Fourth Grade Curriculum Mr. Fall's Class 1

Communication – is the best form of communication during the day. I will check my several times a day. –I will send a weekly “Class News” . This will be in place of the standard paper newsletter. If you do not receive , I will send home a printed copy. –Daily reminders! Website: –The website is a very informative tool for building information and grade level information. Please check this weekly. 2

Questions? Please use the parent communication card on your child’s desk to write any questions you have. If there is time left we can go over them at the end. If not, I will address the questions through personal communication or a common newsletter. 3

Schedule 8:55-9:30 Intervention/Spelling Menu 9:30-10:30Math 10:30-10:50Math Intervention 10:50-11:35Content 11:35-12:05Reading/Writing Mini-lesson 12:05-1:05Specials 1:05-1:15Daily Objectives 1:15-2:10Recess/Lunch 2:15-3:15Reader’s Workshop -independent reading -skill groups -guided reading groups 3:15-4:00Communication Arts -strategic interventions -reading/writing conferences 4:00-4:05Dismissal 4

Daily Objective Students monitor their daily objectives as we go through their day. This allows students to know their learning objective. Clear targets allow for greater student achievement. It also allows students the knowledge to explain their learning to others. Objective sheets are taped to their desk and added to throughout the day. The sheets are sent home daily for parent and child to review. 5

Home Folder The “Green” plastic folder will be your child’s home folder. This should be checked and returned to school daily. The folder will contain a communication log, calendar, daily objectives, returned work, notes, and homework. Teacher/Parent Communication form is located in the green home folder. This can be used for individual student communication. Such as individual reminders, behavior concerns, or celebrations. 6

Specials Day 1ArtMrs. Fritsche Day 2 MusicMrs. Houchins Day 3P.E. Mrs. Fuehrmeyer 7

Morning Routine Students are learning independence and time management through their morning routine. Students identified as developing expectations or not meeting expectations on common assessments will meet to be taught in a small group or one-on-one setting during intervention time. Students progress will be monitored closely to improve student learning. Students meeting expectations or needing enrichment are working on individual tasks at this time. 8

Curriculum The Fourth Grade team has developed a common pacing guide for all the curriculum and assessments throughout the year. Students are taught the same objectives and assessed at the same point of the year. Each teacher has her unique teaching style, but the objectives are the same. Student learning has increased through common assessments and expectations. 9

Math Math Fluency Expectations –1 st Quarter---Students to be able to complete 50 addition/subtraction facts in 3 min. with at least 85% accuracy. –2 nd Quarter---Students to be able to complete 50 multiplication facts (up to the 12 times tables) in 3 min. with at least 85% accuracy. –3 rd Quarter---Students to be able to complete 50 division facts (up to the 12 times tables) in 3 min. with at least 85% accuracy. –4 th Quarter—Continue to maintain the fluency in all areas. 10

Math Routine Daily Routine Number Sense –A quick math warm up activity that allows students to use mental math. Lesson –A lesson on that day’s objective with guided and independent practice. Maintaining Concepts and Skills –A review of what has previously been taught. (This may been done at different parts of the day, orally, with partners, as a group, or independently.) 11

Math Curriculum First QuarterSecond QuarterThird QuarterFourth Quarter Investigating 5 digit numbers Add/Sub money* Investigating length Shapes and angles Exploring fractions Telling time Multiples/factors/ arrays Multiplication properties (2 x2 digit) 3 dimensional shapes Perimeter/area Fractions Long Division Mean, median, mode,range Money Estimation/patter ns Geometric transformations Data/probability Large numbers MAP PREP Decimal fractions Capacity Weight/volume Division 12

Reader’s Workshop Reading Mini-lesson –Students are taught whole group a reading strategy. The strategy is modeled and shown how to apply it to their own reading. Independent Reading –Students have an “Book Club” text with daily assignments. –Students also have independent “Choice” books. Guided Strategy Groups –Students are pulled to work on reading strategies in small groups. Students have set goals and are working towards improving their reading. **Students maintain a reading/writing binder. This holds their logs, goals, book club info, vocabulary, Daily reading skills practice, writing drafts, and completed writing projects. 13

