Fourth Grade Classes

Language Arts – 4

Our objective in reading is to continue to improve each student’s accuracy, fluency, vocabulary, and comprehension while emphasizing reading for pleasure and purpose. Reading workshop is a vital part of our program. In order to become lifelong and effective readers the students are given the opportunity to choose books and to read independently at their own pace. Students learn metacognitive comprehension strategies that include using schema, inferring, determining importance, and synthesizing. In small guided reading groups, the students read a selection of literature representing different genres. The books are discussed and analyzed to promote a deep understanding of the material. Integral to this process are strategies such as character analysis, prediction, reflecting on author intent and tone, and recognizing different perspectives and opinions. 

Our writing program fosters the development of confident, enthusiastic, and competent authors. The students follow the writing workshop process and explore different genres such as memoirs, fantasy fiction, adventure stories, and informational nonfiction. The students study a variety of mentor texts and then rehearse by writing in that style. Mini-lessons focus on conventions, craft, and process. They then draft, revise, and edit their own pieces. They share them with the class and confer with the teacher regularly. Our goals include writing with a clear voice and incorporating a variety of author’s tools. In addition to structured genre study, the students have the opportunity to write about subjects of their own choosing.
 

In word study, spelling is viewed as a problem-solving task where the writer uses many strategies to spell correctly. These strategies include listening for sounds in words, using common spelling patterns, and knowing how to apply generalizations when constructing words. The students develop good spelling habits such as using known patterns to attempt unfamiliar words and using resources to check their spelling. They also learn elements of English grammar such as parts of speech and sentence structure.

Art – 4

The fourth grade art program is designed to encourage invention as well as the development of manual skills through two and three-dimensional media. We will engage in drawing, ceramics, painting, printmaking, and design to explore both ideas and techniques in safe and efficient ways. We consider processes and choices as well as mechanical and observed representation. Connections to art history are interwoven throughout our activities and projects. 

Mathematics – 4

We use Investigations in Number, Data and Space, a complete K-5 mathematics curriculum developed under a grant from the National Science Foundation at TERC in Cambridge, Massachusetts as the framework for our program. It is designed to help all children understand the fundamental ideas of numbers and operations, geometry, data, measurement, and early algebra. Investigations includes activity-based mathematics that encourage students to think creatively, develop and articulate problem-solving strategies, and work cooperatively with their classmates. Many Investigations activities involve engaging games that reinforce students’ understanding of important mathematical concepts and skills. We regularly supplement the program with our own materials. 

In fourth grade the mathematics curriculum balances an exploration of concepts with a reinforcement of computational skills. Students are encouraged to use estimation, mental computation, and number relationships to work as efficiently and accurately as possible. Throughout the year, they strengthen their understanding of math concepts and gain confidence in their ability to tackle increasingly complex problems. There is particular emphasis on problem analysis and strategy selection and the students are regularly asked to communicate their thinking. The math activities foster competence in place value, addition and subtraction with regrouping, measurement (area and perimeter), multi-digit multiplication, geometry (polygons and angles), fractions (adding and subtracting), and long division. 

Physical Education – 4

The physical education program in fourth grade reinforces and fine-tunes basic movement and ball manipulation skills. Students begin to apply these skills in applied settings such as basketball, modified soccer and volleyball. A variety of lead-up games are used to insure maximum skill development, repetition, and participation. Sportsmanship and team play are also emphasized. Fitness and strength activities are an important part of each class. 

Science – 4

In fourth grade students work as scientists and engineers by designing, building, and evaluating their own solar-powered model houses as part of a unit on natural resources. This activity is one of several STEM investigations that emphasize the engineering cycle as well as inquiry-based science practices such as the use of controls and variables. Students also pursue investigations in chemistry and inventions. During the Invention Convention students design, create, and present their own working inventions after conducting appropriate research and testing. The studentsincorporate technology tools through the daily use of iPads for maintaining their science notebooks and explorations using selected applications to reinforce learning. This year also provides opportunities for interdisciplinary and cross-divisional investigations. 

Social Studies – 4

In social studies we begin the year by exploring the difference between wants and needs and the relationship between needs and rights. We then examine different periods in American history, guided by the following questions: 

·  What are rights?

·  Who decides what rights people have?

·  What happens when rights are denied?

·  How do people fight injustice?

We study key periods in American history: the settlement of Jamestown, the American Revolution, slavery and the Civil War, the Women’s Rights Movement, and the Civil Rights Movement. These periods allow us to look at different perspectives and different geographical areas. We learn about history by using primary sources such as letters, journals, maps, and artifacts. We always return to this overarching question, “How does learning about history help us take action today?” 

The students conduct an independent research project about a “change maker.” They choose a person who has made a positive contribution to the world. They follow the research process which includes forming questions, finding and evaluating resources, taking and organizing notes, synthesizing information, writing several pieces, and presenting their projects. 

In April the whole Lower School takes part in a collaborative and interdisciplinary unit that provides an opportunity for the students to learn more about other countries in the world. 

Technology – 4

The technology curriculum has been created so that it is purposeful and age-appropriate, and enhances the studentslearning. The studentsare given an iPad to use in school and become well-versed in Google Docs by creating and sharing files and folders. The teachers create Google sites for curriculum units, and guide the students to appropriate sites for research. The students will be using laptop computers, iPads, and Lego robotics kits when they visit the technology lab. They learn more sophisticated programming skills as they build and program their Lego robots, design and code biographical web pages, and experiment with multi-dimensional design using Sketchup. A digital citizenship unit provides a foundation for them to begin to use the Internet more extensively. They begin to look at the web with a critical eye, discussing safety, bias, and how to evaluate sites. 

Library – 4

The goals of the library program are to instill a love of reading, to inspire critical thinking, and to help the students become effective users of ideas and information. Students have one scheduled library class every other week where stories are read aloud, books are selected, and research skills are taught in conjunction with the classroom curriculum. 

Music – 4

Students play the recorder throughout the year. The students master the fingerings for the notes G4 through D5 and they learn the correct methods of articulation and tone production for the instrument. They study and play pieces from a variety of recorder books including songs related to the classroom curriculum. They also create songs collaboratively. Students spend time singing intervals and improving their vocal abilities. They learn to read and write basic rhythms as well as the notes of the treble clef. 

Respect and Responsibility – 4

Our respect and responsibility program guides our students with activities and discussions that help them to develop emotionally and socially and become positive members of a group. The curriculum begins with community building and then moves into emotional literacy, conflict resolution, decision making, and stress and anxiety management. 

Students also participate in anti-bias education through which they explore their own identities, learn to appreciate and value diversity, and develop critical thinking skills as they consider a range of concepts relating to equity and justice. 

Related to this work is a gender and sexuality curriculum. Topics explored in the classrooms include: gender stereotypes and gender expression, biological sex, gender identity, and a definition of the terms LGBT. In science class the students learn about hygiene and health, human reproduction, cells, and DNA.