FOURTH GRADE OPEN HOUSE

COMMON CORE STANDARDS The goal of the CCSS is to provide a single set of clear and consistent educational standards in math and English language arts that states can share and voluntarily adopt. Until now, every state had its own standards and different expectations of student performance. Common standards will help ensure that all students are receiving a high quality education consistently, from school to school and state to state. Common Core standards can provide parents with clear expectations for what children should know and be able to do when they graduate high school or advance to a particular grade level.

COMMON CORE STANDARDS A common set of standards ensures that all students, no matter where they live, will be focused on graduating from high school prepared for postsecondary education and careers. In an increasingly mobile society, families with children transferring to new schools will not have to adjust to new learning expectations. Standards will be the same for all students in states adopting the CCSS, making transitions smoother for students. In a competitive global economy, all students must compete with not only American peers in other states, but with students from around the world. The CCSS were designed to prepare students to succeed in this environment.

COMMON CORE STANDARDS Major Changes: Higher level of text complexity More text based written responses Close reading to dig deeper into the text Integration of reading and writing into science, social studies, and math Explaining mathematical reasoning in multiple ways such as using a model, number sentence, written response, etc.

READING CURRICULUM Vocabulary Instruction Instruction in using prefixes, roots, and suffixes to determine word meaning Vocabulary strategies such as using context clues Comprehension Instruction Literature and authentic informational text Focus on different Common Core Standards every two weeks (comprehension skills will be revisited throughout the school year) Text Based Written Responses CSET Format (Claim, Set up, Evidence, Tie In)

RESPONSE TO INTERVENTION (RTI) READING AND MATH Tier 1: Students who are performing on grade level Receive instruction in the regular curriculum and needs based instruction at their level for 90 minutes daily (All students receive this support.) Tier 2: Students who need a little extra support to be performing on grade level Receive an additional 90 minutes of instruction per week using a research based curriculum in their area of need Tier 3: Students who need more intensive support to be performing on grade level Receive an additional 150 minutes of instruction per week using a research based curriculum in their area of need Progress is monitored regularly, and intervention placements are reevaluated every 6 weeks. The first 6 weeks of school are used to assess students’ performance levels and place them in their appropriate tier.

WRITING- Exploration in Nonfiction Writing We will use a writer’s workshop format to learn about writing. Nonfiction text will be used as a resource. Mini Lesson (5-10 minutes) Students will write and apply the skill taught from the mini lesson. (20 minutes) Students will share. (5 minutes) Students will write to persuade, inform, instruct, narrate and respond to text. Writing will take place across all content areas.

MATH Aligning instruction with Common Core Standards Unit Assessment after every unit (10 units) Balance of Instruction Investigate concepts and build conceptual understanding Develop, reinforce and master computational and procedural skills Apply mathematics to real world problem solving QDSS (Question, Data, Strategy, Solve)

DREAM BOX - MATH Your child can access Dream Box Learning from any computer, 24 hours a day, 7 days a week using this link: Dream Box is an online program - there's no software to download! All you need is a high-speed Internet connection and Adobe Flash. Adobe Flash is free and is included with many Internet browsers. User ID/Password (child’s school ID -- “lunch number”)

MATH CONNECTS Math Connects is a valuable resource for accessing the math textbook and accessing online lessons that help reteach math content. A letter with information on how to create an account was sent home.

SOCIAL STUDIES CURRICULUM All fourth graders will take the Social Studies DCAS this spring! Major Fourth Grade Topics: Three Branches of Government Geography- Building Mental Maps Liberty and the Bill of Rights Democracy Historical thinking using primary and secondary sources Economics

SCIENCE CURRICULUM Major Fourth Grade Topics: Land and Water Electricity and Magnetism Structures of Life Sky watchers (Astronomy)

BEHAVIOR PLAN Rules: 1.Follow directions quickly. 2.Raise your hand for permission to speak. 3.Raise your hand for permission to leave your seat. 4.Make smart choices. 5.Keep your dear teacher happy. Consequences: 1 st time- verbal warning 2 nd time- two part choice 3 rd time – “take a break” time After 2 nd “take a break” time: Student loses point towards trimester incentive, parent will be notified. After 3 rd “take a break” time: 15 minute loss of recess Severe disruption or violation of Student Manual- go directly to the intervention specialist/behavior referral Student Manual

SCHOOL WIDE EXPECTATIONS Respect Outstanding attitude Achievement Responsibility

PBIS REWARDS Birthdays will be celebrated on the last Friday of every month. Any student with a birthday in that month can bring in a treat. Treats must be purchased and include the label. If bringing “sweet treats,” you must also bring a healthy snack packaged for each student. No food items that need to be cut up may be brought into school. In addition to school wide incentives, students will have the opportunity to “cash in” their PAW tickets on the last Friday of every month. Students earn the opportunity to “cash in” if in the month they: Complete classwork and homework Have 2 or fewer lost behavior points Have no behavior referrals

HOMEWORK POLICY Math homework every night Monday – Thursday Reading homework 2-3 times per week Homework assignments are due the following day and answers are reviewed in class or by a teacher. Homework should take approximately 40 minutes every night. In order for students to earn end of trimester incentives and cash-in, homework must be consistently turned in on time.

GRADING 4- Meeting Proficiency (95-100%) 3- Meeting Proficiency (80-94%) 2- Near Proficiency (60-79%) 1- Below Proficiency (0-59%) *An EP can be received on the report card when a student is regularly scoring % on above grade level work.

FRIDAY FOLDERS AND AGENDAS Friday folders are used to communicate your child’s academic progress. Brought home on Friday Academic record sheet lists low grades (BP/1 and NP/2) Academic record sheet stays in the folder and must be signed All other assignments that meet or exceeded the standard will be in the folder as well. Students should keep all work that does not have "sign and return" stamped on it. Please sign and return all work that has been stamped along with the folder by Monday of the following week. AGENDAS Students should write their homework in their agenda daily. Parents should initial the agenda each night.

FIELD TRIPS DuPont Environmental Education Center – October 7 th (439) October 14 th (431 and 433) Rudy’s Pizza- November (incentive) Make a Splash – April TBA Lums Pond – June (incentive) *$30 payment can be made in advance or payment can be made before each individual trip.

VOLUNTEERS If you plan on working with children at Brader or going on class trips, you will need to complete the volunteer packet. Volunteers will need to pay for a background check. This packet can be found in the main office.

FAMILY PARTICIPATION Check homework daily Dream Box – Encourage your child to practice math. Multiplication Facts– Help your child study. Reading – Read to or encourage your child to read each night. Ensure that your child is in school, had breakfast, and is ready to learn before 9:00.

CSD ABSENCE POLICY 90% Students are required by law to attend school 90% of the school year to be eligible for promotion. Schools may request a doctor’s note after 5 days of student absences. Parents are informed through a district letter regarding student absences at 3, 5 and 10 day intervals. Once notified, parents have up to three (3) days to provide proper documentation for these absences. A parental note of explanation must be presented on the first or second day of the student's return to school or class. Any notes provided beyond the three (3) day period will not be accepted. Providing documentation of a valid excused absence, the student will be allowed to make up all work missed, to take tests which were missed, and to submit any assignments which became due during the absence. Tardiness to School/Early Dismissals All students are expected to be punctual to school. A student who arrives to school more than halfway through the school day or leaves early before completing half of the school day will be counted absent.