Welcome to Fourth Grade!

Dear Parents,

In fourth grade, students are encouraged to become more responsible members of the school community.  To do this they need to strive to work more independently and take a more active role in their education.  This handbook serves as a guide for students, parents and teachers alike to establish a consistent basis for what is required in the education of students in fourth grade.

          The curriculum at this grade level builds upon all the material covered at the primary level and continues to branch out to greater complexity in all areas.  Students are challenged to take all that they have learned in previous grades and use those skills for increased levels of creativity, imagination and organization in relation to the world around them.

          By maintaining open lines of communication and establishing the education of each child as a top priority we as parents and teachers can ensure the best possible chance that each child will reach his or her full potential.   

CLASSROOM MANAGEMENT PLAN:

What is Love and Logic?
LOVE allows children to grow through their mistakes.
LOGIC allows children to live with the consequences of their choices.

LOVE AND LOGIC PROCESS:

   Shared control: Gain control by giving the control you don’t need.

   Shared thinking and decision-making: Provide opportunities for the child to do the greatest amount of thinking and decision-making.

   Equal shares of empathy with consequences: An absence of anger causes a child to think and learn from his/her mistakes.

   Maintain the child’s self-concept: Increased self-concept leads to improved behavior and improved achievement.

THE RULES OF LOVE AND LOGIC:

 RULE #1

Adults take care of themselves by providing limits in a loving way.

v     Adults avoid anger, threats, warnings or lectures.

v     Adults use enforceable statements.

v     Children are offered choices within limits.

v     Limits are maintained with compassion, understanding or empathy.

 RULE #2

Childhood misbehavior is treated as an opportunity for gaining wisdom.

v     In a loving way, the adult holds the child accountable for solving his/her problems in a way that does not make a problem for others.

v     Children are offered choices with limits.

v     Adults use enforceable statements.

v     Adults provide delayed/extended consequences.

v     The adult’s empathy is “locked in” before consequences are delivered.

The Love and Logic Approach believes education is based on a relationship not a procedure.

Grade 4: MATH –

ALEGBRA:

Indicator 1:

• Analyze procedures to transform algebraic expressions.

Indicator 2:

• Use a variety of algebraic concepts and methods to solve problems.

Indicator 3:

• Analyze and describe situations that involve one or more variables.

GEOMETRY:

Indicator 1:

• Apply deductive and inductive reasoning to analyze geometric properties to solve problems.

Indicator 2:

• Analyze geometric figures from a variety of perspectives.

MEASUREMENT:

Indicator 1:

• Use various units of measure within a system of measurement.

Indicator 2:

• Apply measurement concepts in practical applications.

NUMBER SENSE:

Indicator 1:

• Analyze the structural characteristics of the real number system and its various subsystems.

Indicator 2:

• Apply number operations with real numbers and other number systems.

Indicator 3:

Indicator 4:

Analyze the concept of value, magnitude, and relative magnitude of real numbers.

PATTERNS, RELATIONS, AND FUNCTIONS:

Indicator 1:

• Analyze and describe the properties and behaviors of relations, functions, and their inverse.

Indicator 2:

• Apply relations and functions to complex problem solving situations.

STATISTICS AND PROBABILITY:

Indicator 1:

• Use various statistical models to gather data, study problems, and draw conclusions.

Indicator 2:

• Apply the laws of probability to predict events/outcomes and solve problems.

Students in the Fourth Grade will meet each of these indicators by completing assignments through the math textbook and other activities that correlate with the textbook.

Accelerated Math is a computer-based program that is individualized for each student.  Objectives for each of these categories in Math are given on each assignment in Accelerated Math.  Once the objective is mastered the student will move on to another category.

Every Day Counts gives another great opportunity for students to learn these concepts.  Each month, we do different activities that tie closely with Math.

Math Blasters is a great computer program in which the students can work on different math skills.

Grade 4: LANGUAGE ARTS –

Grade 4 – READING

Indicator 1:

Students will use various reading cues/strategies to interpret and comprehend text, e.g., context semantic syntactic and graph phonic cues.

Indicator 2:

Indicator 3:

Students will interpret and respond to a diversity of works representative of a variety of cultures and time periods.

Indicator 4:

Students will access, synthesize, and evaluate information from a variety of sources.

