Concept 2026 Learning Expectation Grade 4

LOOHCS REWOL

GRADE 4

LEARNING EXPECTATIONS

Muchness lives where curiosity

meets care Finding Muchness by Kobi

2026 Theme of the Year

FOUNDATIONAL LEARNING

EXPECTATIONS PER GRADE LEVEL Based on ou National Curriculum (Base Nacional Comum Curricular - BNCC and International Curriculum and Programs (Fieldwork Education, Illustrative Mathematics, Readers' and Writer's Workshop), learnings expectations in the Lower School are organized according to the following areas of knowledge:

English Language

Performing Arts

Portuguese Language

Artistic Design

Mathematics Social Sciences (History and Geography) Natural Sciences Body and Movement Sound and Exploration

ENGLISH LANGUAGE

READING

SKILLS To determine the theme and summarize stories, dramas, or poems.

To explain the differences between poems, drama, and prose by referring to their structures.

To compare and contrast first- and third-person points of view in stories.

To compare how themes, topics, and events are treated in stories and myths from different cultures.

To determine the main idea, use key details for support, and summarize the text.

To determine the meaning of academic and subject-specific words in a text.

To describe the structure of events, ideas, or information in a text.

To combine information from two texts to write or speak knowledgeably about a topic.

LEITURA

Determinar o tema e resumir histórias, peças teatrais ou poemas.

• Explicar as diferenças entre poemas, peças teatrais e prosa, fazendo referência às suas estruturas.

• Comparar e contrastar os pontos de vista em primeira e terceira pessoa em histórias.

• Comparar como temas, tópicos e eventos são tratados em histórias e mitos de diferentes culturas.

Identificar a ideia principal, usar detalhes importantes como apoio e resumir o texto.

Determinar o significado de palavras acadêmicas e específicas de determinada área em um texto.

Descrever a estrutura de eventos, ideias ou informações em um texto.

Combinar informações de dois textos para escrever ou falar com conhecimento sobre um tópico.

WRITING

SKILLS To introduce a topic, express an opinion, and organize ideas effectively.

To provide reasons supported by facts and details.

To develop a topic using facts, details, examples, and quotations.

To use dialogue and description to show events and character responses.

To use concrete words and sensory details to describe experiences clearly.

To gather and organize information from experiences, taking notes, and listing references.

ESCRITA

Introduzir um tópico, expressar uma opinião e organizar ideias de forma eficaz.

Apresentar razões apoiadas por fatos e detalhes.

Desenvolver um tópico utilizando fatos, detalhes, exemplos e citações.

Usar diálogos e descrições para mostrar eventos e as respostas das personagens.

Utilizar palavras concretas e detalhes sensoriais para descrever experiências com clareza.

Reunir e organizar informações a partir de vivências, fazendo anotações e listando referências.

LANGUAGE

SKILLS

To order adjectives correctly in sentences.

To write complete sentences and fix fragments and run-ons.

To correctly use commonly confused words.

To use commas and quotation marks for direct speech and text quotations.

To use a comma before a conjunction in a compound sentence.

To choose precise words and phrases to express ideas clearly.

To use context clues to understand the meaning of words and phrases.

To use common Greek and Latin affixes and roots to understand word meanings.

To understand words by connecting them to their opposites and similar words.

LANGUAGE

SKILLS

Escrever frases completas e corrigir fragmentos e períodos longos (run-ons).

Usar corretamente palavras que são comumente confundidas.

Usar vírgulas e aspas em discursos diretos e citações de textos.

Usar a vírgula antes de uma conjunção em uma frase composta.

Escolher palavras e expressões precisas para comunicar ideias com clareza.

Usar pistas de contexto para compreender o significado de palavras e expressões.

Usar afixos e raízes gregas e latinas comuns para entender o significado das palavras.

Compreender palavras conectando-as aos seus opostos e palavras semelhantes.

LISTENING & SPEAKING

SKILLS

To engage in discussions by asking and responding to questions, clarifying ideas, and linking comments to others’ remarks.

