In three small teacher-led reading groups, students are exposed to a variety of genres and receive explicit instruction about reading strategies that can be employed to strengthen comprehension. Students have the opportunity to express their understanding through written responses, active discussions, and lessons based on Reader's Workshop, where students lead the discussion. Oral reading fluency and vocabulary development are also important components of the program. In addition to the novels examined in small teacher-led reading groups, the fourth graders read non-fiction texts in social studies to gather information, and read novels of their own choosing as part of an organized independent reading program

Skills:

• Comprehension skills - factual and inferential
• Using quotes from books to support your statements and opinions
• Identification & analysis of story elements: i.e. character, plot, theme, problem/solutions
• Independent reading
• Developing fluency and expression in oral reading

The fourth grade writing program encourages students to develop their voice and increase their technical skills. This is accomplished through a variety of writing assignments, specific skill lessons, and individual conferencing. The writing program utilizes a workshop model, which involves drafting, revising, and conferencing before final editing and publishing. Students work on a combination of assigned topics, as well as, topics of their choice. Throughout the writing process students are given an opportunity to share published pieces and works in progress.

• Writing process; drafting, revising, peer conferencing, editing, publishing
• Descriptive and narrative writing, fiction, poetry, expository
• Developing vocabulary
• Developing 1, 3, and 5 paragraph essays/book reports
• Grammar, sentence structure, figurative language
• Spelling

Spelling
Fourth Grade students continue to develop their spelling skills by learning and applying basic spelling rules and phonetic patterns. Weekly lessons follow a predictable pattern of learn, practice, and apply. At the end of each unit, students take a spelling test to assess their understanding of the rules. Students also practice sight words from a Tenacre “No Excuses List” and are periodically assessed for retention. Spelling and vocabulary instruction alternate weekly. During vocabulary instruction, students learn the meaning of new words and practice proper usage. Vocabulary tests are given at the end of each lesson.

Utilizing the Singapore Math program, fourth graders develop a strong understanding of mathematical concepts and proficiency with computation. They build solid number sense and robust reasoning skills, spending part of every 60-minute math period in daily practice with mental arithmetic and problem solving. Fourth grade math is taught in three small flexible groups to allow teachers to differentiate material to best support each child. At the beginning of each unit, students are pretested and assessment results are used as part of the planning process for instruction.
 
Concepts/ Skills:

• Problem solving, reasoning, and communicating
• Understanding place value to 100,000
• Computation with whole numbers in all four operations
• Solving word problems in all four operations using bar models 
• Multiplying 4-digit-by-3-digit numbers using the multiplication algorithm 
• Dividing 4 digit dividends by 1 and 2 digit divisors using the long division algorithm 
• Comparing fractions and mixed numbers and finding equivalencies without pictures 
• Adding, subtracting and multiplying fractions
• Representing decimal place value to the thousandths place
• Adding, subtracting, multiplying, and dividing decimals 
• Calculating the area and perimeter of quadrilaterals

The social studies program in Fourth Grade focuses on personal culture, country studies, and diversity. In the beginning of the year, Fourth Graders explore their own personal culture, with the belief that an appreciation for others begins with an appreciation of self. This is followed by a class study of Ireland, which models the process for later independent work. After the Ireland study, students work in teams to research a country, create individual brochures, Google slides, and phsyical maps. Students use iPads and text resources throughout the process to facilitate research and organize information. Final reports and projects are shared with parents and the entire school during a Country Bazaar, which is held in the spring.

In Grades 4-6 science, classes include lectures, discussions, hands-on independent and collaborative projects, labs, outdoor garden/nature classes, animal care, and field trips. Hands-on activities, experiments, and engineering projects occur during most classes. Students are instructed in both the scientific method and the engineering design process with an emphasis on developing the ability to analyze and present their findings in a clear and organized manner. Listed below are units of study and highlights of content and skills covered.

Fourth Graders will:

• Learn the full conjugation of the present tense adding about 50 new verbs to their vocabulary
• Compare and contrast objects, express daily routines, and be able to talk about their families and their hobbies
• Learn how to express emotions to improve their ability to communicate
• Acquire a more global perspective of multilingual, multicultural communities and gain insight into their own language and culture

Fourth-grade musicians begin to turn their performance skills toward more advanced performances and activities. Continuing our goal to create expressive, confident performers, students build on their beginning instrumental and vocal skills through instrument study and performance opportunities. Areas of focus include: 

• Singing technique
• Hand signs solfege
• ta, ti-ti, takadimi rhythms and rests
• Performance preparation for December Celebration
• Class play songs, choreography, and blocking
• Rhythmic study with bucket drumming
• Ukulele

Skills:

• to consider design, techniques, and identify aspects that contribute to the effectiveness of a work of art 
• to expand upon aesthetic awareness in art class and beyond
• to formulate an understanding and develop criteria for discussing works of art 
• to use personal and cultural experiences to influence artmaking 
• to work together with their peers and create the scenery for the class play

Grade 4 students continue their design technology education via inquiry and empathy-based challenges, as well as greater emphasis on digital documentation of work. Recent project highlights include the “What Makes a Perfect Space?” 3D CAD challenge and the interdisciplinary “Concrete to Abstraction” Musical Mondrian Makey Makey challenge.

• Sports skills and small-group lead-up games: soccer, field hockey, football, basketball, volleyball, street hockey, baseball/softball, lacrosse, ultimate Frisbee, badminton, and tennis
• Cooperative games and activities
• Fitness
• Sportsmanship & fair play
• Gymnastics

Grade 4: Critical thinking research projects; heavy emphasis on developing the research question

• Expand opportunities for reading Newberry, Coretta Scott King, and other award-winning titles
• Define major genres and recognize distinguished authors in children’s’ fiction

• Formulate subsidiary research questions for an essential research question
• Develop keywords and synonyms to aid in searching for specific information
• Find information in provided online sources
• Use keyword skills in note taking and skimming print and online searching of information
• Synthesis of information and document in note-taking strategies
• Presentation of research
• Determine multiple ways to gather and share information and what format is best suited to the purpose of the presentation

• How can visual literacy help us academically and socially?
• How do individuals and groups make change?
• Whose stories are included or not in history?