Fourth Grade Curriculum
This page includes descriptions of major themes, skills, and concepts that Greendale students will be working on throughout the school year. This is an overview of the curriculum in the Greendale Schools and provides a brief description of each academic area. Although presented separately, a partially integrated approach is often used in the classrooms of Greendale. Most often, literacy (reading and writing) is taught through social studies or science content. Frequently, math skills are used in collecting data for science & social studies. Specific skills and expectations listed within each area represent those to be secure by the end of fourth grade. The skills and concepts will be introduced and practiced throughout the school year and close attention will be paid to individual growth and development.
Each student will learn at their own pace and in their own way. Instructional practices in the Greendale Schools are intended to address the varying student needs within the classroom by providing varied activities, instruction, and materials. Throughout the school day and the school year, students will be grouped based on common needs within the classroom. Groupings are flexible. The diversity among students is respected and celebrated within the classroom by applying various strategies to meet the needs of all learners.
Literacy
(Reading, Writing, Speaking, Listening, and Language Arts)
Developing literacy is a complex, lifelong process. The Greendale Schools has adopted a “balanced literacy” approach to instruction. This model for instruction includes large group instruction, small group instruction, and individualized instruction when necessary. Children will be engaged in literacy activities at least 90 minutes every day. However, reading and writing are not taught in isolation. These skills are part of all areas of instruction.
Large Group Instruction
Students will participate in large group read aloud and think aloud during which time the teacher will share a selected text and model a variety of reading strategies and comprehension strategies. These strategies will include, but are not limited to, predicting, making connections, retelling, summarizing, sequencing, questioning, noting details, making inferences, and drawing conclusions. Large group mini-lessons will focus on a teaching point from the Units of Study developed by Lucy Calkins. These teaching points will be reinforced through small group instruction.
Small Group Instruction
Each week, students will receive approximately 2 – 4 small group instruction sessions lasting 20 – 30 minutes in length. During this time, students with similar reading needs will receive direct instruction in reading strategies such as predicting, making connections, retelling, summarizing, sequencing, questioning, noting details, making inferences, and drawing conclusions. This small group work may be referred to as “Guided Reading,” “Strategy Groups,” or “Literature Circle.” Groups reading significantly above grade level may participate in Junior Great Books activities during small group instruction. While small groups are working with a teacher, other students will be engaged in independent literacy activities. All students will have opportunities to independently rehearse new skills through Reader’s Workshop. Students have learned to select books that are “Just Right” for them. Weekly, students may visit the library to expand their selection of literature. While reading the just right book, students will keep a journal of their thinking either on post-it notes or in a notebook. This journal may be used later in a conversation with an adult.
The writing program is heavily focused on writing to communicate through a Writer’s Workshop approach. Using the Units of Study developed by Lucy Calkins, teachers will design writing instruction to support growth as a writer. Children will use a variety of writing structures to communicate. Students will receive direct instruction in concepts such as staying on topic in writing, organizing writing, making quality word choices, knowing the audience, spelling, grammar, and punctuation. Children will write pieces independently, revise and edit with an adult, and publish their work. Students will also reflect on their writing and discuss choices made in their writing. Writing will be shared with peers and parents.
Fourth grade students also participate in formal spelling instruction and vocabulary development focused on recognizing patterns in words. Students will use the Words Their Way sorts to explore the nature of words. Student lists are assigned based on their developmental readiness. Students will be expected to spell common words correctly and will receive word lists regularly for practice, instruction, and assessment. Teachers will introduce words and patterns in small groups.
The primary goal of the literacy program is to help children develop a variety of strategies and the confidence needed to become independent readers and writers. Goals and instruction follow similar content throughout development at the elementary level focusing on increasing the challenge and complexity of texts as students grow.