Students in fourth grade will meet these indicators by reading out of the Inspirations textbook and doing activities that go along with each theme in the book.  Students will also read various novels dealing with different topics.  The novels and the textbook also provide opportunities to include other subject areas into what we are doing in reading.

Accelerated Reader is also used in Fourth Grade.  This program allows students to read at their own level and take tests on the computer after they finish reading a book. To access their reading level we use the STAR Reading test.  This test gives each child a zone in which they should read.  Each student in fourth grade will set a reading goal for each quarter that they are required to meet.

Grade 4:  Social Studies

History:

Indicator 1:

·        Analyze the chronology of various historical eras to determine connections and cause/effect relationships

Indicator 2:

·        Evaluate the significance of interactions among cultures and civilizations and the impact on cultural diffusion

Indicator 3:

·        Evaluate the influence of varying values, philosophies, and world religions on the development of civilizations and cultures.

Geography:

Indicator 1:

·        Analyze information from geographic representation, tools, and technology to define location, place and region.

Indicator 2:

Indicator 3:

·        Analyze the impact of Earth’s natural processes, patterns, and cycles on various regions of the United States and the world

Civics:

Indicator 1:

·        Analyze the various forms and purposes of government in relationship to the needs of individuals and societies.

Indicator 2:

·        Evaluate the impact of historical events, ideals, and documents on the formation of the United States government.

Indicator 3:

·        Analyze the constitutional rights and responsibilities of United States citizens.

Economics:

Indicator 1:

·        Analyze the economic impact of the availability and utilization of various resources on societies.

Indicator 2:

·        Analyze the role of various economic systems in the social, political, and economic development of societies.

Indicator 3:

·        Analyze the complex relationships among economic, social, and political decisions

Fourth Grade Students will meet the above indicators through the use of the state wide web-based South Dakota history program.  The DECA program found at, www.sd4history, allows students, through the use of technology, to fulfill not only the state standards for Social Studies but also those in the field of technology.

 Grade 4:  Science

Nature of Science:

Indicator 1:

• Understand the nature, values, and application of scientific knowledge.

Indicator 2:

• Understand and use a variety of processes for scientific investigations.

Physical Science:

Indicator 1:

• Describe the structures and properties of matter in various states and forms.

Indicator 2:

• Describe physical and chemical changes in matter.

Indicator 3:

• Analyze fundamental forces, their forms, and their effects on motions.

Life Science:

Indicator 1:

• Understand the fundamental structures, functions, and mechanisms found in living things.

Indicator 2:

• Analyze various patterns and products of natural and induced biological change.

Indicator 3:

• Analyze how organisms are linked to one another and the environment.

Earth/Space Science:

Indicator 1:

• Analyze the various structures and processes of the Earth system.

Indicator 2:

• Analyze essential principles and ideas about the composition and structure of the universe.

Science, Technology, Environment, and Society:

Indicator 1:

• Analyze various implications/effects of scientific advancement within the environment and society.

Indicator 2:

• Analyze the relationships, interactions among science, technology, environment, and society.

To prepare Lead-Deadwood students in the methodologies of science, the district has adopted the elementary school science program known as FOSS.  FOSS incorporates hands-on inquiry and interdisciplinary projects to advance the understanding of how students think and learn.

Homework is assigned to reinforce concepts introduced in the classroom.  The objectives in assigning homework are as follows:

  To develop a student’s study techniques and the ability to complete independent work.

  To provide for extra study and drill in an area where a student is experiencing some difficulty.

  To provide the opportunity for a student to “make-up” work due to absence.

70-100 Sheets graph paper (3-4 squares per inch on both sides) (Kinghorn & Rantapaa)

10 Pencils

1 Eraser

2 pkg. Loose Leaf Paper

1 Elmer’s White Glue

1 Pair sharp scissors

Crayons or colored pencils

4 Pocket folders w/fasteners (Kinghorn & Rantapaa)

2 Boxes Kleenex

1 Ruler (metric & inches)

4 Individual Spiral notebooks-NOT perforated and NOT 3-subject

1 Box Markers-assorted colors

1 ream of paper for printer (Accelerated Math)

Headphones for computer lab

Confirmation of Handbook Receipt and Review

Our family has received and reviewed the Fourth Grade Classroom Handbook.  We understand the policies and procedures outlined in the handbook and will ask for clarification when necessary.  Please sign and return this page to your teacher.

Student Signature ________________________________________

Parent’s Signature ________________________________________

Date Signed and Returned _________________________________