The Fourth Grade
Handbook
http://www.itsschooltime.com/images/clipart/school-kids.gif
2016 – 2017
Kate Alix
Karen Cirillo
Janet Hoynes
Your child has truly changed from the student who started kindergarten five
years ago. Your child is becoming an independent learner; using the skills
taught in the primary grades and now applying them in the intermediate grades.
Our role as teachers also changes and we begin to place more emphasis on
supporting the students as facilitators of the educational process.
Our three classes will come together and meet at least once every six day cycle.
This gives our fourth graders the opportunity to interact and work with children
from the other classes on many grade level activities throughout the school
year! Some of these projects include creating rubrics, discussing current
events, learning about the Habits of Mind, preparing for Town Meetings, or
participating in critical thinking, problem solving and team building activities,
and/or reflecting on our learning.
Our Triangle of Communication
We truly believe in the importance of fostering a strong student/teacher/home connection.
As long as this "triangle of communication" stays strong, we are confident that this will easily
be a successful and happy year for everyone. There are several ways to create an
atmosphere of constant communication on a regular basis. Homework will also be posted
on our fourth grade webpage on our school website. Daily routines such as these leave
very little room for miscommunication and foster a great sense of responsibility and
independence within your son or daughter. We appreciate and look forward to your
understanding and support.
Firstly, your child is expected to fill out his/her Homework Organizer/Planner on a daily
basis. We encourage students to cross or check off items at home once they are
completed. This allows an adult to easily check to ensure that homework is completed with
an appropriate amount of effort. We do NOT expect you to directly tell your child what is
wrong and that their homework has to be correct. We give homework to support learning
and grappling with concepts is part of the process of learning. What we do expect is 100%
effort from your child.
Secondly, we believe that newsletters are also an excellent tool to support our constant
communication. We will be emailing our newsletter on Wednesdays, as well as uploading it
onto our webpage. At any time we welcome you to write a note or email us with any
comments or questions you may have.
In addition to Homework Organizers, newsletters, and Internet resources, most
Wednesdays your child will be bringing home their Wednesday Folder. This folder may
contain important notices and/or completed student work. It is imperative to take the time to
converse with your child about their work – celebrate their achievements and be supportive
of their struggles. Any papers that are on the “Return to School” side of the folder should be
signed and returned to school the following day. All papers on the “Keep at Home” side,
should remain at home.
Learning Behavior Rubric
1
Well Below Proficient
2
Partially Proficient
3
Proficient
4
Excels
Engagement
Beginning to attend to
instruction, actively
listen, asks question,
and is involved in the
learning process with
support
Attends to instruction,
actively listens, asks
questions, and is
involved in the learning
process with support
Independently
attends to instruction,
actively listens, asks
questions, and is
involved in the
learning process
Consistently attends to
instruction, is an active
listener and participant,
asks questions, and is
actively involved in the
learning process by going
above and beyond what is
required
Respect
Beginning to meet
class and school
expectations in
showing consideration
for oneself, others, and
learning with support
Meets class and
school expectations in
showing consideration
for oneself, others, and
learning with support
Independently meets
class and school
expectations in
showing
consideration for
oneself, others, and
learning
Consistently meets class
and school expectations in
showing consideration for
oneself, others, and
learning, while modeling
good citizenship for peers
Responsibility
Beginning to
demonstrate a
willingness to follow
through with learning
and behavioral
expectations with
support
Demonstrates a
willingness to follow
through with learning
and behavioral
expectations with
support
Independently
demonstrates a
willingness to follow
through with learning
and behavioral
expectations
Consistently demonstrates
a willingness to follow
through with learning and
behavioral expectations,
and takes initiative to
extend one’s learning
Organization
Beginning to maintain
and respect materials
independently and is
able to transition
effectively with support
or exhibits time
management skills
Maintains and respects
materials
independently and is
able to transition
effectively with support
and/or exhibits time
management skills
Independently
maintains and
respects materials, is
able to transition
effectively, exhibits
time management
skills
Consistently maintains
and respects materials
independently and is able
to transition effectively and
exhibits efficient time
management skills
A rubric is a set of criteria that is used throughout the assessment process by teachers and
students alike. Rubrics are a necessary guideline when measuring the development of a
student in any area of the curriculum. Criteria are designed and scored as a 1, 2, 3, or 4. A
score of 3 indicates that a student has met the standard for a specified criterion. A score of
4 means that a student has exceeded the standard. A score 2 means that your child is
making steady progress, whereas a score of 1 means that your child is making limited or no
progress. Rubrics are used to guide students, teachers and parents in understanding
where the student is in terms of meeting the standard, and provides information to help plan
further instruction to promote progress. Our Learning Behavior Rubric (shown) is
graded on each report card and often discussed throughout the year.
