2.a.iv.1.

Other features of narrative: Literary conventions (e.g. "Once upon a time" in a fairy tale, moral in a fable)

4-4.A.2.a.iv.3.

Other features of narrative: Dialogue, e.g. to reveal character

4-4.A.2.a.iv.4.

Other features of narrative: Point of view, i.e. narrative voice in first or third person

4-4.A.2.b.

Media texts: All of the structures and features of written narrative (above) also apply to narratives in the media. In addition, the student understands the purpose of the following structures and features and uses this knowledge to construct meaning when viewing and producing media texts.

4-4.A.2.b.i.1.

Plot structure and features: Use of images (photos or drawings) to extend the story and to provide story details

4-4.A.2.b.i.2.

Plot structure and features: Use of music and/or sound to create suspense, mood, humor, conflict, etc. (Viewing only)

4-4.A.2.b.i.3.

Plot structure and features: Use of colour to suggest emotion, to create mood, etc.

4-4.A.2.b.i.4.

Plot structure and features: Use of different scenes or episodes to move the story forward (Viewing only)

4-4.A.2.b.ii.1.

Characterization: Surface appearance of a character (e.g. clothing, physical attributes)

4-4.A.2.b.ii.2.

Characterization: Use of details to convey an imaginary character (e.g. wings, exaggerated or invented facial features)

4-4.A.2.b.ii.3.

Characterization: Use of explanation marks and speech bubbles to show thought and dialogue, e.g. in comic books or some animation films

4-4.A.2.b.ii.5.

Characterization: Use of music and/or sound to signal or stress some aspect of character, e.g. music to signal the reappearance of a character such as Tinkerbell or Captain Hook in Peter Pan (Viewing only)

4-4.A.2.b.ii.6.

Characterization: Use of camera angle (e.g. use of low angle to make someone look stronger or like a bully, high angle to make someone look weaker or vulnerable)

4-4.A.2.b.ii.7.

Characterization: Stereotypes of individuals and groups (e.g. perceptions about gender in comics and picture books) (Viewing only)

4-4.A.2.b.iii.1.

Setting: Repetition of symbols, or motifs, to create mood, suspense, sense of continuity (e.g. scenes of the ocean in a story that takes place in Cape Breton) (Viewing only)

4-4.A.2.b.iii.2.

Setting: Use of light and dark (e.g. to create a sense of foreboding, to change time frame) (Viewing only)

4-4.A.4.

Locates points in a Cartesian plane

4-4.B.1.

Compares objects or parts of objects in the environment with solids (e.g. spheres, cones, cubes, cylinders, prisms, pyramids)

4-4.B.3.

Identifies the main solids (e.g. spheres, cones, cubes, cylinders, prisms, pyramids)

4-4.B.4.

Identifies and represents the different faces of a prism or pyramid

4-4.B.5.

Describes prisms and pyramids in terms of faces, vertices and edges

4-4.B.6.

Classifies prisms and pyramids

4-4.B.7.

Constructs a net of a prism or pyramid

4-4.B.8.a.

A prism to the corresponding prism and vice versa

4-4.B.8.b.

A pyramid to the corresponding pyramid and vice versa

4-4.C.2.

Identifies plane figures (square, rectangle, triangle, rhombus and circle)

4-4.C.3.

Describes plane figures (square, rectangle, triangle and rhombus)

4-4.C.4.

Describes convex and nonconvex polygons

4-4.C.5.

Identifies and constructs parallel lines and perpendicular lines

4-4.C.6.

Describes quadrilaterals (e.g. parallel segments, perpendicular segments, right angles, acute angles, obtuse angles)

4-4.C.7.

Classifies quadrilaterals

4-4.D.1.

Identifies congruent figures

4-4.D.2.

Observes and produces patterns using geometric figures

4-4.D.3.

Observes and produces frieze patterns and tessellations

4-5.A.1.a.

Speaking and Listening

4-5.A.1.a.ii.

Understands the use of talk to clarify the steps in a procedure or an organizational plan (e.g. brainstorming, pulling ideas together, asking pertinent questions)

4-5.A.4.

Estimates and measures the dimensions of an object using conventional units

4-5.A.4.b.

Metre, decimetre, centimetre and millimeter

4-5.A.5.

Establishes relationships between units of measure for length

4-5.A.5.a.

Metre, decimetre, centimetre and millimeter

4-5.A.6.

Calculates the perimeter of plane figures

4-5.B.1.

Estimates and measures surface area

4-5.B.1.a.

Using unconventional units

4-5.B.1.b.

Reading, Listening, Writing and Media Production

4-5.B.1.b.ii.

Illustrated and multimedia how-to books

4-5.B.1.b.iii.

Texts that explain how or why something happens using a narrative structure (e.g. picture books such as The Magic School Bus, magazine articles)

4-5.B.1.b.v.

Web sites (Reading and Viewing only)

4-5.B.2.

Structures and Features: The student understands the purpose of the following structures and features and uses this knowledge when speaking, reading, writing and producing texts.

4-5.B.2.a.