To review key ideas in discussions and explain their own understanding based on the conversation.

To paraphrase parts of a text presented in different formats.

To identify the reasons and evidence a speaker provides to support their points.

FALA E ORALIDADE Participar de discussões fazendo e respondendo perguntas, esclarecendo ideias e conectando seus comentários aos dos colegas.

Revisar as ideias principais discutidas e explicar sua própria compreensão com base na conversa.

Parafrasear partes de um texto apresentado em diferentes formatos.

Identificar as razões e as evidências que um orador apresenta para apoiar seus pontos.

PORTUGUESE LANGUAGE

PORTUGUESE

LANGUAGE ORAL SKILLS To use oral language effectively, beginning to adapt it to communicative intentions and situations that require mastery of formal records, prior planning of the speech, coherence in defending points of view and presenting arguments and the use of communication procedures. negotiation of necessary or possible agreements; To express ideas with clarity and precision, being concerned about being understood by the interlocutor and using the word with an audible tone of voice, good articulation and adequate rhythm.

To plan, in collaboration with colleagues and with the help of the educator, slogans and awareness campaigns aimed at children.

To respect the turns of speech, selecting and using forms of address appropriate to the situation and position of the interlocutor.

To orally recount literary texts, keeping the main aspects of the source text.

PORTUGUESE

LANGUAGE READING SKILLS To autonomously read different texts of the expected genres, knowing how to identify those that respond to their immediate needs and select appropriate strategies to address them; To use and improve the learning of reading procedures in expository texts, with the purpose of study (reading, highlighting with focus, taking notes of doubts, recording important points, organizing schemes).

To strengthen the link with the practice of literary reading, making individual choices for autonomous reading.

To expand the understanding of more complex and extensive expository and literary texts.

To identify, in news, facts, participants, place and moment/time of occurrence of the reported fact.

To distinguish facts from opinions/suggestions in texts (informative, journalistic, advertising, etc.).

To read and understand expository texts of scientific dissemination for children.

To recognize the function of graphs, diagrams and tables in texts, as a way of presenting data and information.

PORTUGUESE

LANGUAGE WRITING SKILLS To produce cohesive and coherent written texts, within the genres provided for the grade level, adjusted to specific objectives and readers; To write texts with mastery of word separation, stability of the most frequent regular and irregular spelling words in writing and use of punctuation system resources to divide texts into sentences; To produce news about events that occurred in the school universe, reporting the facts and their actors and commenting on the consequences, according to the conventions of the news genre.

To plan and produce texts on topics of interest, based on the results of observations and research in printed or electronic sources of information, including, when relevant, images and graphs or simple tables.

PORTUGUESE

LANGUAGE WRITING SKILLS To represent scenes of dramatic texts, reproducing the speeches of the characters, according to the interpretation and movement rubrics indicated by the author.

To reread and revise the text produced with the help of the educator and the collaboration of colleagues, to correct and improve it, making cuts, additions, reformulations, spelling and punctuation corrections.

To edit the final version of the text, in collaboration with colleagues and with the help of the educator, illustrating, when appropriate.

PORTUGUESE

LANGUAGE LANGUAGE USAGE To use the knowledge acquired through the practice of linguistic analysis to expand the ability to monitor the possibilities of language use, expanding the capacity for critical analysis.

To revise texts from a first version and, with the support of the educator, write the necessary versions until it is considered sufficiently well written.

To critically analyze different discourses, developing the ability to evaluate texts; To spell words using direct and contextual regular phoneme-grapheme matching rules.

To correctly read and write words with syllables VV and CVV in cases where the combination VV (diphthong) is reduced in the oral language (ai, ei, or).

To find words in the dictionary to clarify meanings, recognizing the most plausible meaning for the context that gave rise to the query.

PORTUGUESE

LANGUAGE LANGUAGE USAGE To use graphic accent (acute or circumflex) in paroxytones ending in -i(s), -l, -r, -ão(s).

