Classroom Framework and Curriculum Guidelines
1) Raise your hand to speak.
2) Do not leave your seat without permission.
3) Complete your class work and homework to the best of your ability.
4) Respect your teacher and your peers.
5 ) Participate in classroom activities and discussions.
6) Be a positive independent learner, a role model for your peers
7) Remain focused at all times.
8) Be prepared for class. Bring your textbooks and supplies to school daily.
In our class behavioral management is based on the card system. Each student is given three color-coded cards.: green, yellow, and red. If a student is behaving and doesn’t have to pull a card, he/she will earn one point daily. I tie this system to earning Eagle Bucks. An Eagle Buck is worth five points. Most student will work toward this behavioral goal since earning Eagle Bucks is very important. It gives the students a sense of pride and accomplishment. If I need to pull a student’s card the following consequences will occur: Green Card: (no points for entire day). Student will receive a verbal warning about their behavior, Yellow Card: (loss of two days of points). Parents will receive a note from me, and Red Card: (loss of three days of points). Parents will be called and a conference will be scheduled. In addition to the card system, students can also earn Eagle Bucks through cooperative and individual activities as well as through individual demonstration of outstanding citizenship and pride in the classroom.
Students are given about three to four subjects worth of work daily Monday through Thursday. Each student will be required daily to record his/her assignments in the student planner. Students are to bring their planners home on a daily basis. Please sign the planner to confirm your child has completed his/her work. Your student should be able to complete his/her homework assignments within an hour and a half. If your child is experiencing difficulty in completing his/her work within this time frame, please contact me so that we may modify these assignments. Weekly Spelling packets are distributed on Monday and are due on Friday. Math Assignments are due daily. Please write your initials for each completed assignment. Each Thursday your student will be bringing home a purple folder with weekly information and graded assignments. You will also find a place to sign your student’s purple folder. This confirms the assignment has been completed. There will also be several long -range assignments given this year that students will work on in class but will also require work to be completed at home. These assignments will hopefully be rewarding and challenging for your child. I will be notifying you well in advance of the specific project and its due date..
Regarding a student’s absence and missing homework assignments,students are to complete all homework assignments given in their absence. I only accept one-day late papers but in the case of a multiple-day absence, your student has as many days as they were absent to complete the work as well as a weekend. This should provide enough time to do the work without due anxiety.
Grading is a composite score based upon homework, classroom participation, daily class assignments, assessments, quizzes, and tests.
Our school theme is: “Do Your Best! Reach Your Goal!” At the beginning of each trimester,each student is required to write a goal he/she wishes to accomplish. Students, teachers, and parents work as a team to assist the student in reaching his/her goals. Please review these goals and help your child monitor his/her progress.
Common Core Standards
The newly adopted Common Core State Standards are a set of benchmark standards in English Language Arts and Mathematics designed to create college and career readiness preparing the student to compete and be successful in our global world of today. Common Core Standards will serve to bridge the gap of student achievement creating equity through development of learning experiences for all to be successful. The content of the Common Core Standards is aligned to our former standards , but is designed to engage the students in more challenging, rigorous work. Students will be required to read more complex texts , both literature and informational, and increase their volume of writing. The emphasis will be on deeper understanding of concepts, making connections between topics, and solving real-world problems.
Mathematics-Pearson Education Inc.
Our newly-adopted Common Core text, En Vision Math, by Pearson Education Inc., focuses on developing conceptualization of math skills and concepts through a problem-based interactive learning framework. Student learning will evolve from the concrete (teacher/student visual models), to the abstract. Included in the progression of learning will be consistent student collaboration. Collaboration will be focused on examination and analysis of a problem applied to specific mathematical practices: make sense of problems and persevere in solving them, reason abstractly and quantitatively, construct viable arguments and critique the reasoning of others, model with mathematics, use appropriate tools strategically, attend to precision, look for and make use of structure, and look for and express regularity in repeated reasoning. I will be working with students to insure that Standards mastery and comprehension of key concepts is taught. Students will be working toward this goal through a variety of practical application in the classroom. Our classroom learning will be enhanced through technology.
Fourth Grade Math Skills and Concepts
1) Placed value and number sense (exploration of numbers in the millions)
2) Application of addition properties, (the Commutative and Associative Property) as well as subtraction rules.
3) Algebra: Use and application of addition and subtraction values in equations
4) Statistics: data and graph applications
5) Multiplication and Division Facts
6) Algebra: Use and application of multiplication and division values in equations
7) Multiplication by one-digit numbers
8) Multiplication by two-digit numbers
9) Division by one-digit numbers
10) Geometry: Introduction to Solid and Plane Figures
11) Geometry and Measurement: (study of congruency and symmetry, area, perimeter and problem-solving applications)
12) Algebraic Functions: (quantity relationships, naming points on coordinate grids, and demonstration of linear relationships, function tables, and problem solving.)