Spoken, Written and Media texts

4-5.B.2.a.ii.

Headings, captions or labels to focus readers' attention on what is most important

4-5.B.2.a.iv.

Images (photo or drawing) and text features that provide additional information or contribute to the organization of information

4-5.C.1.

Estimates and measures volume

4-5.C.1.a.

Using unconventional units

4-5.C.1.a.i.

Spoken reports based on family, community or school experiences (e.g. field trips, favourite toys, special holidays)

4-5.C.1.b.

Reading, Viewing and Listening (spoken, written and media texts)

4-5.C.1.b.i.

Nonfiction that describes and reports details about a topic (e.g. simple science trade books written for children)

4-5.C.1.b.ii.

Articles in children's magazines that report (e.g. on a topic, event)

4-5.C.1.b.iv.

Local and national newspaper articles that are appropriate and accessible to children

4-5.C.1.b.vi.

Web pages, blogs and Internet sites appropriate and accessible to children (e.g., short video clips)

4-5.C.1.c.

Writing and Media Production

4-5.C.1.c.ii.

Reports on topics/subjects of personal interest (e.g. short nonfiction texts, magazine articles)

4-5.C.1.c.iii.

Reports about their classroom or local community (e.g. in a class or school newspaper, on a class Web site or in a class blog)

4-5.C.2.

Structures and Features: The student understands the purpose of the following structures and features and uses this knowledge when reading, writing and producing descriptive reports.

4-5.C.2.a.vi.

Visuals and/or graphic organizers to extend content of written text (e.g pictures, labels, diagrams)

4-5.C.2.b.ii.

Images/visuals to contribute to description of events, details, or impressions (e.g. in a nonfiction article on plant-eating dinosaurs, a brochure describing the school community, a blog about puppy mills)

4-5.C.2.b.iii.

Images/visuals to classify and sequence details, recounts, events and information (e.g. in a photo essay, in a local news story, on a website)

4-5.D.1.b.

Reading and Listening (written and media texts): The student reads/views persuasive texts that encourage people to purchase something, partake in a special activity or adopt a particular viewpoint, specifically:

4-5.D.1.b.i.

Popular signs and symbols, such as logos of popular food chains, clothing

4-5.D.1.b.ii.

Packaging for popular products aimed at children (e.g. cereal boxes, toys, clothing)

4-5.D.1.b.iv.

TV commercials aimed at children

4-5.D.1.b.v.

Magazine and newspaper advertisements (i.e. in children's magazines)

4-5.D.1.b.vi.

TV and/or movie reviews aimed at children (e.g. a movie trailer for a popular film or a TV show)

4-5.D.1.c.

Writing and Media Production: The student writes/produces persuasive texts that promote a product, event or service aimed at children, specifically:

4-5.D.1.c.iv.

TV and/or movie reviews for peers or younger children

4-5.D.2.

Structures and Features: The student understands the purpose of the following structures and features and uses this knowledge to construct meaning/message when reading, viewing, writing and producing texts.

4-5.D.2.a.

Written and Media Texts

4-5.D.2.a.i.

Use of persuasive images, words or phrases to promote a product and/or some aspect of consumerism (e.g. on product packaging, in magazine ads, on a Web site for a popular toy such as Barbie, in a popular logo)

4-5.D.2.a.ii.

Strategic placement of images (photo or drawing) to attract the attention of reader/viewer (e.g. as in a poster, in a magazine ad)

4-5.E.1.

Estimates and measures capacity using unconventional units

4-5.E.2.

Estimates and measures capacity using conventional units

4-5.F.1.

Estimates and measures mass using unconventional units

4-5.F.2.

Estimates and measures mass using conventional units

4-5.G.1.

Estimates and measures time using conventional units

4-5.G.2.

Establishes relationships between units of measure

4-5.H.1.

Estimates and measures temperature using conventional units

4-6.3.b.

A table, a bar graph, a pictograph and a broken-line graph

4-7.5.a.

Certain, possible or impossible outcome

4-7.5.b.

More likely, just as likely, less likely event

4.1.a.

Defines the problem

4.1.b.

Draws on previous learning

4.1.c.

Considers research strategies that will lead to a solution

4.2.a.

Spontaneously frames questions

4.2.b.

Organizes question in categories

4.2.c.

Selects useful questions

4.3.c.

Chooses or creates data-gathering tools

4.4.b.

Sorts data into categories

4.4.c.

Distinguishes between facts and opinions

4.5.a.

Chooses a way to communicate information

4.5.c.

Identifies the essential elements of information

4.5.d.

Arranges data in tables, lists, diagrams or text

4.5.e.

Uses supporting documents

5.1.d.

Uses the points of the compass

5.1.e.

Uses spatial reference points

5.3.b.

Decodes the chronological scale

5.3.c.

Uses chronological reference points

5.3.d.

Finds information: places, actors, circumstances

5.4.a.

Determines the nature of the document

5.4.b.

Locates the source and date

5.4.e.

Determines places, actors, circumstances

5.5.d.

Identifies the nature of the information