Grade Four Curriculum
Language Arts / Math /Science / Social Studies / Music / Art / Physical Education
OVERVIEW
In fourth grade, we seek to support and extend each child's individual skills and abilities. Through a variety of academic experiences, students are guided toward an appreciation of the learning process. Frequent opportunities for working in groups promote cooperative skills and respect for individual differences.
Classroom meetings provide a forum for developing social competency.
Required homework is assigned each week.
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LANGUAGE ARTS
The goal of the language arts program is to enhance the growth of communication skills in an environment that encourages students to read, write, listen, and speak. Students are expected to think, to experiment, and to learn from their experiences. A concerted effort is made to help students understand that reading and writing are integrally connected. Efforts are consistently made to utilize and enhance these skills as part of the teaching/learning process in all content areas.
The Writing Process instructional approach provides the foundation for our writing program. Students are taught that writing involves planning, drafting, revising, editing, and publishing. The flexibility of the Writing Process allows different stages to be emphasized in different types of writing. Writers are provided with regular blocks of time, choices of topics that connect to their experiences, positive and constructive responses to their ideas, and a literary environment in which to develop their writing. Students share their writing in conferences with peers and/or teachers who listen and respond in an effort to help writers focus, develop, and improve their pieces.
In writing workshops, mini-lessons are presented to address concepts, skills, mechanics, spelling, or elements of writing that a whole class is ready to grasp. Much in-class instruction is in the form of individual or small group writing conferences. These may be tailored to address topic selection, content or organization of a particular piece, style, or editing for technical accuracy. Focus areas of instruction in mechanical skills (sentence construction, grammar, usage, capitalization, punctuation) are addressed systematically according to the Massachusetts Curriculum Frameworks.
The Writing Process
Stages
Pre-Writing includes all the activities such as brainstorming, discussions, reading, story-telling, listening, research, field trips, and other first-hand activities that provide ideas and inspiration for writing.
Planning involves selecting and narrowing the topic, and choosing from, refining, and organizing the material gathered in the pre-writing phase. Teachers help students focus on the particular purpose for this writing and the audience for whom they are writing. Decisions are made regarding voice and form. The resulting product of this stage is a visible plan to help guide (but not confine) drafting.
Drafting is the first attempt to put organized ideas or information on paper (or into a word processor) as a means of communication. Attention is paid to content and organization, rather than correct form and mechanics. The draft is a working document that will later be revised and edited.
Revising involves re-seeing, re-thinking, re-organizing, expanding, or clarifying the content. The first focus is on the writer's original purpose. Attention might be paid to needed information, redundancies, ordering, sentence variety, specific word choice, opening and closing sections, etc. (Insertions, deletions, and changes are made with the knowledge that only the writer needs to be able to read them. Cut-and-paste, writing in the margins, arrows, cross outs, abbreviations, and scribbles are acceptable.) In addition to assessing one's own writing, teacher and/or peer input is obtained by sharing drafts in writing conferences.
Editing is the process of reviewing the revised draft for form and conventions. With teacher and/or peer assistance, writers address "focus correction areas" in sentence structure, spelling, grammar, usage, punctuation, capitalization, spacing, and paragraphing.
Publishing involves the preparation of the revised and edited piece in a form that can be presented to the intended audience. This sharing might entail inclusion in a portfolio or writing folder, publication in an anthology, mounting for a wall display, oral reading, mailing to a friend or relative, or submission to a teacher for evaluation.
PROOFREADING out loud is an important component of each stage.
Common writing activities include:
All fourth graders are expected to be fluent in cursive.
READING
The language arts program enables students to explore a variety of literary forms by focusing on two types of reading experiences: independent (self-selected) reading and structured reading and discussion. Skill building is an important element of both types of experiences.
Structured literature lessons encourage students to expand their reading experiences by exposing them to a wide variety of literature. Certain "core literature" titles have been selected for use in reading instruction. Activities are designed to help students understand the specific literary work they have been assigned and to explicitly teach them strategies to use in future reading endeavors. These activities take place in small groups or with a whole class. Flexible groupings and a tremendous assortment of teacher-created materials allow students of different learning styles to be challenged and to succeed.
Teachers encourage students to explore elements of fiction such as story structure, character development, setting, and conflict. Working through pre-reading activities, increasing vocabulary, using context clues to ascertain word meaning, drawing conclusions, making inferences, and recognizing and understanding figurative language, help students read.
Reading non-fiction is an important part of fourth grade work. Themes in social studies, science, and math are integrated frequently, so both fiction and non-fiction texts are needed to fully develop the goals. Non-fiction information is presented with lots of text support in the form of tables, charts, graphs, indexes, and glossaries. Students are taught to locate, evaluate, and use the needed information effectively. They learn to tap into prior knowledge, develop critical thinking, and become more active in the processing of information.
4th Grade Core Literature
All 4th Grade students will read the following novels:
Materials used in Language Arts include some of the following:
• Spelling (McDougal, Littel & Co., Evanston, IL 1990)
• Loops and Other Groups (Communication Skill Builders, Tucson, AZ)
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MATHEMATICS
The math curriculum in grades four and five provides a transition from the lower elementary grades to the middle school math curriculum. It reflects the recommendations of the National Council of Teachers of Mathematics (NCTM).
