4th Grade Philosophy & Curriculum
News From the Fourth Grade Team
Estabrook Elementary School, Lexington, MA
Autumn, 2006
WELCOME BACK TO SCHOOL!!
During Curriculum Night we speak about the importance of teamwork, and how the Fourth-Grade teachers work collaboratively to model cooperative learning to our students. You are a vital part of your child’s success at school, and we truly appreciate all that you do to help them (and us!) accomplish so much at Estabrook. It is our shared belief that there are three pillars of support that help to ensure success in school: teachers, tutors, and specialists who guide the students in learning and discovery, students who are willing to expend effort and open themselves up to new possibilities and opportunities, and parents who are involved and invested in the education of their children.
The Fourth Grade teachers meet together to plan many “whole-grade” activities, brainstorm new ideas, discuss current research and philosophy related to pedagogy, and further develop curriculum to enhance and enrich the experiences of the children in our classrooms. We believe in collaboration; yet we also value our differences and diversity. Each child and teacher is unique and contributes her/his strengths for the benefit of everyone.
The following reviews much of what we present at our Curriculum Night. We have organized this to highlight the main units or themes that we teach, since we believe that the integration of the traditional subject areas is a more meaningful and effective way to help children learn.
Putting It All Together
In the Fourth Grade your child will for the most part experience an integrated curriculum. This simply means that at any given time, we will have developed one “umbrella” topic, and we will relate many subject areas to this topic. For example, while studying crayfish your child is also simultaneously learning to be a good observer, note-taker and reader. Some spelling words are science vocabulary words that will be used when they write mini-reports or stories about the crayfish. Art, math and computer technology are also a part of this process.
Why Do We Teach This Way?
As Fourth Grade teachers we have found that our “graduates” often remember best those topics which were explored fully. This type of immersion in an exciting student-centered topic at nine or ten years of age makes a lasting impression on a child. We use a variety of
approaches to address different learning styles including videos, drama, music, art, field trips, expert guests, community members, and the Internet.
Students are encouraged to ask questions and pursue the answers selecting sub-topics to study independently. Once students are immersed and knowledgeable, they can demonstrate their learning through a variety of project-based activities. This format allows each child the latitude to work at his or her own pace.
Communicating with Crayfish
Science observation skills, along with note-taking, experimenting,reporting, and an understanding of animal behavior, are taught through our study of crayfish. Children work in pairs to study the attributes and behaviors of these crustaceans. The information learned about crayfish is organized and presented in a booklet.
Children will have the opportunity to take their crayfish for a “sleep over” during weekends.
World History
All fourth graders in Lexington study World History, which includes the Ancient River Valley Civilizations (with the primary focus on Egypt and China), units on the Geography of North America, the Mayan Civilization, Mexico, and Canada. Throughout our studies, we will focus upon the aspects of ancient civilizations that still impact on our lives today. We will also explore the similarities and differences of their societies with our own. We have planned two exciting field trips to enhance the curriculum: one to the Egyptian and Nubian collections at the Museum of Fine Arts, and the second trip to be announced later in the year. Science, math, art, music, and language arts are integrated into these units.
Our Solar System
The Fourth Grade science unit entitled “Astronomy: Sun, Moon and Planets” is integrated with the social studies unit of ancient civilizations. Included in this unit is a look at how people of ancient civilizations used the sun, stars, moon, and planets in their daily lives (such as telling time) , religion, and science. We will conduct our own experiments, and at times we will mirror the practices of the people of ancient civilizations with observations of the moon and the lunar calendar. Although our focus will not be primarily upon the planets, we will still include lessons about the solar system We hope this approach of integration and experimentation will generate student interest in a basic understanding of our solar system
along with an appreciation for the knowledge learned through the study of ancient civilizations.
The “Who’s Whoooo” of Owls
One of our integrated language arts units focuses on birds of prey. Using books such as Farley Mowat’s Owls in the Family and Jean Craighead George’s Owl in the Shower as a base, students learn various reading and writing strategies. This study makes use of all the subject areas, especially science, and is an extension of the fourth grade study of animal behavior and adaptation. We dissect owl pellets, receive visits from birds of prey (including the Wingmaster program sponsored by the Science Enrichment Committee) and dive head-first (avian-style!) into our topic work, which promotes independent learning.
Topic Work is a multi-week project in which your child works with her or his teacher to design specific areas of study centered on the class theme of raptors: exploring his/her topic of choice through questioning, refining questions for research purposes, locating varied resources, taking notes, working on time management skills, learning about effective study skills, and eventually constructing a book that contains activities from various disciplines to show what they have learned.