To grow as a reader, fourth grade students will:
Parents can access a library of literature options for reading and sharing at home at:
http://bookwizard.scholastic.com
Students will check out books from the school library weekly, and you may also search books in the school library by following the link from:
http://www.greendale.k12.wi.us/GHS/schools/ghs/Library/library.html
Beginning at fourth grade, students will use an online resource called “KidBiz.” Students will be leveled and online news articles will be displayed at the student’s appropriate reading level. Students will then complete eight comprehension questions. Teachers may assign specific articles or allow students to select articles of interest. The web address for this valuable non-fiction reading tool is: www.kidbiz3000.com. User names and passwords will be given to students.
Math
The Greendale Schools has adopted Everyday Math (3rd edition) as a resource for math instruction. The math program involves children in a variety of activities that create a foundation for mathematical understanding and problem solving. Children manipulate concrete materials such as unit blocks, pattern blocks, and plastic counters to form mathematical concepts. Children discover the world of math through game activities and exploration that involves counting, computation, sequencing, sorting, classifying, patterning, measuring, graphing, and real life problems. Students expand their use of addition, subtraction, multiplication, division, fractions, telling time, data, money, and patterns. Students will be involved in math activities at least 60 minutes every day.
Math instruction will occur in both a large group setting and a small group setting.
By the end of the year, fourth grade students will:
Students will have opportunity to practice math facts online using:
www.everydaymathonline.com
You may also allow your child practice facts at:
http://resources.oswego.org/games/mathmagician/cathymath.html
Lessons in both science and social studies integrate math and literacy skills and require students to be actively involved. Students will be involved in science OR social studies lessons at least 45 minutes at least three days per week.
Science
Science is an active experience, made active by our ability to think. Scientific knowledge advances when scientists observe objects and events, think about how they relate to what is known, test their ideas in logical ways, and generate explanations that integrate the new information into the established order. Thus the scientific experience is both what we know (content) and how we come to know it (process). The best way for students to appreciate the science, learn important scientific concepts, and develop the ability to think critically is to actively construct ideas through their own inquiries, investigations, and analyses. Students will use scientific strategies to make sense of the world around them. Teachers will use materials from FOSS Science kits as approved by the Greendale Schools.
FOSS grade students will:
Social Studies
In Social Studies, children learn about themselves, others, and the world around them. Units of study are introduced using picture books, poetry, and big books. The Greendale Schools has adopted the Houghton-Mifflin text and leveled readers as a resource to support student learning of the content listed below. Within social studies units, students use computer software to construct original digital projects related to their learning. Children learn to be aware and respectful of the world and people around them.
Fourth grade students will:
Information & Technology Literacy
(Computers)
In today’s society, technology literacy is as important as learning to read. It provides access to information and the world. Second graders will have access to computers regularly. Students will learn to create digital content using various word processing, spreadsheet, slideshow, and multimedia software. Students will also receive direct keyboarding instruction.
Fourth grade students will:
Spanish
Fourth grade students will begin their study of Spanish language and culture of countries that speak Spanish. Research indicates improved cognitive skills and increased connections in the brain are acquired through second language learning at the elementary level. Research also indicates a positive correlation between standardized test scores and second language learning. Fourth grade students will study the Spanish language in a thematic format from a certified Spanish teacher. This will involve participation in Spanish class three times per week for 25 minutes.
Fourth grade students will learn Spanish language to:
Physical Education
Three days per week, students will participate in a physical education class for 25 minutes. Physical activity is a key component to having a healthy mind and body. Fourth grade students continue to refine large motor and fine motor skills. Physical activity is a key component to having a healthy mind and body. Through physical education classes, students will:
Through physical education classes, students will:
Art
Students will participate in an art class once per week for 50 minutes. Through this class, students will explore different media such as ceramics, drawing, painting, and crafts and develop an understanding of design including shape, line, texture, pattern, and color.
Music
Fourth grade students will participate in a general music class two times per week for 25 minutes. During this time, students will explore:
All fourth grade students will perform in a concert during the month of December and April.
C.A.R.E.