To identify the function in reading and use, properly, in writing full stop, question mark, exclamation point, colon and dash in dialogues (direct speech), comma in enumerations and in separation of vocative and appositive.

To identify in texts and use in textual production the agreement between noun or personal pronoun and verb (verbal agreement).

To identify in texts and use in textual production the agreement between article, noun and adjective (agreement in the nominal group).

To recognize and correctly spell derived words with the suffixes -agem, -oso, -eza, -izar/-isar (morphological regulars).

MATHE MATICS

NUMBERS To read, write, order and compare numbers up to 10 million.

To add, subtract, multiply and divide using whole numbers.

To make use of the relations between addition and subtraction, multiplication and division, and estimate results.

To solve and develop problems that involve different properties of multiplication (repeated addition, area model and proportionality).

Recognize that the rules of the decimal number system can be used for the decimal representation of a rational number e relate tenths and hundredths with the representation of the Brazilian monetary system.

To solve word problems involving fractions and decimals.

To round to two decimal places.

ALGEBRA To identify regularities in numerical sequences composed of multiples of a natural number.

To determine the unknown number that makes equality true that involves the fundamental operations with natural numbers.

GEOMETRY To associate prisms and pyramids with their nets and analyze, name and compare their attributes - as flat and spatial representations, among others.

To recognize right and non-right angles in polygonal shapes with the use of folds, squares, or geometry software.

To interpret and use coordinates.

To calculate the area of parallelograms and triangles.

To calculate the area and perimeter of rectangles and squares and related composite shapes.

MEASUREMENT To measure and estimate lengths (including perimeters), masses and capacities.

To measure, compare and estimate area of flat shapes with the support of the squared graph paper.

To know the larger measurements of time.

To register the daily maximum and minimum temperature.

DATA

HANDLING To interpret pictograms, tally charts, bar graphs, line graphs, pie charts, and tables To follow up on quantitative data collection with qualitative questions.

To describe the probability of events including even chance.

SOCIAL SCIENCES

HISTORY To identify changes and continuities over time, discussing the meanings of the great milestones in human history (nomadism, development of agriculture and grazing, creation of industry, etc.).

To identify the changes that have taken place in the city over time and discuss their interference in the ways of life of its inhabitants, taking the present as a starting point.

To identify the relationships between individuals and nature and discuss the meaning of nomadism and the establishment of the first human communities.

To relate the processes of occupation of the field to interventions in nature, evaluating the results of these interventions.

To identify the transformations that occurred in the processes of displacement of people and goods, analyzing the forms of adaptation or marginalization.

To identify and describe the importance of land, river and sea routes for the dynamics of commercial life.

To identify the motivations for migratory processes in different times and spaces and assess the role played by migration in the regions of destination.

HISTORY To analyze different population flows and their contributions to the formation of Brazilian society.

To analyze, in the society in which he lives, the existence or not of changes associated with migration (internal and international).

To distinguish official national political-administrative units (District, Municipality, Federation Unit and large region), their borders and hierarchy, locating their living places.To compare the characteristics of work in the countryside and in the city.

To describe and discuss the production process (transformation of raw materials), circulation and consumption of different products.

To use cardinal directions in locating physical and human components in rural and urban landscapes.

To compare different types of maps, identifying their characteristics, designers, purposes, differences and similarities.

To identify the characteristics of natural and anthropic landscapes (relief, vegetation cover, rivers, etc.) in the environment in which it lives, as well as human action in the conservation or degradation of these areas.

HISTORY To identify mixtures in daily life, based on their observable physical properties, recognizing their composition.

To test and report transformations in everyday materials when exposed to different conditions (heating, cooling, light and humidity).

To conclude that some changes caused by heating or cooling are reversible (such as changes in the physical state of water) and others are not (such as egg cooking.

To analyze and build simple food chains, recognizing the position occupied by living beings in these chains and the role of the Sun as a primary source of energy in food production.

