4th grade curriculum night 2010-2011


Published on

The 4th grade curriculum presentation

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

4th grade curriculum night 2010-2011

  1. 1. How Confusing is the English Language? We’ll begin with a box and the plural is boxes; but the plural of ox became oxen not oxes. One fowl is a goose, but two are called geese, Yet the plural of moose should never be meese. You may find a lone mouse or a nest full of mice; Yet the plural of house is houses, not hice. If the plural of man is always called men, Why shouldn’t the plural of pan be called pen? If I spoke of my foot and show you my feet, And I give you a boot, would a pair be called beet? If one is a tooth and a whole set are teeth, why shouldn’t the plural of booth be called beeth? We speak of a brother and also of brethren, But though we say mother we never say methren. Then the masculine pronouns are he, his and him, But imagine the feminine she, shis and shim.
  2. 2. Welcome to 4th Grade! Passport to Learning <ul><li>Presented by: </li></ul><ul><li>Mrs. Fournand </li></ul><ul><li>Ms. Duralia </li></ul><ul><li>Ms. Phinisey </li></ul><ul><li>Mrs. Tippin </li></ul><ul><li>Ms. Walker </li></ul><ul><li>Ms. Wickles </li></ul><ul><li>Mrs. Zacek </li></ul><ul><li>Mrs. Zwolak </li></ul>Tuesday, August 31, 2010
  3. 3. Presentation Purpose <ul><li>To inform you of the 4th grade curriculum and benchmarks. </li></ul><ul><li>To advise you of our student expectations. </li></ul><ul><li>Presentation will include the core subject areas and responsibility. </li></ul>
  4. 4. What is READING? Edge transport barrier (ETB) formation was observed in a compact helical system. As harp decrease in Ha emission indicates the quick transition of edge particle transport. The increase in the density gradient at the edge was measured by using various profile diagnostics. The transition process has a slowly developing pre-phase, and a quick transition for which the fastest case is less then 0.2ms. There exists a heating power threshold which is roughly proportional to the density and the magnetic field. The transition and back transition is controlled by the heating power. The magnetic configuration effect on ETB formation was also studied. The local density measurement by beam emission spectroscopy shows intermittent bursts of low frequency fluctuations during the ETB formation phase. When the initial density profile is hollow, ETB formation together with the electron temperature increase in the core region, was observed for the NBI discharges without ECH. Abstract from 31 May 2005 publication for IAEA (International Atomic Energy Agency) Nuclear Fusion
  5. 5. What EXACTLY is reading? <ul><li>Were you able to decode and pronounce the words? </li></ul><ul><li>Is that reading? </li></ul><ul><li>Were you able to understand the passage? </li></ul><ul><li>Is that reading? </li></ul><ul><li>Are you able to communicate the written text to others in a conversation? </li></ul><ul><li>Is that reading? </li></ul>
  6. 6. What EXACTLY is reading? <ul><li>Reading is… </li></ul><ul><li>Learning to pronounce words </li></ul><ul><li>Learning to identify words and get their meaning </li></ul><ul><li>Learning to bring meaning to a text in order to get meaning from it </li></ul><ul><li>An interaction among the reader, the text, and the context </li></ul>
  7. 7. Instructional Focus Metacognition <ul><li>Monitoring Meaning </li></ul><ul><li>Using Relevant Prior Knowledge </li></ul><ul><li>Asking Questions </li></ul><ul><li>Inferring </li></ul><ul><li>Evoking Mental Images </li></ul><ul><li>Determining Importance in Text </li></ul><ul><li>Summarizing & Synthesizing </li></ul>
  8. 8. Our Strategies: <ul><li>First 20 Days of Independent Reading </li></ul><ul><li>Reading Workshop: Read Alouds with a Focus on a Specific Skill or Strategy, Shared Reading, Guided Reading, Conferences, Independent Reading </li></ul><ul><li>Vocabulary Development </li></ul>
  9. 9. Purpose For Reading <ul><li>Exposure to many Genres </li></ul><ul><li>Author’s Purpose & Theme </li></ul><ul><li>Character Development, Setting, Plot, Problem and Resolution </li></ul><ul><li>Main Idea and Relevant Details </li></ul><ul><li>Compare/Contrast & Cause/Effect </li></ul><ul><li>Inferences </li></ul><ul><li>Text Features </li></ul>