New York Common Core State Assessments in Grade 4
ELA will take place on:
 Tuesday, March 28th,
 Wednesday, March 29th, and
 Thursday, March 30
th
Math will take place on:
 Tuesday, May 2nd,
 Wednesday, May 3rd, and
 Thursday, May 4th
Science Performance Test will take place sometime between May 24th and June 2 ,
followed by the Written Test on Monday, June 5, 2017
rd
Reading
Reading is a fundamental part of the fourth grade curriculum. Students are no longer
learning to read, rather reading to learn. Reading is a tool they will use each day in every
subject for all kinds of purposes and activities. We follow a balanced literacy approach to
reading, which consists of experiences involving reading to, with and by children. These
experiences take place through daily lessons during our Reader’s Workshop in the form of:
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Modeled reading (Read Aloud): Teacher reads selection or book aloud to students
Shared reading: Teacher and students read and analyze text together
Guided reading: Teacher introduces a skill or strategy using a selection at students’
instructional level (usually done in small groups)
Independent reading: Students apply learned skills as they read independently
Close reading: Students read and reread complex texts in order to enhance
understanding and make deeper meaning through annotating (interacting with the
text)
The requirement this year is for all students to read at least 25 books by the end of
the school year spanning across the genres. This equates to about 25 minutes 5 days a
week or 20 minutes 7 days a week. Our goal is for your child to fall in love with reading and
choose to spend time doing it!
Please remember that reading should be FUN and ENJOYABLE! Encouraging your child
to find a comfortable location to snuggle up and read will help enable them to relax and truly
let themselves become absorbed in their book! We want to instill in your child a love for
reading that will last throughout their lifetime. We also know that modeling reading, along
with showing that you value the experience, helps children to see the practicality of it.
All fourth graders will keep a reader’s notebook. This reader’s notebook has the breakdown
of the 25 Book Genre Requirement as well as important information regarding reading
responses and book reflections. The most valuable advice we can give is to read
to/with your child EVERY DAY! The only groan we as teachers love to hear is the groan
that happens when we have to stop reading our class read-aloud for the day in order to
move onto another subject or activity.
Writing
The Balanced Literacy approach includes writing experiences for, with, and by
students. This type of instruction focuses on the thinking behind writing decisions,
strategies and self-corrections. Different aspects of our Writer’s Workshop include:
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Modeling writing: Teacher writes and explains process to students
Shared writing: Teacher and students collaborate and compose together
Guided writing: Teacher introduces a skill or strategy to students (usually done in
small guided writing groups)
Independent writing: Students apply skills and strategies as they write
independently
In fourth grade emphasis is placed on writing longer, more detailed assignments. As we
progress through the year, students will be expected to draw upon their learned strategies
and skills when writing narratives, letters, and multi-paragraph essays. Writer’s Workshop
is a time when mini-lessons address skills such as utilizing correct grammar, incorporating
interesting and challenging vocabulary, developing complex sentences, creating paragraphs
with a main idea and supporting details, and developing a personal writing style.
Each day, your child will receive approximately 45 minutes of Writer’s Workshop. We
encourage the students to think like writers and utilize a Writer’s Notebook for
documenting their life and collecting ideas that may (or may not) be used for future
writing. Writing may be practiced within this notebook: stories created, thoughts articulated,
opinions shared. It is a safe place for a writer to just WRITE!
Each day a mini-lesson will be given and modeled by the teacher, followed by student
practice. Students will then be sent off to work independently for an extended period of
time, as the teacher pulls small groups and conferences with individuals. Stamina is
increased as students learn how to overcome obstacles in their independent writing. The
class will have time for peer-sharing before continuing with independent writing. Then the
lesson will conclude with a focus on grammar. Grammar, while incorporated into Writer’s
Workshop, is also taught with targeted lessons. Skills such as parts of speech,
capitalization, quotes, and sentence structure are taught and practiced each cycle.
Word Study
Integrated within our reading and writing programs is the study of words! This year, we are
using the program MegaWords2 as part of our English Language Arts (ELA)
instruction. While reading, students need to have tools to help them figure out the sounds,
structure, and meaning of multi-syllabic words with confidence. Through its structured, multisensory approach to reading and spelling, Megawords2 teaches the skills and provides the
tools needed to increase comprehension.
Additionally, we are also introducing the program Growing Your Vocabulary to support
your child’s reading and writing. The aim of the program is to increase recognition and
understanding of new words, as well as to expand students’ vocabulary. A student who
associates a root with an idea will be likely to correctly determine the definition of that root’s
English derivative.
