1. FOURTH GRADE CURRICULUM NIGHT 2015 - 2016 Teachers Mrs. Meade Miss Decoteau Miss Nolan Mr. Fennessy

2. Fourth Grade Band Making a choice. Taking responsibility. Lesson Structure - 30min. group lessons, like instruments, every friday Home Support - practicing, sharing Upstairs/Downstairs Grading What’s the point?

3. 1) The Standards – Describe what a student should know and be able to do by the end of a given grade level 2) Curriculum and Instruction - Standards based curriculum is a roadmap a teacher uses to ensure that instruction targets the standards 3) Assessments – A teacher uses assessments to measure learning and the extent to which a student has met the grade-level standards 4) Report Card – The standards-based report card allows a teacher to communicate accurately a student's progress towards meeting standards at specific points in the school year NPS is a Standards-based System

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

5. 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

6. 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)

7. 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 pieces: 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.

8. 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.

9. Writing Across the Curriculum Project Read: Framing Your Thoughts The Written Expression curriculum focuses on the art of sentence and paragraph development, using multisensory activities and sequential instruction to develop the basic skills of writing. 1. Direct instruction of the concepts and skills of language 2. Presentation of concepts and skills in their dependent order, from simplest to most complex 3. Multisensory strategies and materials created specifically for each concept and skill

10. Writing Across the Curriculum John Collins Writing as a resource TYPE ICAPTURE IDEAS - GET IDEAS ON PAPER TYPE IIRESPOND CORRECTLY TYPE IIISTUDENT EDIT FOR FOCUS CORRECTION AREAS  Does it complete the assignment?  Is it easy to read?  Does it fulfill the focus correction areas? TYPE IVEDIT FOR FOCUS CORRECTION AREAS (Student and adult collaboration. Not co-authoring.) TYPE VPUBLISH / PORTFOLIO WORK

11. Fourth Grade Word Study Syllabication (syllable types) Prefixes/suffixes Use combined knowledge of all letter/sound correspondences, syllable types, syllable patterns, and morphology to accurately read unfamiliar multisyllabic words in and out of context.

12. Math 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.

13. Math - The Power Standards and ENVISION Make Sense of problem solving and Persevere Aligned with the standards Balanced Instruction Eight Standards for Mathematical Practice Home/School Connection Appropriate Use of Technology ● Some assignments can be printed at home

14. Math Fluency 4.NBT.4 Students fluently add and subtract multi-digit whole numbers using the standard algorithm. As defined by the standards, fluency in mathematics means quickly and accurately. FALL (NOVEMBER) o 5 mixed problems add/subtract whole numbers within 1000. “Quickly” is defined as within 25 - 30 minutes and includes checks WINTER (FEBRUARY) o 5 mixed problems add/subtract within 10,000. “Quickly” is defined as within 25 - 30 minutes and includes checks SPRING (APRIL) o 5 mixed problems add/subtract within 100,000. “Quickly” is defined as within 25 - 30 minutes and includes checks END OF YEAR (JUNE) o 5 mixed problems add/subtract within 1,000,000. “Quickly” is defined as within 25 - 30 minutes and includes checks

15. Science StrandsCurriculum StructureConcepts and Skills LifeOverarching Guiding QuestionsIdentifying and conceptualizing key vocabulary EarthEssential QuestionsTargeting skills to process knowledge PhysicalDirected InquiryExperiments and discoveries TechnologyStudy Guides/ Elementary is Engineering Model Applying knowledge through written language

16. 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

17. 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.

18. 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

19. Responsive Classroom Guiding Principles: The social curriculum is as important as the academic curriculum. How children learn is as important as what they learn: process and content go hand in hand. Knowing the children we teach individually, culturally and developmentally is as important as knowing the content we teach. Teaching Practices: -Morning Meeting -Rules & Logical Consequences -Classroom Organization -Guided Discovery -Academic Choice -Reaching out to Parents/Guardians -Give Me “5” -Hopes and Dreams -CARES

20. Standards-based Assessment - Assess students progress towards meeting a standard or standard(s). - Assessment results give a teacher information on each student's progress towards meeting a standard. This informs a teacher's instruction so that differentiation and re-teaching can occur as needed. - Gifted and talented students can be truly challenged in a standards-based classroom because if they show early mastery of fundamental skills and concepts, they can then concentrate on more challenging work that is at higher levels of Bloom's taxonomy or that seeks connections among objectives.

21. Standards-based Assessment (cont.) Students who struggle can continue to retest and use alternate assessments until they show proficiency, and they are not penalized for needing extended time. - Allow for less isolated "testing". Instead of isolated tests, students are asked to perform real-world tasks that assess multiple standards at the same time and can include multiple subject areas.

24. Interdisciplinary Approach to Teaching and Learning ●Applies, integrates, and transfers knowledge - Many important concepts, strategies, and skills taught in the language are ‘portable’. They transfer readily to other content areas. For example, the concept of perseverance may be found in literature and science. (i.e. Bridge Reflections) ●Increases Motivation - Interdisciplinary/cross-curricular teaching can increase students’ motivation for learning and their level of engagement. ● Improves Learning - Interdisciplinary/cross-curricular teaching can increase students’ motivation for learning and their level of engagement. They can see the value of what they are learning. ● Less Isolated Assessment and More Quality Authentic Performance Tasks - Students are asked to perform real world tasks that demonstrate meaningful application of essential knowledge and skills. (i.e. writing a job application)

25. Integrated Studies: Bridges Subjects included: ●Math (measurement, four operations, conversion) ●ELA (writing persuasive letters, journal entries, ●Social Studies (history of bridges, primary sources) ●Technology (videos created by students) ●Engineering/Design (blueprints) Other Skills: Teamwork Responsibility Creativity Hands-On building Communication Art Negotiation Presentation Measuring Tools

26. Bridges in Action

27. 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

28. Got Grit? Angela L. Duckworth describes grit as follows: “Grit is the tendency to sustain interest in and effort toward very long-term goals.” Drive & Passion Persevere: Sometimes it is uncomfortable. What does this look like in a classroom?

29. Thank you! Ms. NolanRm. 15 (First Floor) Mrs. MeadeRm. 24 Mr. FennessyRm. 25 Miss DecoteauRm. 26