In the Greendale Schools, we expect children to C.A.R.E. This means students will:
Helping at Home
Parents are their child’s best first teacher. Parents can continue to support learning at home by:
Each student will learn at their own pace and in their own way. Instructional practices in the Greendale Schools are intended to address the varying student needs within the classroom by providing varied activities, instruction, and materials. Throughout the school day and the school year, students will be grouped based on common needs within the classroom. Groupings are flexible. The diversity among students is respected and celebrated within the classroom by applying various strategies to meet the needs of all learners.
Literacy
(Reading, Writing, Speaking, Listening, and Language Arts)
Developing literacy is a complex, lifelong process. The Greendale Schools has adopted a “balanced literacy” approach to instruction. This model for instruction includes large group instruction, small group instruction, and individualized instruction when necessary. Children will be engaged in literacy activities at least 90 minutes every day. However, reading and writing are not taught in isolation. These skills are part of all areas of instruction.
Large Group Instruction
Students will participate in large group read aloud and think aloud during which time the teacher will share a selected text and model a variety of reading strategies and comprehension strategies. These strategies will include, but are not limited to, predicting, making connections, retelling, summarizing, sequencing, questioning, noting details, making inferences, and drawing conclusions. Large group mini-lessons will focus on a teaching point from the Units of Study developed by Lucy Calkins. These teaching points will be reinforced through small group instruction.
Small Group Instruction
Each week, students will receive approximately 2 – 4 small group instruction sessions lasting 20 – 30 minutes in length. During this time, students with similar reading needs will receive direct instruction in reading strategies such as predicting, making connections, retelling, summarizing, sequencing, questioning, noting details, making inferences, and drawing conclusions. This small group work may be referred to as “Guided Reading,” “Strategy Groups,” or “Literature Circle.” Groups reading significantly above grade level may participate in Junior Great Books activities during small group instruction. While small groups are working with a teacher, other students will be engaged in independent literacy activities. All students will have opportunities to independently rehearse new skills through Reader’s Workshop. Students have learned to select books that are “Just Right” for them. Weekly, students may visit the library to expand their selection of literature. While reading the just right book, students will keep a journal of their thinking either on post-it notes or in a notebook. This journal may be used later in a conversation with an adult.
The writing program is heavily focused on writing to communicate through a Writer’s Workshop approach. Using the Units of Study developed by Lucy Calkins, teachers will design writing instruction to support growth as a writer. Children will use a variety of writing structures to communicate. Students will receive direct instruction in concepts such as staying on topic in writing, organizing writing, making quality word choices, knowing the audience, spelling, grammar, and punctuation. Children will write pieces independently, revise and edit with an adult, and publish their work. Students will also reflect on their writing and discuss choices made in their writing. Writing will be shared with peers and parents.
Fourth grade students also participate in formal spelling instruction and vocabulary development focused on recognizing patterns in words. Students will use the Words Their Way sorts to explore the nature of words. Student lists are assigned based on their developmental readiness. Students will be expected to spell common words correctly and will receive word lists regularly for practice, instruction, and assessment. Teachers will introduce words and patterns in small groups.
The primary goal of the literacy program is to help children develop a variety of strategies and the confidence needed to become independent readers and writers. Goals and instruction follow similar content throughout development at the elementary level focusing on increasing the challenge and complexity of texts as students grow.
To grow as a reader, fourth grade students will:
- Read and understand text on grade level. Parents will receive specific feedback regarding children’s reading level through conferences and other communication.
- Read grade level text fluently (100 or more words per minute)
- Read grade level texts with 90% accuracy or better.
- Identify the main idea in a book or piece of writing.
- Retell a story (sequence events and identify characters, setting, problem, and solution of a story).
- Answer comprehension questions (who, what, when, where, why, how, and what do you think?)
- Make inferences about the author’s purpose.
- Identify theme.
- Make connections between text and personal experience, other stories, and the world.
- Identify important points in non-fiction text. (Read to learn new information)
- Retell experiences in a journal and in written stories.
- Recognize that writing is important for communicating and sharing ideas.
- Notice features of writing among genres/ authors.
- Discuss choices made in writing.
- Write on a single topic.
- Write pieces with a beginning, middle, and end.
