Author Archive

Writing Unit Four Non-Fiction Essays

This week we are beginning our fourth unit of writing. This unit is non-fiction writing with a focus on writing essays or reports. This unit will conclude before spring break but will be assessed as part of the third-trimester grading cycle.

Students will learn how to choose a strong fact-based main idea and how to support their main idea with evidence and details.

We will begin by learning how to create a well written and supported paragraph. Then we will move on to writing full essays.

The essays will follow a traditional five-paragraph structure, as seen below.

Here is the rubric we will use to assess the writing for this unit:

Writing Unit 4- Rubric-1jxqv52

Math Unit Seven

This week we will begin our seventh unit of Everyday Math. This unit will be concluded before spring break but will be assessed as part of the third-trimester grade.

In unit 7 our primary focus is fractions. Students should already have a basic understanding of what fractions are and how to identify and represent them with drawings.

In this unit, we will move on to finding equivalent fractions, comparing, and ordering fractions. These types of fraction activities rely on a strong understanding of multiplication and division facts. If your child is still not fluent in their basic facts they need to be practicing them at home on a daily basis.

Please find attached the Unit outline with related IXL modules as well as the family letters for Unit 7.

Family_Letter_Arabic 7-1knv2h0

Family_Letter_Unit 7-1qlu40g

Unit_7_Individual_Profile_of_Progress_p-1fm46u1

Math Unit Six

This week we will begin Unit 6 of Math.

As a school, we are trying to choose a new math resource to use next year. During this unit, we will be trying out the updated Everyday Math Program. Even though we will use the updated resource we will still cover the same topics from unit 6 of our current resource. You may notice that some resources look different. For example, the family letter attached here. (Please note, the family letter mentions fractions. We have not covered fractions yet and they will not be included in our work in this unit.)

Our focus for Unit 6 will be the following concepts:

Division facts, extended division facts, the partial-quotient method of long division, measuring angles.

Please find attached the family letter for unit 6 along with the IPP including IXL modules.

For an explanation of partial quotient, you can watch the video linked.

Family Letter Unit 6 -Eng-11emryi

Unit 6 -IPP Start-19vsnq0

https://www.youtube.com/watch?v=aKg_Tvo1jWY

Rights and Responsibilities – Living Museum

For this Unit’s summative assessment we will be creating a “Living Museum”.
The students will choose a character to become. They may choose to be a real person (from any time period) who has had their rights violated or they may choose to be a real person who is helping people who’s rights are violated. Some examples that we had last year were; Mother Teresa, Rosa Parks, Malala.
Students may also choose to invent a character based on a particular time period in which people’s rights were violated or missing. For example, a child during the great depression, a UNICEF worker, a child during a war, etc.
Students will conduct research, in class only, to know as much about their character or person as possible. They will need to have most of their researched memorized, as they may only have a few photos to help them during their presentation, no written notes.
We will hold our Living Museum in class on Thursday, February 14th 2:00 – 2:45 pm. We would love for you to come to see us in the museum. A more formal invitation to follow soon.
On the day of the museum, students will be able to bring a costume to represent their character.
We will assess students on their research, presentation, understanding of the lines of inquiry and reflection. Please find attached the rubric we will use to assess.
Additionally, attached is a link to a youtube video of a living museum example from another school.

Math Unit 5

This week we are beginning unit 5 of Everyday Math. Below you will find the links to the family letter for unit 5 in English and Arabic, along with the start of unit IPP with related IXL modules.

In unit 5, we will focus on solving multi-digit multiplication using extended multiplication and partial product methods. If your child is still not able to answer their basic multiplication facts (0-12) quickly and accurately, they need to be reviewing them daily.

We will not be covering the standard algorithm in class.  If you are not familiar with the methods we will use in class, the videos below can be helpful.

(Please note we will not be using the Lattice method, as it is no longer a 4th-grade standard.)

Family_Letter_5 E-2eoes6n

Family_Letter_5 A-115ee80

IPP_Unit05_START-1v9dlj7

This Week in Math (Jan. 6th – 11th)

This week we will be completing the last section for unit 4, on measuring metric length. Students will need to be able to measure objects, lines, and distances to the closest half centimeter. (Please note the closest half centimeter might be a whole number).

Students will also need to be able to use a ruler to draw a line to a given half centimeter length.

Finally, students will need to be able to convert metric measurements of length.

For example 6 cm = 60 mm /   4 cm = 0.04 m  /  78 mm = 7.8 cm

Next Sunday, Jan 11th the students will complete Unit 4 of math by finishing the measuring section of “Written Assessment Part A” as well as all of “Written Assessment Part B” and the “Open Response” sections for Unit 4.

“Written Assessment Part B” and “Open Response” will have problems relating the decimals concepts we learned in Unit 4 before the break. As such, we will also revise decimals this week.

 

Thank you,

Fourth Grade Teachers

Everyday Math Unit 4 and curriculum updates

Unit 4 Math

This week we are beginning our Fourth Unit of Everyday Math. In this unit, we will learn about decimal numbers and measuring to the nearest half and full centimeter.

Due to our limited time, we will learn, practice and assess concepts relating to decimals before the winter break.

Following our return, in January we will learn, practice and assess the measuring concepts of the unit.

Please find attached the English version of the Unit 4 Family letter, the Arabic version of the Family letter as well as the Individual Profile of Progress with recommended IXL modules for home practice.

Family_Letter_English-rrh3zy

Family_Letter_Arabic-2c964tj

Everyday Math Unit 4- Start-288zr7n

We are continuing our Non-fiction unit in Reading. Here is a reminder of what is covered in this unit:

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:
    o Problem/solution
    o Compare/contrast
    o Cause/effect
    o Chronological
     Tackle the hard parts of nonfiction reading:
    First notice:

    • 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,
        character)
      • 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

Reading Unit 2 Rubric-24lh27z

 

We are continuing our Journalism Unit in writing. Here is a reminder of what we are working on:

Writing –

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

Writing Rubric Unit 2-2mk9aan

 

We are also continuing our UOI Unit on Natural Process/Disasters and Innovation:

UOI

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.

Scholastic Book Ordering

Good Afternoon UAS Families,
Scholastic Book Club is a fun and easy way to choose books for your children. Just follow the link below, select books for your child, and pay online. A couple weeks later, the books will arrive at school and be delivered to your child’s classroom. As a bonus, every time someone in the UAS community orders through the UAS link, the school receives free books for our classrooms and library! Please check out the link to browse the latest books and order online: http://world-schools.scholastic.co.uk/universal-american-1

Please place your order online by November 1st, 2018.

Happy reading!

Curriculum Updates for Math/Reading/Writing/UOI

 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.

Family_Letter_unit 3-177if7k

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:
    o Problem/solution
    o Compare/contrast
    o Cause/effect
    o Chronological
     Tackle the hard parts of nonfiction reading:
    First notice:

    • 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,
        character)
      • 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

Reading Unit 2 Rubric-24lh27z

 

Writing –

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

Writing Rubric Unit 2-2mk9aan

UOI

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.

Current Units through October 18, 2018

Math

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

Family_Letter_UNIT 2-2ms54q9

 

Writing

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!

Reading: 
 
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.

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