Overview

The goal of the fourth grade program is to create a stimulating environment which supports the learning of children at a developmentally appropriate level.  The atmosphere in the classroom and all of the planned activities incorporate the varied learning styles of children.

The program teaches strategies as well as skills mastery, so that the children's minds may operate in purposeful, predictive, and self-corrective ways.  The children are immersed in and exposed to a wide range of materials.  They are stimulated by the expectations of those working with them.  They grow in self-reliance as they are allowed to make their own decisions about the way in which they approach their learning tasks.

Cooperative interdisciplinary learning is stressed through thematic units, which cover all content areas.  Children are helped to develop their analytical, artistic, and physical abilities, to listen carefully, and to communicate with precision and clarity.  Class activities and projects provide for experiences in each of these areas. 

Throughout the fourth grade program, the emphasis is on the whole child, helping him or her to experience the excitement of exploring knowledge and becoming the best he or she can be.

What have we been doing for the two weeks ending November 21, 2008?

Math

•  Estimated products by rounding

•  Found the product of a multi-digit factor multiplied by a one-digit factor

•  Started new unit on time

•  Mental math

•  Multiplication math test included in folder

•  Math Olympiad practice

Spelling

•  New vocabulary word of the day (found the definition, used it in a sentence, and found a synonym)

•  Vocabulary test included in folder

Reading/Writing

•  Conjunctions and commas in a list

•  Clown paintings to accompany published writing on emotions

•  Finished Joey Pigza Swallowed the Key

•  Started new novel, Letters From Rifka by Karen Hesse

•  Writer's workshop: Typed memory and recipe

•  Daily grammar review papers

•  Read aloud: The Watsons Go to Birmingham

•  Short Story reading: The Lamb with the Golden Fleece ; wrote about the beginning, the main problem or conflict, resolution of the conflict, and the ending (not included in folder)

Social Studies

•  Presented speeches on French and Indian War

•  Immigration: Defined immigration and emigration; discussed reasons for immigration and waves of immigration; answered questions to Ellis Island text

•  Immigrant Kids by Russell Freedman- discussed immigration through photographs

•  Walking tour of the Strip District

Computer Lab

•  “Ice Cream Truck” math software

•  Typing

Other/Upcoming

•  Please review all Friday folder papers with your child, sign in the space provided and return the empty folder to me on Monday (via your child).

•  Field Trip to Nationality Rooms at University of Pittsburgh: Wednesday, December 3 rd from 9:00 until 11:30 a.m.

•  New date of Immigration Food Festival : Friday, December 12 th at 9:00 a.m.

General Assignments

Reading: minimum of 75 pages per week, reading log due every Monday

Spelling assignments due Friday, spelling tests on Friday

Two-paragraph responses on a Core book read during the month, due  at the beginning of the month (date assigned)

Varied assignments in mathematics, social studies, and language arts

Monthly autobiography assignments

Novels Read in Class

Joey Pigza Swallowed the Key (September/October)

Letters From Rifka (November/December)

A Place in the Sun; Egyptian myths(January/February)

Love that Dog (March)

The Lion, the Witch, and the Wardrobe (April/May)

Greek myths (March)

Social Studies Units

Pennsylvania History (September/October)

Immigration (November/December)

Ancient Egypt (January/February)

Ancient Greece (March/April)

Famous Landmarks (May)

Links

Ft. Pitt Museum

Ft. Ligonier

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