This week we are beginning the 3rd unit of Everyday Math. In this unit, students will be using their multiplication and division knowledge from third grade to begin working on algebra style equations.
At this time students should have good automatic recall of their multiplication facts up to the 12’s, as well as a strong understanding of how multiplication and division facts are related. If your child is struggling to recall multiplication and division facts we strongly recommend that they practice their facts for about 15 minutes each night. You can use IXL grade 3 math modules to assist with practice.
Students will learn to solve equations with parentheses and how to insert parentheses into an equation in order to achieve a certain answer.
We will also continue to review data handling and analysis throughout the unit.
Please find attached the family letter and start of unit Individual Profile of Progress(IPP). The IPP has linked IXL activities for the concepts we will be learning.
PP Unit 3- Start-2f6rf7n
Unit 2 for reading is:
Reading the Weather, Reading the World
For this unit, we will be reading nonfiction books.
We will learn that to read nonfiction well, you must:
- Make a connection to your text
Preview the whole text and predict how it might go
o Use prior knowledge of the topic
o Scan the text features
Figure out the text’s structure and use it to determine importance:
Tackle the hard parts of nonfiction reading:
- o Misplaced, misleading, or poetic headings
- Fact overload
- Confusing beginnings that don’t directly introduce the topic of the text
- Long detours with extra information that can pull you away from the main idea
- Then take action:
- Read and reread
- Ask: “what is this part teaching?”
- Notice if a text is hybrid and figure out which lens to read through, and when Narrative lens (reads like a story, has a problem/resolution, setting,
- Expository lens (tells about a topic, tells a big idea and details, tells about a group of things)
- Figure out the meaning of unknown words:
- Look in a word
- Look around the word
- Some key words we are going to study to understand what type of nonfiction book
we are reading:
- Chronological: First, then, next, after that, finally, before, after
- Problem/Solution: A problem is, a solution is, if…then, so that
- Cause/Effect: Because, since, reasons, then, therefore, so, in order
- Compare/contrast Different, same, alike, similar, although, but, yet, or
We will begin working on a Journalism Unit to go along with our Reading and UOI. The students will learn how to:
- Generate news stories by finding sources
- Revise News stories
- Conduct interviews and take notes
- Edit and Publish a news story
We will begin our Where We Are in Place and Time unit on October 28.
Central Idea: The world changes due to natural processes and human innovation.
An inquiry into…
- How natural processes shape the land (function)
- How people and the environment affect each other (connection)
- The role of innovation in the past, present, and future (change)
This is a science based unit, and we will be discussing weather, innovation, and the connection between those things and the community.
Today we are beginning our second unit of Math. The concepts covered in this unit will be place value of larger numbers, addition, and subtraction of multi-digit numbers, as well as creating and interpreting graphs and data. The unit will last approximately three weeks with the final assessment tentatively planned for the week of October 7-11th.
Please find attached the family letter with information about the unit vocabulary and answers for homework. Also attached is the unit’s Profile of Progress with related IXL modules.
IPP Unit 2-2neu6o6
Unit 1: The Arc of the Story; Writing Realistic Fiction
1 – Creating and Developing Stories and Characters that feel real.
- Imagining stories from small moments
- Developing believable characters
- giving characters struggles and motivations
- Plotting with a story arc
2 – Drafting and revising with an eye toward believability
- Show, don’t tell
- feeling and drafting the heart of your story
- orienting readers with setting
- writing powerful endings
3 – Preparing for publication with an audience in mind.
The kids love writing their stories and can’t wait to show you their final piece!
We have four different units in reading that we will visit throughout the course of the year. At the start of each unit, the students are given a pre-assessment. Teachers use this pre-assessment to determine the areas of growth and areas of extension for each child. This pre-assessment, along with reading assessments given in class help us break students up into flexible reading groups. These reading groups are regularly changed and adjusted according to what we are working on. In class, the structure is as follows: we start with a large group, teacher models reading with the students, students go off and read independently while teacher meets with small groups of students, and in some cases 1:1. Attached, is a sample of our pre-assessment for Unit 1.
Currently, we are on Unit 1.
Unit 1: Interpreting Characters
For this unit, we are focusing on understanding and interpreting characters’ feelings, emotions and actions.
1 – Read Intensely:
- Reading as you are in the book.
- Figuring out confusing parts in a book.
- Stop and jot important parts that need more discussion.
- Read at a proper speed – parts that need to be read slowly should not be rushed, envision the story as it’s told.
- Find the flow of the book – where are the problems, where are the solutions.
- Make a movie of the book in your mind.
2 – Grow Ideas about a Character:
- Use patterns in the character’s actions to form ideas (what patters are you noticing about them?)
- How do the character’s new actions fit or change these patterns you’ve noticed?
- Stop and think – why might a character act like this?
- Pay attention to a character’s desires and how they are achieved. (What do they want? What obstacles must they overcome? What motivations do they have?)
- Stop and think – what does the author repeat about a character? Why does he/she repeat these things?
3 – How to Build an Interpretation:
- Do everything you’ve learned about how to read intensely.
- Read, while thinking about many aspects of the book.
- Ask early on in the book “what is this story about?”.
- Be alert for any parts of the book that seem very important.
- Connect different parts of the book and try to think across the entire book.
- Connect all of the ideas that you’ve had about the book.
For our math curriculum, we use the Everyday Math program. The program is based on a spiral of skills practice, this means that some skills will just be introduced and others will be focused on for mastery.
At the start of each unit, we will post the Family Letter here with the unit’s learning goals, important vocabulary, as well as an answer key to Math Home link pages. The Math Home link pages will be sent home from time to time as homework.
Following your child’s unit assessment, you will receive an “Individual Profile of Progress” to show your child’s progress with each of the unit’s concepts.
If you have any questions regarding the EDM math program please feel free to email your child’s teacher. You can also find resources and information at http://everydaymath.uchicago.edu/
Hello and welcome to our blog! We have decided as a grade level that we will use this blog for curriculum information and any other information that needs to be passed along. Please make sure you’ve joined Class Dojo and connected to your child’s class. That is where each individual class will share pictures and other goings-on throughout the year. Please email your child’s teacher for the code for the class.
Macbooks – All students should already have their MacBooks and be bringing them into school each day. Please return the signed “Acceptable Usage Practices” document to school as soon as possible. Students who haven’t returned the form to school by the end of the week will not be able to use their computers in school until the form is returned.
School Supplies- Please ensure that your child has all of their school supplies in school as soon as possible. We are beginning our third week of school now and are needing our supplies on a daily basis. School supplies stay in school. Please have pencils, paper, etc. at home for home use. Headphones are considered a school supply and are required to stay in school. If your child has brought in their “nice” set of headphones you may want to swap them out for a simple pair to stay in school for the remainder of the year. Please find the supply list for Fourth Grade here.
Specialists – Specialists lessons happen over a three-day rotation. Please check with your child’s homeroom teacher to know which days your child has their specials.
Snacks – Snacks are eaten outside this year during morning recess. Because of time, please make sure that your child is bringing a “portable” snack that can easily be carried outside. Also, please stress to your child that they are not to eat their entire lunch during snack recess.
Class Dojo – If you have not already, download the Class Dojo app and connect to your child’s class. Please email the teacher if you are having trouble or if you need the class code.
Ms. Jones – email@example.com
Mrs. Salem- firstname.lastname@example.org
Ms. Tillet – email@example.com
**Reminder** – Each week we will have early dismissal on Tuesdays at 2pm.
We have had a fabulous first two weeks of school and can’t wait to have our first full week of school this week!
4th Grade Team