2009-2010 Curriculum Overview

Language Arts

Our language arts program encompasses reading (word analysis, fluency and vocabulary development), reading comprehension, literary response and analysis; word study and writing; written and oral language conventions; listening and speaking strategies. 

Reading:

Our classroom literature includes short stories, realistic fiction, traditional literature, fantasy, poetry, etc. These books are linked to our curriculum and help the children become familiar with different genres.

Guided Reading takes place in small, flexible groups, (called book clubs) led by the teacher. The children are grouped by ability and/or by interest. For Independent Reading, the children choose books at their instructional level that they are interested in reading.

The children respond to their reading in a variety of ways including writing, discussing, dramatic retellings and interpretations, and more. They continue to learn about important elements of literature that will encourage them to appreciate the richness and quality of good literature. The elements include describing structural differences between myths, fables, legends, fantasy, and fairy tales as well as defining simile, metaphor, hyperbole, and personification.  

Fourth graders are transitioning to more complex levels of comprehension.  We focus on informational text and include such fundamentals features as: compare and contrast, understanding a central theme or focus; and use of facts, details and examples. Narrative features include: elements of plot, character traits and motivations, setting, and the interactions between these features. 

Word Study:

There is the continued focus on decoding words and reading with fluency and accuracy.  Vocabulary and concept development includes recognizing and using internal word cues that include knowledge of roots and affixes.  We will study synonyms, antonyms, idioms, and words with multiple meanings.  The children review and practice spelling patterns; become more proficient editors; develop dictionary and thesaurus skills; continue to develop their knowledge and use of correct grammar and punctuation. 

Writing:

At 4^th grade students continue to use all of the stages of writing (prewriting, drafting, revising, editing, publishing). They are expected to be able to write multiple paragraph pieces with an understanding of audience and purpose. Emphasis will be on revising and editing for coherence and progression. Children will have access and learn to use a variety of technological tools including research and writing tools.  Types of writing include: narratives, responses to literature, informational reports, and summaries.  We integrate core subjects through the writing process.  

Science

Our science curriculum is project based and enables the children to ask meaningful questions and conduct careful investigations. 

Life Sciences: Through a study of life in the kelp forest and our service learning projects, students will develop their understanding of key concepts including that all organisms need energy and matter to live and grow, and that living organisms depend on one another and on their environment for survival. 

Earth Sciences: Using hands on activities, we will study the properties of rocks and minerals and about the processes that formed them. Children will also learn about forces that shape the Earth’s surface including wind, water, waves, and glaciers.

Social Studies

In Social Studies, the children learn about California: its diverse cultural and economical history; physical features and regions; and the structures and functions of local state, and federal government. 

Children will also learn about being responsible members of society through lessons on civics, service learning projects, and activities that encourage thoughtful consideration of the impacts and consequences of actions.

Math

Fourth graders deepen and extend their understanding of concepts and use of skills. By the end of the year, students should understand large numbers and addition, subtraction, multiplication, and division of whole numbers. They will describe and compare simple fractions and decimals. They will understand the properties and relationships between plane geometric figures.  They will collect, represent, and analyze data to answer questions.  See the attached unit of study descriptions from our math program for more detailed information .

Assessments

I use a variety of assessments when evaluating your child’s learning.  Assessment is based on observation and includes projects, portfolios, productions and unit tests.  I use assessments to guide future lessons and to meet individual students needs.

Here are some of our basic policies and procedures:

1. Homework:  Homework will be assigned daily, Monday through Thursday.  The goal of the nightly homework assignments is to reinforce skills taught in school and to establish a relationship between school and home.  All homework should be brought to and from school in students’ Homework Folders.  Longer projects will usually replace nightly assignments.

A Homework Week:  Fourth grade homework is at least 20 minutes of reading each night and up to 30 minutes of written work.  Unless reading is assigned, your child selects his or her own reading material.  Most written assignments are due back the next day, however there will be projects that span a few days or more.   Time spent on homework varies from student to student, however please let me know if your child requires more than 30 minutes to complete the written assignments on a regular basis.  

2. Volunteering: See the list posted to sign-up tonight, or just contact me.

• Scholastic Book Club ordering
• Driving and being a chaperone on Field Trips (see below)
• Assisting the Room Parent (Kimberly Moppin) with events
• Assisting in the classroom for special projects, events, or topics
• Sharing your expertise, talents, hobbies, stories . . . 

3.  Field Trips:  In addition to our two overnight field trips (Fort Ross and Coloma), we have other field trips to look forward to.  We will ask for parent volunteers as the year goes on and the field trip dates are confirmed.

• October 8, Tilden Park Botanical Garden (9:30-12:45) – Drivers needed
• November 12-13, Fort Ross
• December 10, Exploratorium (science of sound exhibit) – Drivers needed
• January ___, Mission Dolores, S.F. (BART & walking) – Chaperones needed
• March 3-4 (change), Coloma Outdoor Discovery School               (Please note: this trip has been changed from 2 nights to 1 night)     Drivers needed to and from Coloma in addition to the chaperones.

4. Communication:  You may get in touch with me in person, over the phone, by email, or by written note.  I assume emails are confidential and sent only to me, unless there is a group email sent by the Room Parent or WPA representative.  If you send email about a sensitive issue, please briefly explain your concern and I will be in touch to set a time for us to talk more in depth.  Please note that if possible I will reply to emails within the day received.

5. Morning Meeting: Each morning we begin our day with a circle gathering, which includes a friendly greeting, some form of sharing, announcements, and will often close with a game.   This meeting is designed to encourage connections among the students by creating a safe environment to practice public speaking, develop empathy, and a shared respect of one another. 

6. Weekly Class Meetings:  These meetings are held to discuss issues initiated by students or teacher, to problem solve as a group, and raise awareness of concerns or struggles in our classroom community.  These meetings are usually scheduled once a week.  If your child comes home with a playground issue on his or her mind, or other social concern, our meeting is one avenue a student may pursue the issue in.  There is a binder the students write concerns or conflicts they wish to have discussed at the meeting. 

7. Service Learning:  Later in the Fall the 4th grade will begin a service learning project for the school year.  Together with the Unicorns the students will study and manage the compost and worm bins for the school garden.  The study includes in-class science curriculum about composting, worms (including worm anatomy), and communication with the school community to educate and inform the student body.  There will be opportunities for parents and guardians to help with different aspects of the project (garden work and other).  Please let me know if this is of interest to you.