In terms of content and process, the curriculum is moving in the direction of the NCTM standards. The curriculum should provide opportunities to participate actively in problem solving, to develop mathematical concepts and to communicate mathematical ideas, using the precise language and notation of mathematics. Activities are designed to promote the exploration of ideas in concrete settings, prior to generalization.
The goal of the fourth grade program is to provide children with practice leading to proficiency in computation, problem solving, estimation, geometry, probability and measurement. Reflecting the NCTM standards, we emphasize communication, reasoning, and connections. Children learn through a hands-on approach utilizing manipulatives, calculators and other concrete materials.
CONTENT
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SCIENCE
The fourth grade science curriculum gives children a variety of experiences so they can examine the natural and physical world. Activities and study provide opportunities for exploring and understanding their environment and the principles which govern it. Emphasis is placed on the scientific method, the inquiry process and developing an appreciation and interest in the contributions of science to our way of life.
Hands-on, process-oriented activities anchor the curriculum. These can be coordinated with other areas of the curriculum, such as language arts, math, and social studies to form integrated units. Skills from other disciplines combine with science process skills to enhance understanding and build scientific literacy.
Fourth and fifth grade students rotate through a two year series of science units. Currently these units include:
Life Science
* Insects
* Human Body
Physical Science
* Chemistry
* Simple Machines
* Bridges
* Sound and Light
* Energy and Properties of Matter
Earth and Space
* Space / universe
* Geology
* Weather
In addition, fourth grade will study topics which come from the three major areas of science: life, physical, and earth and space.
Life Science
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SOCIAL STUDIES
North American Geography with Optional Standards for One Early Civilization
In grade 4 students engage in a yearlong study of geography, with an emphasis on the geography and people of the United States, Canada and Mexico. In addition, students engage in an in depth study of Ancient China, using the standards of location, place, human interaction with the environment, movement, and regions as a framework for study. A major focus of the Social Studies curriculum is providing students with specific skills to enable them to access information through a variety of resources including an atlas, maps, non-fiction texts, and online sources.
The year begins with learning beginning map skills, review of the 7 continents and major seas and areas through the construction of a world map. Students become familiar with the vocabulary of maps such as longitude, latitude, and compass rose and will learn to use a variety of maps as resources. During the study of Canada, students will work in pairs to research a province or territory of Canada, and make an oral presentation with a visual to share their information with the class. Each student will conduct research and complete a report on a state of the United States.
The Ancient Study unit begins with locating China on the map, and includes research, group work and a class presentation on a key concept of the major framework concepts of a civilization. A field trip to the Peabody Essex Museum provides the opportunity to view ancient Chinese artifacts and tour a Chinese home.
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MUSIC
Music in the fourth grade provides a great amount of time to build a solid musical foundation with a diverse set of skills. Music literacy, utilizing Solfeggio syllables, is stressed. Singing, both accompanied and a cappella, with correct vocal technique, breath control, and posture is essential. Students will explore many musical concepts and gain appreciation for other cultures through songs, games, dances, and cross-curricular activities.
A. Concepts:
Steady beat, rhythmic patterns, correct vocal techniques and breath control, two-part singing, musical symbols, improvisation, composition, audiation, Solfeggio, self and group evaluation, audience and performance behavior, sight reading, movement, instruments and their uses, and purposes of music in societies.
B. Skills:
1. Singing:
• Sing in tune with proper technique, breath control, and posture.
• Build a varied repertoire of songs, including canons and two part songs.
• Sing with accompaniment, a cappella, alone, and in ensembles.
• Sing expressively with dynamics, various tempos, and in multiple languages.
• Audiate: maintain a concept of pitch when not singing.
2. Instruments:
• Perform rhythmic patterns on instruments.
• Accompany class songs with a variety of pitched and non-pitched instruments.
• Compose and improvise on various instruments. .
3. Music Literacy:
• Read and perform notes in the Treble clef, with both voice and instruments.
• Read notes using Solfeggio syllables.
• Read rhythms using syllables in 2/4, 6/8 and 4/4.
• Demonstrate literacy concepts, such as dynamics and time signatures through movement.
• Recognize and explain musical symbols, including dynamics and tempo markings.
4. Music Appreciation:
• Explore various cultures through musical traditions, song, and research.
• Explore music through movement.
• Demonstrate proper audience and performance behavior.
ART
Exposure to art gives the student a greater sensitivity towards his/her environment and towards different cultures. It builds self-confidence and self-esteem through exploration and problem solving. It teaches values and concepts through skills of communication, cooperation, and critical thinking. Properly taught, art will encourage initiative and provide opportunities to expand the student’s imagination, and to explore new concepts. The study of art enhances academic and personal development at every level.
Concepts
Concepts to be introduced will include the:
PHYSICAL EDUCATION
Physical education involves the development of the whole person physically, socially, emotionally, and intellectually. Physical education can provide every child with awareness of body function, movement, and the joy of effort which results from participating in a program designed to meet the individual needs of children. The skills and techniques taught in our program help each child to experience success and enjoyment.
CONTENT
A. Ball Handling Skills: throwing, catching, kicking, striking, rolling
B. Dance: square, line, folk
C. Gymnastics Activities: tumbling
D. Coordination Activities: jump rope, etc.
E. Group Games and Activities: Cooperative and New Games
F. Modified Team Sports and Lead-up Games: soccer, volleyball, basketball floor hockey, track and field
G. Physical Fitness: aerobic activities, fitness testing
TRADITIONAL SPECIAL EVENT: Field Day