Fourth Grade

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• Spelling
• Language Arts
• Speaking & Listening
• Science
• Social Studies
• Math

Last updated Friday September 01, 2006 02:18 PM

Spelling

Spelling is best taught in the context of reading and writing. It is an essential part of the student’s total experience with the language. Spelling is best taught using both a functional and systematic approach.

Students learn to spell functionally through proofreading experiences with writing that is authentic and meaningful. This is accomplished by modeling the editing steps and strategies, using self/peer proofreading in all subject areas throughout the year, utilizing Daily Oral Language and weekly paragraphs for proofreading, and having students incorporate standardized spelling in their final writing pieces.

Students learn to spell systematically through word lists that contain useful, patterned, and developmentally appropriate words that come from familiar text. Students take pretests and posttests to identify their own level of development in spelling. When students spell words correctly on pretests they will substitute words from other sources. This includes additional, more sophisticated pattern lists, Reading vocabulary, and subject area vocabulary. In addition to pretests and posttests, students will be involved in mini-lessons, focusing on systematic spelling.

(Example of a weekly spelling schedule)

• Monday: Pretest/Students develop individual spelling lists
  **This list must be signed by an adult
• Tuesday: Skill lesson/Students begin to work on spelling activities related to the focus pattern. Students complete a "back-up" copy of their spelling list.
• Wednesday: Skill lesson/Paired partner activities.
• Thursday: Partner Practice
• Friday: Posttest. Students record missed words on the "Words to learn" list and these words should be used in future spelling lists until mastery.

  **Schedule Subject to Change in relationship to specific classroom teachers

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Language Arts

District #204 has adopted an integrated Language Arts curriculum composed of reading, writing, and speaking and listening. All of these areas are fundamental to all learning and thinking.

Our reading text is made up of excerpts of children’s literature by well-known authors. Many of the selections have audiocassettes that we will be using. Accompanying each story is a read aloud selection. Teachers will be reading these and numerous other selections to the students during our oral literature time. In addition, each story has many resources including related reading and writing activities. Novel studies are also a part of our curriculum. We will be using a guided reading model during reading instruction this year. More information about the structure of reading instruction is available from your student’s teacher. The district-adopted writing program is the 6+1 Traits of Writing instructional model. More information will be sent home detailing the 6+1 Traits. In general, it is a systematic, process-focused approach to writing instruction. Components of writing instruction include parts of speech, grammar, punctuation and proofreading. Each of the components will be taught through direct instruction mini-lessons and as needed through individual conferences with students and writing groups.

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Speaking and Listening

Students need to be able to listen critically, understand oral messages, and listen for a variety of reasons and purposes. In addition, students should become confident with using spoken language to communicate ideas. Students will be participating throughout the year in speaking and listening activities.

During the course of the year students will receive instruction on how to be an effective speaker and will practice giving speeches. Each time a student presents a speech, it will be recorded on his or her own videotape. At the end of the year, students will have a personal video portfolio containing speeches presented during the course of the year.

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Science

The science curriculum for fourth graders is set up to foster a "Hands-On" approach. Students will learn about different areas of science by doing various activities using the scientific method.

The Units for this year include:

• Circulatory and Respiratory Unit
• Solar System
• Mystery Powders
• Environmental Factors
• Rocks and Minerals

In addition to these major topics, we will do many science experiments. On occasion we will need supplies from home. I will send a note home in advance to see if you can help prepare us for the upcoming lesson.

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Social Studies

The main focus for fourth grade students is the study of the five regions of the United States. Other topics include Illinois, map skills, and government. Throughout the year students will be learning about the six strands of social studies. The six strands of social studies are: history, geography, social systems, economic systems, political systems, and decision-making.

Our list of topics for this year include:

• Reviewing Maps and Globes
• An overview of the United States
• Illinois
• The Northeast Region
• The Southeast Region
• Illinois Government
• United States Government
• The West Region
• The Middle west Region
• Preparation for State Fair
• The Southwest Region

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Math

Everyday Mathematics…

• Is a balanced program emphasizing both concepts and mastery of basic skills
• Is traditional - - students are expected to learn basic facts "by heart"
• Is pragmatic - - discovery is welcomed giving students sound mathematical foundation
• Meets or exceeds all of the National Council of Teachers of Mathematics standard
• Is widely used - - Over 1,000,000 students learn from it
• Shows achievement data which indicates students do quite well in:
  • Geometry
  • Computational (especially in mental computation)
  • Data analysis
  • Problem Solving
• Is a full (rigorous) mathematics program
• Expects students to master a wide variety of mathematical skills
• Introduces students to all mathematical content areas

NCTM Mathematical Strands Covered by Everyday Mathematics

• Algebra and Uses of Variables, Data and Chance
• Geometry and Spatial Sense
• Measures and Measurement
• Numeration and Order
• Patterns, Functions and Sequences
• Operations
• Reference Frames

Everyday Mathematics Assessment

Students will be assessed throughout the year by using the following components:

• Ongoing assessment
  Informal assessment using class checklists and anecdotal record keeping during teacher-guided instruction, game play and slate use
• Product assessment
  Detailed samples of student work in Math Boxes, Math Journal and various projects
• Periodic assessment
  Unit, mid-year and end-of-the-year assessments and Math Boxes
   

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