Welcome to Room 24 Nicolas JasonEmma Sophia LilaLeah Robert JacobEnoch Olivia DillonJoline Ryan...
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Transcript of Welcome to Room 24 Nicolas JasonEmma Sophia LilaLeah Robert JacobEnoch Olivia DillonJoline Ryan...
Welcome to Room 24Welcome to Room 24 Nicolas Jason Emma Sophia Lila Leah Robert Jacob Enoch Olivia Dillon Joline Ryan Mariah Jonathan Daniel Jadyn Olivia
Nicolas Jason Emma Sophia Lila Leah Robert Jacob Enoch Olivia Dillon Joline Ryan Mariah Jonathan Daniel Jadyn Olivia
Fourth Grade at HCSFourth Grade at HCS
Yearly OverviewYearly Overview
ReadingReading
Guided Reading• Books selected on student’s own reading level• Students will be expected to read from a variety of genre (Fiction, Non-Fiction, Realistic Fiction, Poetry, Biographies,
etc.)
SSR• Book goes home to be read for 20 minutes and this same book comes back to school to be read during SSR
Guided Reading• Books selected on student’s own reading level• Students will be expected to read from a variety of genre (Fiction, Non-Fiction, Realistic Fiction, Poetry, Biographies,
etc.)
SSR• Book goes home to be read for 20 minutes and this same book comes back to school to be read during SSR
Reading ContinuedReading Continued
Fluency
• Student should read at home aloud to improve their fluency rate• Students should read normally (don’t rush the reading)
Practice Strategies• Sound it out
• Chunk the word ( syllables)
• Find little words in the bigger words
• Root words/prefixes, suffixes comprehension
• Read on and then come back to put it into context (Great for DRP practice)
• Build vocabulary (This is so important)
Fluency
• Student should read at home aloud to improve their fluency rate• Students should read normally (don’t rush the reading)
Practice Strategies• Sound it out
• Chunk the word ( syllables)
• Find little words in the bigger words
• Root words/prefixes, suffixes comprehension
• Read on and then come back to put it into context (Great for DRP practice)
• Build vocabulary (This is so important)
Common Core UnitsCommon Core Units
Unit 1 Literature Settings Weather or Not Unit 2 Stories of the Earth and Sky Unit 3 Tales of the Heart Unit 4 Revolutionaries from the Past Unit 5 Animals are Characters Too Unit 6 Literary Heroes
Unit 1 Literature Settings Weather or Not Unit 2 Stories of the Earth and Sky Unit 3 Tales of the Heart Unit 4 Revolutionaries from the Past Unit 5 Animals are Characters Too Unit 6 Literary Heroes
Weather or NotWeather or NotStudents will learn about Connecticut landforms, regions, and natural resources and
its weather share researched information about Hurricane Sandy learn about types of maps and what they do explore the impact setting has on stories build knowledge of root words relating to weather find similarities and differences in story settings, and note how the
author’s use of setting affects a story explain how having factual knowledge of a topic (e.g. weather) can
increase your appreciation of literature about the topic understand idioms as they relate to weather identify examples of personification, similes and metaphors in poems
read
Students will learn about Connecticut landforms, regions, and natural resources and
its weather share researched information about Hurricane Sandy learn about types of maps and what they do explore the impact setting has on stories build knowledge of root words relating to weather find similarities and differences in story settings, and note how the
author’s use of setting affects a story explain how having factual knowledge of a topic (e.g. weather) can
increase your appreciation of literature about the topic understand idioms as they relate to weather identify examples of personification, similes and metaphors in poems
read
Stories of Earth and SkyStories of Earth and SkyStudents will: learn about Connecticut’s Algonquin Indians learn about constellations and the origins behind several of them complete a short, shared research project explain how knowledge of a topic (e.g., Life in an Algonquin
Village, the moon, and the stars) increases understanding of literature that addresses the topics (e.g., Native American stories)
summarize information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on web pages) using appropriate facts and descriptive details
write personal narratives
Students will: learn about Connecticut’s Algonquin Indians learn about constellations and the origins behind several of them complete a short, shared research project explain how knowledge of a topic (e.g., Life in an Algonquin
Village, the moon, and the stars) increases understanding of literature that addresses the topics (e.g., Native American stories)
summarize information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on web pages) using appropriate facts and descriptive details
write personal narratives
Common Core State Standard Units
Common Core State Standard Units
Tales of the Heart Determining a theme of a story, drama, or poem Refer to details and examples in a text when explaining what the test
says explicitly and when drawing inferences from the text Apply grade-level phonics and word analysis skills in decoding words Write informative/explanatory texts to examine a topic and convey
ideas and information clearly Introduce a topic clearly using paragraphs which include formatting,
illustrations and multimedia when useful to aid comprehension Engage effectively in a range of collaborative discussion Come to discussions prepared, having read and studied required
material
Tales of the Heart Determining a theme of a story, drama, or poem Refer to details and examples in a text when explaining what the test
says explicitly and when drawing inferences from the text Apply grade-level phonics and word analysis skills in decoding words Write informative/explanatory texts to examine a topic and convey
ideas and information clearly Introduce a topic clearly using paragraphs which include formatting,
illustrations and multimedia when useful to aid comprehension Engage effectively in a range of collaborative discussion Come to discussions prepared, having read and studied required
material
Revolutionaries From The PastRevolutionaries From The PastStudents will… describe the differences between firsthand accounts (primary sources) and
secondhand accounts (secondary sources) in informational text learn about early settlements in Connecticut and its struggle for independence investigate how point of view affects how a story is told compare and contrast first- and third-person narrations write opinion pieces supporting your point of view with text evidence review prepositions and generate prepositional phrases sort content related words by spelling features, root words, prefixes and suffixes apply appropriate mechanics and grammar rules to speaking and writing explore the branches of government learn about Connecticut’s role in the new nation learn about Connecticut’s state government order events in informational and literary text chronologically discuss, reflect on and respond to the unit’s essential question: What life lessons
can we learn from revolutionaries in fiction and nonfiction?”