Each week will focus on a new Word Relationship category that has to do with
investigating and understanding all kinds of words in our language. This work will seep into
reading and writing workshops as well as speaking vocabulary. We want our students to be
lovers of words and think and talk about new words, old words and favorite words! These
Word Relationships will be addressed in each Newsletter and will have an accompanying
“Family Activity” for extra fun and practice!
Math
In fourth grade, mathematics instructional time will focus on:
(1) developing understanding and fluency with multi-digit multiplication, and developing
understanding of dividing to find quotients involving multi-digit dividends
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Use the four operations with whole numbers to solve problems.
Gain familiarity with factors and multiples.
Generate and analyze patterns.
Generalize place value understanding for multi-digit whole numbers.
Use place value understanding and properties of operations to perform multi-digit
arithmetic.
(2) developing an understanding of fraction equivalence, addition and subtraction of
fractions with like denominators, and multiplication of fractions by whole numbers
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Extend understanding of fraction equivalence and ordering.
Build fractions from unit fractions by applying and extending previous understandings
of operations on whole numbers.
Understand decimal notation for fractions, and compare decimal fractions.
(3) understanding that geometric figures can be analyzed and classified based on their
properties, such as having parallel sides, perpendicular sides, particular angle measures,
and symmetry.
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Draw and identify lines and angles, and classify shapes by properties of their lines
and angles.
Geometric measurement: understand concepts of angle and measure angles.
CCLS Mathematical Practices (Applied at all grade levels)
1.
2.
3.
4.
5.
6.
7.
8.
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.
Look for and express regularity in repeated reasoning.
The program that the District has adopted is called Math in Focus, which follows a
Singapore approach to math learning. Below please take a look at the Pedagogy and
Components of the program.
Computational fluency is a skill that will be a focus for all students. This basic fact fluency
(i.e. 6 + 7 = 13), in all operations, is the foundation of mathematical thinking and problem
solving. We will begin with reinforcing understanding of foundational concepts such as place
value, addition, subtraction, multiplication, division and variable and a visualizing strategy
known as bar modeling. Math in Focus and the CCLS have a strong emphasis on mental
computation and the model approach, which aid in the development of number sense and
computational fluency. Computational fluency is paramount if children are to master
mathematical skills and problem solving. It is important that students also work at home to
strengthen computational fluency.
Each school day students engage in 5-10 minutes of math fluency work. Equally important,
students are expected to work at least 15 minutes at home as part of their nightly
homework. Each night your child will be expected to complete a specific task assigned in
their math fluency notebook or an open-ended fluency activity. These can include
worksheets, partner practice, flashcards, and/or websites/applications. The Flashmasters
that we use in school are wonderful and can be purchased at www.flashmaster.com .
Science and Health
Our fourth grade online science program A Closer Look, which can be accessed
by ConnectEd, seeks to teach science content, and further develop our students’ scientific
thinking skills. Throughout the year students are continually encouraged to pose questions,
and are then provided with the guidance and resources to help answer those questions.
Emphasis is placed on hands-on experimentation as well as the formal writing of labs. This
learning opportunity allows students to follow the scientific method. Students also engage
in rich discussions, read a variety of science material, and complete various projects in and
out of school.
Social Studies
The fourth grade social studies program focuses on the growth and development of New
York State. We follow an interdisciplinary approach: instruction is based on the New York
State social studies curriculum and standards, and also integrates the ELA standards.
Content Understandings:
 Native American Indians of New York State
 Three Worlds (Europe, the Americas, Africa) Meet in the Americas
 Colonial and Revolutionary Periods
 The Revolutionary War in New York State
 The New Nation
 Industrial Growth and Expansion
 Government
 Local and State Governments
Habits of Mind
“Habits of Mind are the characteristics of what intelligent people do when they are
confronted with problems, the resolutions of which are not immediately apparent."
-Arthur Costa
In helping prepare our students to become mindful thinkers, we are teaching these 16 types
of intelligent behavior. These 16 Habits of Mind will assist students academically, as well
as in everyday life as they encounter problems, dilemmas or enigmas, where the resolutions
are not easily realized. We plan to incorporate these 16 Habits of Mind in a wide range of
ways across the fourth grade curriculum; such as through literature, discussions, hands-on
activities and writing assignments. Our goal is to make our students more mindful thinkers
so that they will become life-long successful learners.
1. Persistence - Stick to it! Persevering in task through to completion; remaining focused.
Looking for ways to reach your goal when stuck. Not giving up.
2. Managing Impulsivity - Take your Time! Thinking before acting; remaining calm,
thoughtful and deliberative.
3. Listening with Empathy and Understanding - Understand Others! Devoting mental
energy to another person's thoughts and ideas; Make an effort to perceive another's point of
view and emotions
4. Thinking Flexibly - Look at it Another Way! Being able to change perspectives,
generate alternatives, consider options
5. Thinking about your Thinking : Metacognition - Know your knowing! Being aware of
your own thoughts, strategies, feelings and actions and their effects on others.