To describe and highlight similarities and differences between the cycle of matter and the flow of energy between the living and nonliving components of an ecosystem.

To check the participation of microorganisms in the production of food, fuels, medicines, among others.

GEOGRAPHY To recognize, in the local landscape and in the place where they are inserted, the different manifestations of nature and the appropriation and transformation of it by the action of its collectivity, of its social group; To know and compare the presence of nature, expressed in the local landscape, with the manifestations of nature present in other landscapes; To recognize similarities and differences in the ways that different social groups appropriate nature and transform it, identifying its determinations in work relationships, in everyday habits, in ways of expressing themselves and in leisure; To know and begin to use written and imagery sources of information using, for that purpose, some basic procedures; To know how to use observation and description in the direct or indirect reading of the landscape, especially through illustrations and oral language; To recognize the spatial references of location, orientation and distance in their daily lives in order to move independently and represent the places where they live and interact;

NATURAL SCIENCES

NATURAL SCIENCES To identify mixtures in daily life, based on their observable physical properties, recognizing their composition.

To test and report transformations in everyday materials when exposed to different conditions (heating, cooling, light and humidity).

To conclude that some changes caused by heating or cooling are reversible (such as changes in the physical state of water) and others are not (such as egg cooking.

To analyze and build simple food chains, recognizing the position occupied by living beings in these chains and the role of the Sun as a primary source of energy in food production.

To describe and highlight similarities and differences between the cycle of matter and the flow of energy between the living and nonliving components of an ecosystem.

To check the participation of microorganisms in the production of food, fuels, medicines, among others.

NATURAL SCIENCES To propose, based on the knowledge of the ways of transmission of some microorganisms (viruses, bacteria and protozoa), appropriate attitudes and measures for the prevention of diseases associated with them, the burning of paper, etc.).

To associate the cyclical movements of the Moon and Earth with regular time periods and using this knowledge to build calendars in different cultures.

BODY AND MOVEMENT

BODY AND MOVEMENT To experience and enjoy popular plays and games from Brazil and the world, including those of indigenous and African origin, and recreate them, valuing the importance of this historical and cultural heritage.

To plan and use strategies to enable safe participation of all students in popular plays and games in Brazil and with an indigenous and African matrix.

To describe, through multiple languages (body, oral, written, audiovisual), the plays and popular games of Brazil and of indigenous and African origin, explaining their characteristics and the importance of this cultural historical heritage in the preservation of different cultures.

To recreate, individually and collectively, and experience, at school and outside, popular plays and games from Brazil and the world, including those of indigenous and African origin, and other body practices themed at school, adapting them to available public spaces.

BODY AND MOVEMENT To experience and enjoy different types of field and club sports, net/wall and invasion, identifying their common elements and creating basic individual and collective strategies for their execution, valuing collective work and protagonism.

To differentiate the concepts of game and sport, identifying the characteristics that constitute them in contemporary times and their manifestations (professional and community/leisure).

To collectively experiment and enjoy combinations of different elements of general gymnastics (balances, jumps, turns, rotations, acrobatics, with and without materials), proposing choreographies with different everyday themes.

To plan and use strategies to solve challenges in the execution of basic elements of group presentations of general gymnastics, recognizing the potentialities and limits of the body and adopting safety procedures.

SOUND EXPLORATION

CONTEXT AND

PRACTICES To identify and critically appreciate different forms and genres of musical expression, recognizing and analyzing the uses and functions of music in different contexts of circulation, especially those of everyday life.

To experience and appreciate different forms of dance manifestations present in different contexts, cultivating perception, imagination, the ability to symbolize and body repertoire.

LANGUAGE

ELEMENTS To understand and explore the constitutive elements of music (pitch, intensity, timbre, melody, rhythm, etc.), through games, games, songs and various practices of composition/creation, performance and musical appreciation.