Reading Curriculum First QuarterSecond QuarterThird QuarterFourth Quarter Establishing Reader’s workshop routines Identifying story elements in fiction and nonfiction Inferring Sequencing Summarizing Paraphrasing Figurative Language Main Idea/Details Drawing Conclusions Compare and Contrast Author’s Purpose Cause/Effect Main Idea/Details Compare and contrast Figurative Language Fact and Opinion Inferences Author’s purpose MAP PREP Monitor Understanding Inferring Fact and opinion Compare and contrast Cause and effect 14

Content Fourth grade is a big shift for students. They begin to gain academic responsibility. One way we easy students into this is by switching for content subjects. (Science, Social Studies, and Health) Mrs. Demling-Health Mrs. Ostmann-Science Mr. Fall-Social Studies Students rotate to a new content every days. Students will get one rotation of each content each quarter. 15

Health Curriculum First QuarterSecond QuarterThird QuarterFourth Quarter Nutrition Healthy lifestyle Illnesses and diseases Safety Drug Awareness Body systems 16

Science Curriculum First QuarterSecond QuarterThird QuarterFourth Quarter Scientific method Matter Rocks and Minerals EcosystemsElectricity 17

Social Studies Curriculum First QuarterSecond QuarterThird QuarterFourth Quarter Maps and globes Regions of US Early history timeline Government Lewis and Clark Expedition MO History Westward expansion Gold Rush Slavery/Civil war (MO role) 18

Spelling Spelling lists are generated through common spelling patterns that students are expected to learn in 4 th grade. These spelling patterns are studied and practiced throughout the week. Personal words come from students writing and missed words. These are words that each student needs to work on individually. Applied Words are words that follow the same spelling pattern, but are not studied. This is to assess the students ability to apply the spelling pattern. Spelling words are listed on the Independence website, under Fourth Grade. 19

Vocabulary Students have core vocabulary through reading, math, and the content areas. These words are taught within the context of the lesson. Students also have a “Word of the Day.” These are common and uncommon words fourth graders should know. Studies have shown students reading ability improves through expanding vocabulary. 20

Writer’s Workshop Writer’s Workshop allows students to explore many aspects of writing. We use authentic literature as mentor text for student writing. Writer’s workshop includes: –Writing Process –Grammar/Convention Practice –Applied spelling –Writing effectively to communicate 21

Writing Curriculum First QuarterSecond QuarterThird QuarterFourth Quarter Writing community Responding to literature How-to writing Report writing Responding to literature Persuasive letter writing Report writing Responding to literature Expository (famous MO report) Story writing Responding to literature Poetry writing Report writing 22

Homework Weekly practice –60 min of independent reading. Please monitor! –Record a summary of weekly reading. –Math practice –Communication arts practice *Homework is sent home on Friday and due the following Friday. *Please review homework with your child. Some things may be difficult for your child and they will need your support. Talk through the process. 23

Classroom Management Each day students start the day on green or “Ready to Learn.” Students may move up or down the chart based on classroom behavior. Students will earn character credit bucks for each level above white that they climb. The number of bucks you can earn will change from day to day so you have to be on your toes. Be excellent students each day! The student who's job that day is "the banker" will make sure the class gets their bucks before dismissal. Students will put their bucks in their wallet. At the end of each quarter students will be able to spend their bucks in a classroom store. 24

Eagle Expectations RESPECT RESPONSIBILITY HONESTY FRIENDSHIP 25

Snack Students will be allowed to have a snack and drink in the morning. We have a late lunch, so a healthy breakfast and snack will be important. We are a Peanut-Free room. We have several students with peanut allergies. Please be mindful of this when sending snacks with your child. If your child does NOT have the allergy, they may have items made with peanuts, but we are asking that students not bring in any type of nuts as a snack. 26

Birthday Treats We love treats to celebrate birthdays. Please follow these guidelines: –Please read labels! Try to pick nut free items. –Please no cookie cakes or items that would need to be cut in class. This is very time consuming. –Store bought items only. 27

Questions?? 28