15) Addition and Subtraction of Decimals
Novels Read Throughout the Year:
In addition to our Open Court anthology text readings, we will be reading several novels throughout the year. Each novel is linked to our class curriculum theme. The following selections are included as an initial list of readings. I will inform you of any additional readings throughout the year .
Life Skills/Character Education:Abel’s Island by William Steig Brother to the Wind by Mildred Walter,
Native American Study- Ishi-Last of his Tribe by Pheodora Kroeber, Island of the Blue Dolphins by Scott O’Dell
Mission Period- Zia by Scott O’Dell
Colonial Period- The Sign of the Beaver by Elizabeth Spear
Gold Rush Period- By the Great Horn Spoon by Sid Fleischman
The Great Depression- Where the Red Fern Grows by Wilson Rawls
“Step Up To Writing“, our school adopted writing program, is an exciting program which teaches students correct sentence and paragraph construction. It appeals to students of all ages with its color-coded activity instruction. Students identify specific elements in a paragraph such as: topic sentences (green), transition sentences (yellow), explanation or detail sentences (red), and finally concluding sentences (green). During the year students will be exploring and constructing a variety of written genres including multiple paragraph narrative and expository essays,. Our learning focus will include analysis of selected literature, informational articles, and poetry. Writing will include personal essays, research through analysis of present day and historical informational articles, opinion/argument writing with a focus on literary responses to editorials as well as the development of personal literary essays. Please reinforce these writing genres with your child.
Common Core Writing and Reading Curriculum includes rigorous, in-depth analysis of selected literature. The curriculum is to develop within the students a depth of perception and appreciation of individual literary works and their genre based on specific features. As a class, we will be focusing on each individual author’s craft exploring the construction of word meanings and phrases, the point of view in which the literature is narrated, symbolism, allusions, and text organization: (cause/effect, problem/solution, and compare/contrast.).
Fourth Grade Social Studies Curriculum:
Fourth Grade Social Studies Curriculum will include the following:
Early California Inhabitants, Early European Exploration and Conquest to Modern Day California, California Geography and its effect on California’s population, Spanish Colonial California, the Mission Period, Mexican California, California’s Independence, the Gold Rush, a study of California’s technological changes from the stagecoach to the railroad, California as an industrial farming nation. The study of California will also include the Great Depression, World War II, and a study of California and its government, economy, arts, and entertainment through modern times.
Fourth Grade Science Curriculum
1) Earth Science ( Weathering Effect on Earth and Geology)
2) Life Science (Ecosystems)
3) Physical Science (Magnetism and Electricity)
Themes Throughout the School Year (Social Studies and Science)
Theme I: “Change Over Time”
Students will discover a link and powerful relationship between geography and a people. They will learn how the study of California’s geography helps to understand a population and its historical events. We will be integrating a scientific study of plant and animal life and their respective ecosystems and examine the impact and effect upon one of the earliest groups of people, the Native Americans. Students will learn the powerful relationship between man and his physical environment.
Theme II: “Settling In Or Moving On”
Students will focus on early exploration and colonization of California with emphasis upon the Spanish Mission Period and the Mexican Rancho Period. Students will develop an understanding and connection of the relationship, impact, and effect these colonizers had on the lives and historical events of California and its people. Students will also build a conceptual link to a people and its topographical area. Earth Science, a study of geology, will be integrated.
Theme III: “Life’s Full of Surprises”
Students will explore the topic, “The Gold Rush, “A Changing California”. Students will analyze the powerful, lasting effects of the Gold Rush on California’s social, political, economic, and physical environment resulting in California Statehood. Students will discover a “New California” following this period: California’s Statehood, shaped and influenced by its diverse immigrant populations and their contributions.
Theme IV: “You Feel the Magnetism??”
Students will integrate a study of magnets and explore the development and “magnetism” the state of California illuminated for its immigrant populations. Students will explore the rapid industrial growth of modern California during the 1800’s and early 1900’s and link this to one of California’s major industries: agriculture. Students will explore different political events: the Dust Bowl, the Depression, and WWII and their effect upon California’s growth. They will describe and learn about new developing industries since the 19th century such as the aerospace and electronics industry and the positive effects and implications these played on California’s growing economy. Students will learn about the impact and history of California’s educational system. The focus will culminate on the impact California has had on its 20th century artists, writers, actors, and musicians, and finally the structure of our three branches of government.