MATERIALITIES To explore different sound sources, such as those existing in the body itself (clapping, voice, body percussion), in nature and in everyday objects, recognizing the constitutive elements of music and the characteristics of various musical instruments.

MUSICAL NOTATION

RECORDING

To explore different forms of unconventional musical recording (graphic representation of sounds, creative scores, etc.), as well as audio and audiovisual recording procedures and techniques, and recognize conventional musical notation..

CREATION

PROCESSES To experiment with improvisations, compositions and storytelling, among others, using voices, body sounds and/or conventional or unconventional musical instruments, individually, collectively and collaboratively.

To create and improvise danced movements individually, collectively and collaboratively, considering the structural, dynamic and expressive aspects of the movement's constitutive elements, based on dance codes.

To discuss, with respect and without prejudice, personal and collective experiences in dance at school, as a source for the construction of their own vocabularies and repertoires.

PERFORMING ARTS

CONTEXT AND

PRACTICES To experience and appreciate different forms of dance manifestations present in different contexts, cultivating perception, imagination, the ability to symbolize and body repertoire.

To recognize and appreciate different forms of theater manifestations present in different contexts, learning to see and hear dramatized stories and cultivating perception, imagination, the ability to symbolize and the fictional repertoire.

LANGUAGE

ELEMENTS To establish relationships between the parts of the body and these with the whole body in the construction of danced movement.

To experiment with different forms of orientation in space (displacements, planes, directions, paths, etc.) and movement rhythms (slow, moderate and fast) in the construction of dance movement.

To discover theatricality in everyday life, identifying theatrical elements (varied intonations of voice, different physicalities, diversity of characters and narratives, etc.)

CREATION

PROCESSES To create and improvise danced movements individually, collectively and collaboratively, considering the structural, dynamic and expressive aspects of the movement's constitutive elements, based on dance codes.

To discuss, with respect and without prejudice, personal and collective experiences in dance at school, as a source for the construction of their own vocabularies and repertoires.

To experience collaborative, collective and authorial work in theatrical improvisations and creative narrative processes in theater, exploring from the theatricality of everyday gestures and actions to elements of different aesthetic and cultural matrices.

To exercise imitation and make-believe, resignifying objects and facts and experiencing oneself in the place of the other, when composing and staging scenic events, through music, images, texts or other starting points, in an intentional and reflective way.

ARTISTIC DESIGN

CONTEXT AND

PRACTICES To identify and appreciate different forms of traditional and contemporary visual arts, cultivating perception, imagination, the ability to symbolize and the imagery repertoire.

LANGUAGE

ELEMENTS To explore and recognize constitutive elements of the visual arts (point, line, shape, color, space, movement, etc.).

CREATION

PROCESSES To recognize and experiment, in thematic projects, the procedural relationships between different artistic languages.

To experience creating visual arts individually, collectively and collaboratively, exploring different spaces in the school.

CREATION

PROCESSES To dialogue about your creation and those of your colleagues, to reach plural meanings.

CULTURAL AESTHETICS

MATRICES

To characterize and experiment with toys, games, dances, songs and stories from different aesthetic and cultural matrices.

To recognize and analyze the influence of different aesthetic and cultural matrices of the visual arts in the artistic manifestations of local, regional and national cultures.

ART AND

TECHNOLOGY To explore different technologies and digital resources (multimedia, animations, electronic games, audio and video recordings, photography, software, etc.) in artistic creation processes.

MATERIALITIES To experiment with different forms of artistic expression (drawing, painting, collage, comics, folding, sculpture, modeling, installation, video, photography, etc.), making sustainable use of conventional and unconventional materials, instruments, resources and techniques.

LANGUAGE

SYSTEMS To recognize some categories of the visual arts system (museums, galleries, institutions, artists, artisans, curators, etc.).

CULTURAL

HERITAGE To know and value the cultural, material and immaterial heritage of different cultures, especially the Brazilian one, including its indigenous, African and European matrices, from different times, favoring the construction of vocabulary and repertoire related to different artistic languages.