  10. 10. Accelerated Reader (A.R) <ul><li>Independent Reading Program through the school library </li></ul><ul><li>Is a motivational program and doesn’t drive curriculum </li></ul><ul><li>Self-selected and tested </li></ul><ul><li>80% or higher considered passing </li></ul><ul><li>Your child’s level, as determined by the teacher, contains a wealth of genres for your child to explore </li></ul><ul><li>A.R. Celebration is sponsored by the Media Center each grading period </li></ul>
  11. 11. Battle of the Books <ul><li>A Jeopardy style competition in which all fourth grade classes compete </li></ul><ul><li>Students are expected to participate in the Battle and read these wonderful novels </li></ul><ul><li>Students will be maintaining Battle Folders to keep summaries and notes throughout the year </li></ul><ul><li>For each book, students should complete a summary and score at least 70% on AR test </li></ul><ul><li>For 18 books read, with summary and 70%+ score, students will receive trophy </li></ul>
  12. 12. Math <ul><li>Curriculum: Next Generation Sunshine State Standards </li></ul><ul><li>The First 20 Days of Math </li></ul><ul><li>Big Idea 1, Big Idea 2, Big Idea 3 </li></ul><ul><li>Midyear math test given in December and End of year math test given in May </li></ul><ul><li>Sunshine Math is spiraled through our curriculum and may be given as homework during the year. </li></ul>
  13. 13. <ul><li>We expect to see growth in all areas each time a Midyear or End of the Year test is given </li></ul><ul><li>Basic facts must be memorized! addition/subtraction/multiplication/division) </li></ul><ul><li>Please support these important skills at home. </li></ul>
  14. 14. Go Math! Topics <ul><li>Big Idea 1: Whole Number Place Value, Multiplication, and Division </li></ul><ul><li>Big Idea 2: Understand Decimals </li></ul><ul><li>Big Idea 3: Area and Geometry </li></ul>
  15. 15. Writing <ul><li>FCAT Writes is a state administered assessment in which 4 th grade students are given in February. Our goal is to have our students receive at least a score of “4” on a 0-6 rubric scale. The prompt (topic) is not known in advance. </li></ul><ul><li>Each student is given 45 minutes to complete a plan and 1 st draft. </li></ul>
  16. 16. Writing Rubric Highlights <ul><li>Writing is assessed on Focus, Organization, Support and Conventions </li></ul><ul><li>Great Topic Sentence, details, elaboration, literary devices, dialogue, terrific endings </li></ul><ul><li>A Champion strives for the GOLDEN “6” </li></ul><ul><li>“ I’m going to </li></ul><ul><li>Johnny Rockets!” </li></ul>
  17. 17. Writing Workshop <ul><li>The students will focus on: </li></ul><ul><li>Ideas , Organization , Sentence Fluency , Voice , Word Choice , Conventions and Presentation . </li></ul><ul><li>The students will incorporate these traits in their daily writing assignments. </li></ul>
  18. 18. During Writing Workshop: <ul><li>Teacher Reads Aloud </li></ul><ul><li>(Shares what REAL Authors do!) </li></ul><ul><li>Identifies Craft </li></ul><ul><li>Models writing using Craft </li></ul><ul><li>Students Practice </li></ul><ul><li>Young Authors Share! </li></ul>
  19. 19. What is Craft-You ASK? <ul><li>Alliteration, Onomatopoeia, Purposeful Repetition, Font, Ellipsis, Dialogue, Dash, Colon, Simile, Idiom, Metaphor, Pun, Parenthesis, Personification, Anecdotes, Thought-shots, Sentence Variety, Vivid Verbs, Sensory Details, Explode the Moment, and more! </li></ul><ul><li>Watch for these crafts in your child’s </li></ul><ul><li>PAW and Journal Writing! </li></ul>
  20. 20. The Plan!!!!! <ul><li>B – M – M – E is the plan for me! </li></ul><ul><li>Students will write a strong Beginning, followed by TWO Middle sections focused on specific Ideas that are ELABORATED </li></ul><ul><li>Students will learn to STICK, STAY and STRETCH! </li></ul>
  21. 21. Writing Genres <ul><li>Informative –summaries, instructions, letters, expository essays </li></ul><ul><li>Creative -narrative stories based on real or imagined ideas </li></ul><ul><li>Persuasive -writing for the purpose of influencing the reader </li></ul>
