Fourth Grade
Fourth grade is an exciting learning experience, as the skills and habits acquired in the early Primary years are practiced, extended and applied in the context of sophisticated assignments and projects. The goal of our curriculum is to develop independent learners who work with accuracy, think deeply and critically about a range of topics and participate as citizens in our classroom environment and curriculum. An emphasis on writing, in all areas of the curriculum, helps students learn to reason well and to communicate their thoughts clearly in support of their ideas. Students take part in many "hands-on" small group projects and discussions and learn an articulated set of cooperative skills that include listening to others, sharing ideas and managing conflict. Our curriculum is designed as a spiral in which skills are introduced and then reviewed throughout the year in ways that call for increasing independence and critical thinking. Much of the content of our curriculum and the organization of our classrooms are linked to core virtues, such as responsibility, respect and generosity. Each member of our community is treated with kindness and respect.
Language Arts
Writing is taught using a criteria-based format known as “6-Trait Writing.”
- Ideas are the writer’s main message and the details, examples or stories that she uses to share her message.
- Organization is the “skeleton” of the piece- including the introduction, ideas organized in a way that makes sense and a conclusion.
- Voice is like “verbal fingerprints.” It is the hardest trait to understand, but it is very important. It is the identity, enthusiasm and confidence of the writer and the way that she connects with the reader.
- Word choice is the knack for selecting just the right words to make meaning clear and to bring images or thoughts to life.
- Sentence fluency is the rhythm and flow of language, and the way the written word sounds to the ear of the reader.
- Conventions are the writer’s skill in using punctuation, spelling, grammar, punctuation and layout to make meaning clear.
The Sitton Spelling Program has been adapted for use in our fourth grade. The objective of this spelling program is to help students transfer correct spelling into their everyday writing and to develop spelling logic. The program consists of 1200 core words which appear most frequently in student writing.
A favorite and familiar component of the fourth grade experience is Literature Groups. Each day, the students meet in small groups each day. “Lit” is a cornerstone of the language arts curriculum. Each group, led by a teacher, spends time each day reading, discussing and writing about books. The curriculum is organized into genres and teachers assign girls to particular groups using a variety of factors including student interests, needs and readiness.
Math
Fourth grade students learn Math through the Everyday Mathematics program. This research-based program provides a carefully developed scope and sequence, rich in problem-solving opportunities. The most recent edition of the program is used, which includes an extensive number of both review and extension activities. While Everyday Mathematics, is an important framework and resource , many other resources and activities are made use of when planning lessons for the group and for individuals. Daily math classes usually consist of three different activities, known as rotations. A number of games and projects are utilized that align beautifully with our curriculum. A special problem-solving program called Hands-On-Equations also introduces Primary students to algebra.
Theme/Social Studies
Fourth Graders will research and take part in two historic journeys, on the Oregon Trail in the 1840s and on immigrant ships to the United States in 1900. Our curriculum is organized around a series of Essential Questions, such as “Why move?” “What makes a successful journey?” “What is good leadership?” and “What is my connection to the past?” Students consider and reconsider these questions often, both in the context of the planned curriculum and in their own lives. Through a curriculum structure called Storypath, girls create characters and a setting realistic for the time and place of each story. They play the roles of the characters facing challenges, debating issues, solving problems and working together to implement decisions. In order to create a realistic story and to solve problems, primary sources, such as diaries, letters and newspapers are carefully examined.