- Include details in a logical order/ sequence.
- Make strong word choices to communicate their message.
- Write for different purposes.
- Use complete sentences of varying lengths in writing.
- Spell words correctly.
- Use capitalization and punctuation in writing (including commas in a list and to separate sentences).
- Speak clearly and in complete sentences.
- Use appropriate volume and tone of voice.
- Present and share information and experiences in front of a group.
- Use increasingly complex vocabulary and language structure to express needs and feelings, share ideas and experiences, and make comparisons of objects, pictures, and events.
Parents can access a library of literature options for reading and sharing at home at:
http://bookwizard.scholastic.com
Students will check out books from the school library weekly, and you may also search books in the school library by following the link from:
http://www.greendale.k12.wi.us/GHS/schools/ghs/Library/library.html
Beginning at fourth grade, students will use an online resource called “KidBiz.” Students will be leveled and online news articles will be displayed at the student’s appropriate reading level. Students will then complete eight comprehension questions. Teachers may assign specific articles or allow students to select articles of interest. The web address for this valuable non-fiction reading tool is: www.kidbiz3000.com. User names and passwords will be given to students.
Math
The Greendale Schools has adopted Everyday Math (3rd edition) as a resource for math instruction. The math program involves children in a variety of activities that create a foundation for mathematical understanding and problem solving. Children manipulate concrete materials such as unit blocks, pattern blocks, and plastic counters to form mathematical concepts. Children discover the world of math through game activities and exploration that involves counting, computation, sequencing, sorting, classifying, patterning, measuring, graphing, and real life problems. Students expand their use of addition, subtraction, multiplication, division, fractions, telling time, data, money, and patterns. Students will be involved in math activities at least 60 minutes every day.
Math instruction will occur in both a large group setting and a small group setting.
By the end of the year, fourth grade students will:
- Read, write, compare, and order numbers to 1,000,000,000.
- Find multiples of whole numbers through 10 and find whole number factors.
- Use different equations to represent an equivalent whole number.
- Add, subtract, and multiply accurately single digit numbers and fact extensions (i.e. 70+80) automatically.
- Add, subtract, and multiply three-digit whole numbers and estimate the reasonableness of an answer.
- Collect, organize, and represent data.
- Use graphs and basic probability to answer questions, draw conclusions, and predict outcomes.
- Measure length, weight, temperature, and angles.
- Describe relationships between units of measure (i.e. inches and feet)
- Measure and find perimeter of polygons.
- Find area of polygons.
- Calculate problems involving money.
- Understand fractions.
- Tell time to the nearest minute.
- Describe, create, and extend patterns. Articulate the rule for the pattern.
- Read and write problems using +, -, *, /, and = and use < and > to solve equations.
- Describe commutative and associative properties of addition & multiplication and apply them to mental math.
- Apply distributive property of multiplication.
- Identify and draw points, intersecting and parallel lines, rays, and right angles.
- Identify, describe, and model 2-D & 3-D shapes (including trapezoid, rhombus, hexagon, prism, sphere, etc.).
Students will have opportunity to practice math facts online using:
www.everydaymathonline.com
You may also allow your child practice facts at:
http://resources.oswego.org/games/mathmagician/cathymath.html
Lessons in both science and social studies integrate math and literacy skills and require students to be actively involved. Students will be involved in science OR social studies lessons at least 45 minutes at least three days per week.
Science
Science is an active experience, made active by our ability to think. Scientific knowledge advances when scientists observe objects and events, think about how they relate to what is known, test their ideas in logical ways, and generate explanations that integrate the new information into the established order. Thus the scientific experience is both what we know (content) and how we come to know it (process). The best way for students to appreciate the science, learn important scientific concepts, and develop the ability to think critically is to actively construct ideas through their own inquiries, investigations, and analyses. Students will use scientific strategies to make sense of the world around them. Teachers will use materials from FOSS Science kits as approved by the Greendale Schools.
