FOURTH GRADE CURRICULUM NIGHT Teachers Mrs. Meade Mr. Tinker Miss O’Connor Mrs. Rantz/Mrs. Ryan Miss Nolan

ELA & Reading Teaching and learning implemented through the district wide Common Core Curriculum Maps Sixteen power standards incorporating reading, writing and speaking, listening and language Supporting standards included throughout the Five ELA units

ELA: Reading, Speaking, Listening and Writing ● Power standards and supporting standards enable learners to meet the rigor of the MA Curriculum Frameworks ● — Five Curriculum Maps with 16 overarching power standards and many supporting standards in each unit to teach to mastery ● — Examples: Unit 1 : 7-8 weeks ● — Power Standard: Students will proficiently read and comprehend literature including stories, drama and poetry

Supporting Standards ● — Unit 1 Examples( there are 14 in all) ● —Describe in depth the setting drawing on specific details in the text(RL3) ● —Refer to details and examples in the text when explaining what the text says explicitly and when drawing inferences from the text(RL1& RI 1)

Writing Power Standards: —Students will produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. —Opinion pieces: write, develop, and support opinion pieces on topics or texts. —Informative/Explanatory pieces: write, develop, and clearly explain topic or idea to inform the reader. —Narrative piece: write narratives to develop real or imagined experiences using effective technique, descriptive details, and clear event sequences. —Students will report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Common Writing Assessments —Routine Writing: Builds content knowledge and provide opportunities for reflection on a specific aspect of a text/texts. Routine written responses to such text-dependent questions allows students to build sophisticated understandings of vocabulary, text structure and content and to develop skills in analysis. —Analysis Writing: Should put a premium on using evidence, as well as on crafting works that display some logical integration and coherence. These responses can vary in length based on questions asked and performed, from answering brief questions to crafting longer responses, allowing teachers to assess students’ ability to paraphrase, infer, and ultimately integrate the ideas they have gleaned for what they have read. —Narrative Writing: Offers students opportunities to express personal ideas and experiences; craft their own stories and descriptions; and deepen their understandings of literary concepts, structures, and genres (e.g. short stories, anecdotes, poetry, drama) through purposeful initiation.

Writing Across the Curriculum John —Collins Writing Program as a resourceCollins Writing Program —TYPE ONE: WRITING GETS IDEAS ON PAPER —TYPE TWO: RESPOND CORRECTLY TYPE THREE: STUDENT EDIT FOR FOCUS CORRECTION AREAS —TYPE FOUR: EDIT FOR FOCUS CORRECTION AREAS (Student and adult collaboration: not co- authoring) —TYPE FIVE: PUBLISH

Math, The Common Core and Envision Students will... Mathematics Power Standards: Unit 1 (What they will do) Students will understand and apply knowledge of place value to 1,000,000. Students will use place value understanding and properties of operations to perform multi-digit arithmetic. Students will understand factors and multiples to generate and analyze patterns. Mathematical Practices: Unit 1 (“How they will do it) 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

Math, The Common Core and ENVISION Make Sense of problem solving and Persevere Aligned with the Common Core Balanced Instruction Eight Standards for Mathematical Practice Home/School Connection Appropriate Use of Technology Some assignments can be printed at home

Math Fluency 4.NBT.4 Students fluently add and subtract multi-digit whole numbers using the standard algorithm. As defined by the Common Core, fluency in mathematics means quickly and accurately. FALL (NOVEMBER) o 5 mixed problems add/subtract whole numbers within “Quickly” is defined as within minutes and includes checks WINTER (FEBRUARY) o 5 mixed problems add/subtract within 10,000. “Quickly” is defined as within minutes and includes checks SPRING (APRIL) o 5 mixed problems add/subtract within 100,000. “Quickly” is defined as within minutes and includes checks END OF YEAR (JUNE) o 5 mixed problems add/subtract within 1,000,000. “Quickly” is defined as within minutes and includes checks

Science StrandsCurriculum Structure Concepts and Skills LifeOverarching Guiding questions Identifying and conceptualizing key vocabulary EarthEssential questionsTargeting skills to process knowledge PhysicalDirected InquiryExperiments and discoveries TechnologyStudy GuidesApplying knowledge through written language

Science Topics of Study Life science Classification of plants Energy from plants Adaptations and reproduction of plants Earth Science Water cycle and weather Physical Science Properties of Matter Heat Electricity and Magnetism Sound and Light Simple Machines

Social Studies Five Themes of Geography 1. Movement 2. Regions 3.Human / Environment Interaction 4.Location 5.Place Geography Map reading and interpretation Regions of the United States Fifty States and Capitals Landmarks, Landforms, Natural Resources etc.

Social Studies Immigration and Citizenship Primary Sources Contributions from other cultures to our own Canada and Mexico Based around the Five Themes Ancient Civilization China

The Great Body Shop Promotes Critical thinking Self advocacy Resilience Decision Making Comprehensive, cross curricular social health program Substance abuse Violence prevention (bullying) Personal health and well-being Community safety

HOMEWORK/ AGENDA The District-Wide Homework Policy for the fourth grade is assigning 40 minutes of meaningful homework a night Homework is given to have students review skills and concepts taught throughout the day and instill a sense of responsibility, independence and time management It must be recorded in the daily agenda

Thank you! Ms. Nolan Rm. 15 (First Floor) Mrs. Ryan: Rm. 23 Mrs. Meade: Rm. 24 Mr. Tinker Rm. 25 Ms. O’Connor Rm. 26