6. Striving for Accuracy - Check it again! Always doing your best. Setting high standards.
Checking and finding ways to improve constantly.
7. Applying Past Knowledge - Use what you Learn! Accessing prior knowledge;
transferring knowledge beyond the situation in which it was learned.
8. Questioning and Posing Problems - How do you know? Having a questioning
attitude; knowing what data are needed and developing questioning strategies to produce
those data. Finding problems to solve
9. Thinking and Communicating with Clarity and Precision - Be clear! Striving for
accurate communication in both written and oral form; avoiding over generalizations,
distortions, deletions and exaggerations.
10. Gathering Data Through All Senses - Use your natural pathways! Pay attention to
the world around you Gather data through all the senses. taste, touch, smell, hearing and
sight
11. Creating, Imagining & Innovating - Try a different way! Generating new and novel
ideas, fluency, originality
12. Responding With Wonderment and Awe - Have fun figuring it out! Finding the world
awesome, mysterious and being intrigued with phenomena and beauty. Being passionate.
13. Taking Responsible Risks - Venture out! Being adventuresome; living on the edge of
one's competence. Try new things constantly.
14. Finding Humor - Laugh a little! Finding the whimsical, incongruous and
unexpected. Being able to laugh at oneself.
15. Thinking Interdependently - Work together! Being able to work in and learn from
others in reciprocal situations. Team work.
16. Remaining Open to Continuous Learning - Learn from experiences! Having humility
and pride when admitting we don't know; resisting complacency.
Homework
It is the policy of the fourth grade to only assign homework that reviews student
understanding of concepts and skills and afford students the opportunity to practice them.
Homework is typically assigned Monday through Thursday with some long-term projects,
taking one or more full weeks. Students are expected to complete approximately 25
minutes of literacy homework every school night and at least 15-20 minutes of math.
Homework should take no longer than an hour each night (which includes their nightly
reading).
Students may be given classwork to finish if it is a natural extension of the learning, or the
student was inappropriately off-task during instruction and therefore failed to complete their
work in a reasonable amount of class time.
Students write down their homework in their Homework Organizer every day. Teachers will
post their class’ homework on our grade level webpage. Students are expected to copy
down the homework exactly as it is written by the teacher to avoid misunderstandings. The
Homework Organizer should be used as a checklist, which the student crosses out after
each assignment is complete.
However, the most important part of homework is treating it, discussing it,
and referring to it as a positive, valuable experience for your child… so
that they do too!
Technology
The fourth grade is expected to reach specific benchmarks by the end of the year. The skills
required in order to achieve these benchmarks will be taught as part of curriculum subject
instruction.
The 4 grade benchmarks:
th
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Basic Computer Skills
Publish
Present
Research
Communicate
Programs that your child will have access to:
Math:
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ELA:
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Think Central https://www-k6.thinkcentral.com/ePC/start.do
o This is where you can access Math-in-Focus textbooks, and resources to help
support your child’s math
IXL https://www.ixl.com/math/
o Additional math practice, listed by skill
Kids A-Z (formerly Raz-Kids) https://www.kidsa-z.com/main/Login
o Leveled electronic books, along with comprehension activities
Science:
 ConnectEd https://connected.mcgraw-hill.com/connected/login.do
o Resource for our science curriculum
Webpage
If you haven’t noticed already, the District has updated their website! The fourth grade
webpage will be available on your child’s eChalk account. Each student will be able to
access the webpage in school and at home. To access the eChalk account from home,
type in the schools URL: http://prospect.pelhamschools.org and proceed from there.
Available will be news announcements, homework assignments, links to useful websites,
and a discussion board. This discussion board is the venue for students to respond to
discussion prompts with each other and their teachers. The discussion board is monitored
by the teachers and can be accessed by parents also.
The fourth grade website is another avenue for communication. Students and parents are
encouraged to email the teachers with any questions they may have. Information will also
be posted on the webpage along with a copy of the newsletter. As assignments are given,
links to useful websites will be uploaded to allow easy and safe access to the students.
Newsletters and other communications will also be sent via email blast in order to reduce
the amount of paper used each day.
Teacher emails:
[email protected]
[email protected]
[email protected]
Thank you!
With all of this in front of us it is easy to see that fourth grade is an important year for your
child. We look forward to working hard and learning a great many things this year. Most
importantly, we want to create a safe, happy, fun, and productive environment for each
fourth grade student to flourish. If at anytime you have a question or concern, please do not
hesitate to drop an email or send in a note with your child. Thank you so much for being
an integral part of our fourth grade team!
Sincerely,
Ms. Kate Alix
Mrs. Karen Cirillo
Ms. Janet Hoynes