FOSS grade students will:
- Investigate the world around them and objects using the senses
- Understand Magnetism & Electricity by creating and using magnets and circuits(FOSS)
- Explore properties of Earth’s Materials and compare their work to geologists (FOSS)
- Create and observe the Physics of Sound (FOSS)
- Explore the essential behaviors to physical well being through Energy Extreme(http://www.bluekids.org/educators/el_pg_ee.asp)
Social Studies
In Social Studies, children learn about themselves, others, and the world around them. Units of study are introduced using picture books, poetry, and big books. The Greendale Schools has adopted the Houghton-Mifflin text and leveled readers as a resource to support student learning of the content listed below. Within social studies units, students use computer software to construct original digital projects related to their learning. Children learn to be aware and respectful of the world and people around them.
Fourth grade students will:
- Read maps and understand the impact of land formations through Geography
- Explore the five regions of the United States to understand history and culture
- Understand the history of the State of Wisconsin
Information & Technology Literacy
(Computers)
In today’s society, technology literacy is as important as learning to read. It provides access to information and the world. Second graders will have access to computers regularly. Students will learn to create digital content using various word processing, spreadsheet, slideshow, and multimedia software. Students will also receive direct keyboarding instruction.
Fourth grade students will:
- Know basic computer terminology and identify functions of a computer
- Use the keyboard and mouse to log in and navigate on the computer
- Navigate to educational internet sites that are age appropriate
- Understand and use safe internet behavior
- Know components of a quality presentation
- Open and run a software program
- Create a file using text and graphics
- Save & retrieve an electronic file
- Use spell checker and editing tools
- Develop keyboarding skills (10 words per minute)
Spanish
Fourth grade students will begin their study of Spanish language and culture of countries that speak Spanish. Research indicates improved cognitive skills and increased connections in the brain are acquired through second language learning at the elementary level. Research also indicates a positive correlation between standardized test scores and second language learning. Fourth grade students will study the Spanish language in a thematic format from a certified Spanish teacher. This will involve participation in Spanish class three times per week for 25 minutes.
Fourth grade students will learn Spanish language to:
- Greet and say goodbye to others.
- Identify colors, numbers, and shapes.
- Talk about home, school, and family.
- Describe their senses.
- Discuss weather and clothing.
- Talk about food and parts of the body.
Physical Education
Three days per week, students will participate in a physical education class for 25 minutes. Physical activity is a key component to having a healthy mind and body. Fourth grade students continue to refine large motor and fine motor skills. Physical activity is a key component to having a healthy mind and body. Through physical education classes, students will:
Through physical education classes, students will:
- Refine hand/ eye coordination.
- Learn life long activities for maintaining a healthy body.
- Learn and respect rules of various games.
- Improve skills for jumping, throwing, and running.
- Take turns and be respectful of others during games and activities.
Art
Students will participate in an art class once per week for 50 minutes. Through this class, students will explore different media such as ceramics, drawing, painting, and crafts and develop an understanding of design including shape, line, texture, pattern, and color.
Music
Fourth grade students will participate in a general music class two times per week for 25 minutes. During this time, students will explore:
- Playing instruments
- Singing
- Listening to and describing music
- The relationship between music, history, culture, and other disciplines
All fourth grade students will perform in a concert during the month of December and April.
C.A.R.E.
In the Greendale Schools, we expect children to C.A.R.E. This means students will:
- Be part of the school Community
- Choose a positive Attitude
- Respect themselves, others, and property
- Demonstrate Empathy for their peers and others.
Helping at Home
Parents are their child’s best first teacher. Parents can continue to support learning at home by:
- Setting a time for children to read independently on a daily basis and discussing what you read.
- Practicing math facts to increase speed. Use flash cards or websites.
- Build your child’s vocabulary and background knowledge by providing a variety of rich experiences. These experiences don’t have to cost money; they just have to involve exploring the world. This will have a significant impact on literacy skills.
- Review the agenda/ assignment notebook each night and review the take home folder.
- Check the teacher website for updates and review newsletters.
- Create a consistent time and place for students to work on homework.
