Miss Michael's Fourth Grade Class at Fiske

The goal of the English Language Arts Curriculum is to teach learners how to use language purposefully as they comprehend, construct, and convey meaning. 

A quiet, productive time in which students read self-selected books silently for sustained periods.  The teacher may confer with individual students or work with small groups in guided reading and literature study.
During this time, students will learn:
        -  to use the classroom book collection
        -  to self-select books
        -  to record their reading and thinking
        -  to think of themselves as readers by reading books they enjoy and participating in the choices and decisions readers make. 

• I will guide students to talk, think, and question their way through a book.
• Students leave “tracks of their thinking” upon Post-It notes or upon Think Marks.
• Students discuss the themes and meaning of a story, share strategies they are using, and make personal connections.
• Reader's Notebooks

Students will respond to literature in their Reader’s Notebooks to:

• demonstrate comprehension of books read
• share knowledge of story elements, such as characterization, plot, problem, and setting
• identify reading strategies they are using

• Small reading groups based on interest, theme, or teacher selection
• Explicit instruction focus
• Different texts may be utilized for group instruction
• Focus on reading strategies
• Text selections read silently with a specific purpose and focus
• Students reconvene to discuss and share
• Allows for more personal interaction and discussion of text

• Mini-lesson
• Models and examples (Mentor texts and student samples/exemplars)
  
• Independent Writing
• Conferencing with teacher and/or peers
• Sharing
• Writing Traits

Traits of Writing:

1. Idea Development
2. Voice
3. Word Choice
4. Organization
5. Sentence Fluency
6. Conventions
7. The Writing Process

Steps in the Writing Process:

• Prewriting (a variety of graphic organizers will be utilized)
• Draft(s)
• Revising (extremely important for adding clarifying details, improving word choice and organization)
• Editing for mechanics and grammar
• Final Draft
• Publishing

Click here to learn about Lucy Calkins and our Writing Program

• Based on Words their Way Program
• Flexible study groups based on developmental spelling level
• Focuses on visual skills, patterns, and strategies used to spell and define words

 Includes work with:

•  spelling rules
•  vocabulary
•  word meaning
•  derivation

Structure of Program:

1. Students receive a group of words that they will sort to explore spelling and meaning patterns.
2. Weekly practice in their Word Study booklets for homework.
3. Assessment in the form of a quiz that will require students to demonstrate knowledge of spelling and meaning.

Click here to learn more about Words Their Way

• Promoted through the introduction and study of words found in the material and resources we are using across all content areas.
• The use of context clues is explored and discussed to enhance meaning.
• The understanding of base words, prefixes, and suffixes introduced and developed to enhance meaning and build vocabulary.

• Problem solving about everyday situations
• Developing readiness through hands-on material
• Linking past experiences to new concepts
• Learning through cooperative activities
• Practicing through games
• Involving ongoing review
• Establishing regular routines
• Involving home-school participation
• Meeting the NCTM standards

• Acknowledges children’s experience and intuitions about mathematics
• Provides problem-solving experiences in real-life contexts while allowing for various learning styles
• Promotes practice through meaningful activities and games
• Integrates content areas throughout the mathematics curriculum
• Provides a spiral curriculum, ensuring that children encounter and apply concepts over time, deepening mathematical understanding

Everyday Mathematics Site for More Information

Parent Letters by Unit


Major concepts:

Animal Adaptations and Behavior

• Observe and describe behavior and physical characteristics
• Record observations in interactive notebook
• Experiment (Ask questions and find answers)
• Learn distinguishing characteristics
• Think as scientists

Astronomy

• Measure time by observing patterns in the position of the Sun and phases of the Moon.
• Explain the cause of day and night.
• Recognize that the Sun is a star and the center of our Solar System.
• Describe the Solar System, including planets, moons, their arrangement and motion.

Rocks and Minerals:  Stories in Stone

• Use methods scientists employ to gather data
• Examine and classify minerals according to their properties
• Describe the origin of igneous, sedimentary, and metamorphic rocks
• Examine fossils which provide evidence of earlier life forms and of changes that have occurred over time.
• To learn more about how Fiske's Big Backyard Program supports our study of Rocks and Minerals and how you can participate in our Whipple Hill Walk, please visit this web site:  http://teacherweb.com/MA/LexingtonPublicSchools/KarenMcCarthy-Science/apt9.aspx

North American Geography
Mexico/Maya
Canada

As stated in the LPS Benchmarks for Grade 4:

North American Geography
Geography Terms and Mapping Skills
•    Identifies parts of a map
•    Use a map to interpret information about a region in North America
•    Identifies the countries within North America (Canada, United States, Mexico, Central America and the Caribbean Islands)
•    Identifies relative (N, S, E, W) and absolute locations (longitude and latitude) of places in North America

United States
•    Describes the climate, physical features, natural resources and products of the five regions of the United States
•    Identifies the states, capitals and major cities in each region
•    Identifies major national landmarks

Canada and Mexico
Canada
•    Locates the provinces, territories and major cities
•    Describes the physical features, climate, economy and people of contemporary Canada
Mexico
•    Locates the major cities
•    Describes the physical features, climate, economy and people of contemporary Mexico

Students will be involved in:

• teacher directed and group discussions
• cooperative learning
• hands-on activities
• research using a variety of resources and technology
• simulation and role playing
• field trips

• Enables students to become creative, independent thinkers and writers
• Provides record of student learning
• Allows students to express their ideas and process learning
• Provides structure and routine