  22. 22. Writing Event Tropicana Speech <ul><li>Students pick a Topic they are Passionate about! </li></ul><ul><li>Write an EXCITING paper! </li></ul><ul><li>Speech must be at least 2 min. and no longer than 3. The winners memorize their speeches. </li></ul><ul><li>Practice the appropriate public speaking techniques discussed in class. </li></ul><ul><li>The school competition will be announced. Winners will compete in the district competition. </li></ul>
  23. 23. Science <ul><li>Elementary Science is developed over the range of years from kindergarten through fifth grade, with the formal benchmark measurement being 5 th Grade Science FCAT. </li></ul><ul><li>Science Strands for Elementary: </li></ul><ul><li>Physical Science </li></ul><ul><li>Earth Science </li></ul><ul><li>Life Science </li></ul><ul><li>Emphasis on process skills and investigations that follow the Scientific Method. </li></ul>
  24. 24. Textbooks Online! <ul><li>Our textbooks this year for Science which will generally stay in the classroom </li></ul><ul><li>The entire text is available online for all students—your teacher will be sending you log-on information </li></ul>
  25. 25. Social Studies <ul><li>For Social Studies this year, we will be studying our state using a weekly student newspaper called Florida Studies Weekly . </li></ul><ul><li>We will also travel through our Social Studies Alive book and explore our country. </li></ul>
  26. 26. Daily Responsibilities What is your child responsible for already? <ul><li>Help with meal planning and grocery shopping </li></ul><ul><li>Make own sandwich or simple breakfast and clean up after (includes preparing own lunch box) </li></ul><ul><li>Make bed and clean room </li></ul><ul><li>Tie own shoes </li></ul><ul><li>Fold clothes and put them away </li></ul><ul><li>Pay for small purchases with own money </li></ul><ul><li>Take out the garbage </li></ul><ul><li>Choose own clothing for the day and dress self </li></ul><ul><li>Take responsibility for own minor injuries (put on a band aid) </li></ul><ul><li>Do yard work (pull weeds, pick up sticks, etc) </li></ul><ul><li>Clean out the inside of the car </li></ul><ul><li>“ Kids who don’t trust their own abilities </li></ul><ul><li>become less assertive…and are far more </li></ul><ul><li>susceptible to peer influence and less </li></ul><ul><li>likely to accept challenge”. </li></ul><ul><li>Maurice J. Elias, PhD </li></ul>
  27. 27. Daily Responsibilities In the classroom … <ul><li>Starting the day off right (sharpen pencils, unpack back pack, turn in homework) </li></ul><ul><li>Agenda: filled out correctly – PARENT SIGNATURE </li></ul><ul><li>Homework: take home, complete, and return the next morning (unless teacher specifies a later date) </li></ul><ul><li>Reading Log: 20-30 minutes per night </li></ul><ul><li>TRAVEL to other classes and lunch with necessary materials </li></ul><ul><li>It is the student’s responsibility ! </li></ul>
  28. 28. Parent/Guardian Responsibilities <ul><li>Nightly: </li></ul><ul><ul><li>Read and Sign agenda (look for notes) </li></ul></ul><ul><ul><li>Sign reading log summary page </li></ul></ul><ul><ul><li>Check homework folder for graded work and other communication </li></ul></ul><ul><ul><li>Discuss homework with your child and provide help as needed </li></ul></ul><ul><li>Weekly </li></ul><ul><ul><li>Sign and return Friday behavior folder </li></ul></ul><ul><ul><li>Empty any completed work from the folder </li></ul></ul><ul><li>Quarterly </li></ul><ul><ul><li>Sign and discuss mid-term progress reports with your child </li></ul></ul><ul><ul><li>Sign and discuss report cards with your child </li></ul></ul>
  29. 29. Teacher’s Responsibilities <ul><li>Get to know each student on an individual basis and differentiate instruction depending on each child’s needs. </li></ul><ul><li>Create engaging and interactive lessons that students enjoy and learn from. </li></ul><ul><li>Communicate with parents regularly to ensure the success of each child. </li></ul><ul><li>Be prepared but flexible. </li></ul>
  30. 30. Grading Scale <ul><li> Intermediate(3-5) </li></ul><ul><li> % </li></ul><ul><li>90-100 A </li></ul><ul><li>80-89 B </li></ul><ul><li>70-79 C </li></ul><ul><li>60-69 N </li></ul><ul><li>59-0 U </li></ul>
  31. 31. Traveling Through Fourth Grade <ul><li>Thank you for taking an active part in your child’s education. Together we can help all fourth grade students Reach for the Stars! </li></ul><ul><li>Remember: The Sky is the Limit!!! </li></ul><ul><li>The Fourth Grade Team </li></ul>