Unearthing Rocks & Minerals
The unit on rocks, minerals and fossils meets the standards of the Massachusetts State Frameworks for science. We use a hands on, experimental approach to teach this unit so that the students are in control of their own learning, with guidance from the teachers. Cooperative learning groups and partner work enable the students to not only learn from each other, but to gain an understanding of the “stories” that rocks, minerals, and fossils tell. The students will use the skills of observing, classifying, experimenting, and recording data.
Language Arts
Reading, writing, speaking, and listening are integrated across the curriculum through our various themes of study. This will be our third year teaching the program published by Scott Foresman. It is an anthology that allows teachers to effectively differentiate instruction through leveled reading, and interesting stories to better ensure that all students learn the reading skills necessary to help them become better readers. This is an integrated anthology, which also includes writing, and spelling. Individual teachers can still use trade books such as Owls in the Family, where we will teach specific skills and strategies in small groups, or individually. In addition we will offer literature choices which reflect topics in
other disciplines. The children write as part of ALL of their content area work, including science, social studies, and mathematics. Different genres of writing are explored, including experience stories, poetry, reports and other non-fiction writing. We teach proofreading and editing skills as well, and use techniques from the John Collins program, Writing Across the Curriculum.
Mathematics:
How It All Adds Up
The math curriculum is based on the Everyday Mathematics Program, developed by the University of Chicago School Mathematics Project and parallels the national goals and state standards. The 4th grade program is similar in format to the third grade curriculum. In this program the emphasis is on understanding and communicating mathematics through “doing” and “thinking,” and on creating an environment that stimulates learning, often cooperatively. The children should continue to gain a sense of number, use estimation skills, solve problems, and learn how and when to use mathematical tools, such as calculators, compasses, and protractors. The program presents lessons in a spiral form, repeating concepts and coming back to them throughout the
school year.
The automatic recall of facts is an expected outcome. Most children can automatically recall addition and subtraction facts, and this year we will continue with learning the multiplication and division facts. Please help your child master these facts by practicing five minutes a night.
During previous years in the program, the understanding of the operations was developed, and the children were encouraged to perform the operations in a variety of ways. In Fourth Grade, the students are taught some alternative algorithms, and then they choose their own “best” way to compute .
The Fourth-Grade Performance Piece
Near the end of the year, a performance piece is developed by the students through a creative process which integrates drama, rhythm and music, art, and language arts. It has a thematic focus, often relating to one of our units. Our music specialist works closely with us.
Homework: How You Can Help
The Lexington School Committee sets the homework policy for the school system. The guidelines for the Fourth Grade are 30 minutes of homework per night, four times per week -- Monday through Thursday. This will be the same all year, although the 30 minutes is average, and on any given night, it may take your child a shorter or longer time to complete the work. However, if your child has worked for at least a half-hour without interruption but has not completed the assignment, and frustration or family responsibilities make it difficult to continue, please sign the homework or send us a note explaining that an attempt was made to complete the work. If the homework is consistently taking longer than 30 minutes per night, please send us a note or call us at
Estabrook so that together we can find a solution.
Please look in your child’s assignment book every homework day, as each night’s assignments will be written there. Your child will be copying the assignment from the board (including the date) and putting any related papers in his/her homework folder.
Please help your child organize the backpack (with notices to return to school and their homework) in the evening before going to bed, and put the backpack where it cannot be forgotten in the morning.
If children require assistance with homework, you may help by asking them to tell you what they understand, and then leading them to answers without directly giving them the solutions. Proofreading and stressing neatness are always appreciated (as are students’ names on all homework assignments -- wishful thinking on our part!).
Please note that the 30 minutes of homework does not include the 20 minutes of independent reading that the School Committee recommends as the minimum amount of time that Fourth Graders should be reading at home on a daily basis.
Important 4th Grade Dates
* Field Trip to Great Meadows and Lexington Res - September
* Field Trip to the MFA for Social Studies - November
* MCAS - Long Composition - tentative date,
* Other MCAS Tests (Language Arts and Math) - tentative dates,
When children are absent during the testing period it is very difficult on the child to make up the missed tests. Please make every effort to have your child in attendance during that period. Thank you very much.
* 4th Grade Play - June, TBA
and finally...
When you prepare your child for a day of learning, give your support for homework, and help in other activities to enhance teaching and learning at Estabrook, you join with us as partners in your child’s education. We appreciate you, we thank you, and we will keep in touch with you!
Sincerely,
The Fourth Grade Team
Phyllis Neufeld
Tina Kim
Katie Bourret
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