Students will… describe the differences between firsthand accounts (primary sources) and
secondhand accounts (secondary sources) in informational text learn about early settlements in Connecticut and its struggle for independence investigate how point of view affects how a story is told compare and contrast first- and third-person narrations write opinion pieces supporting your point of view with text evidence review prepositions and generate prepositional phrases sort content related words by spelling features, root words, prefixes and suffixes apply appropriate mechanics and grammar rules to speaking and writing explore the branches of government learn about Connecticut’s role in the new nation learn about Connecticut’s state government order events in informational and literary text chronologically discuss, reflect on and respond to the unit’s essential question: What life lessons
can we learn from revolutionaries in fiction and nonfiction?”
Animals are Characters TooAnimals are Characters TooStudents will… write informative/explanatory and narrative pieces examine mentor texts to identify fictional narrative qualities complete the steps in the writing process learn about the progressive verb tense learn about and apply the correct use of commas and quotation marks investigate Food Chains and Food Webs engage in a short research activity complete a Food Chain/Food Web performance task apply knowledge learned about Habitats and the Environment compare two informational texts on the same topic compare and contrast two characters drawing on specific details in the text describe in depth a character, setting and/or event in a story with specific
supportive details for the text demonstrate an understanding of figurative language including word
relationships, the use of common idioms, nuances in meanings, etc.
Students will… write informative/explanatory and narrative pieces examine mentor texts to identify fictional narrative qualities complete the steps in the writing process learn about the progressive verb tense learn about and apply the correct use of commas and quotation marks investigate Food Chains and Food Webs engage in a short research activity complete a Food Chain/Food Web performance task apply knowledge learned about Habitats and the Environment compare two informational texts on the same topic compare and contrast two characters drawing on specific details in the text describe in depth a character, setting and/or event in a story with specific
supportive details for the text demonstrate an understanding of figurative language including word
relationships, the use of common idioms, nuances in meanings, etc.
Literary HeroesLiterary HeroesStudents will: collaboratively define the word hero read and discuss a variety Greek myths discuss mythological allusions as presented via multimedia
presentations read and discuss a variety of fiction and nonfiction texts about literary
and real heroes, from the Middle Ages and beyond explain how knowledge of classic stories such as King Arthur
increases understanding of others conduct short research projects on famous and not-so-famous heroes compare print and film versions of The Sword in the Stone summarize a key event from a different point of view write opinion pieces write and orally present their nomination of an unsung hero
Students will: collaboratively define the word hero read and discuss a variety Greek myths discuss mythological allusions as presented via multimedia
presentations read and discuss a variety of fiction and nonfiction texts about literary
and real heroes, from the Middle Ages and beyond explain how knowledge of classic stories such as King Arthur
increases understanding of others conduct short research projects on famous and not-so-famous heroes compare print and film versions of The Sword in the Stone summarize a key event from a different point of view write opinion pieces write and orally present their nomination of an unsung hero
WritingWriting Pieces in class• A story to entertain the reader • Can be realistic fiction, fiction or a personal narrative• Write informative/explanatory texts to examine a topic and convey
ideas and information clearly (weather, food chain and circulatory system)
• A story to inform and/or persuade the reader (constellations, mythological and unsung heroes, etc.)
• Research paper in the spring on a famous person from Connecticut
Editing and Revising• Students will edit and revise their own as well as their peers’ written
pieces
Custom Typing• Keyboarding once a week on Custom Typing• Written pieces (narratives, poems, research paper)
Vocabulary• Include enriched vocabulary in all pieces of writing
Pieces in class• A story to entertain the reader • Can be realistic fiction, fiction or a personal narrative• Write informative/explanatory texts to examine a topic and convey
ideas and information clearly (weather, food chain and circulatory system)
• A story to inform and/or persuade the reader (constellations, mythological and unsung heroes, etc.)
• Research paper in the spring on a famous person from Connecticut
Editing and Revising• Students will edit and revise their own as well as their peers’ written
pieces
Custom Typing• Keyboarding once a week on Custom Typing• Written pieces (narratives, poems, research paper)
Vocabulary• Include enriched vocabulary in all pieces of writing
Math Math Whole numbers, place value, & Rounding in computation
Multiplication & Division of Whole Numbers
Fraction Equivalents
Operations with Fractions
Fractions & Decimals
Geometry
Measurement
Culmination of all above
Whole numbers, place value, & Rounding in computation
Multiplication & Division of Whole Numbers
Fraction Equivalents
Operations with Fractions
Fractions & Decimals
Geometry
Measurement
Culmination of all above
Math ContinuedMath ContinuedResources for Computation Drill Work:
キキ Smart Kiddies http://www.smartkiddies.com/members/skillBuilders/
skillBuilderMenu.htm キキ Addition and Subtraction Activities:
http://www.region10ct.org/regiontenmathpages/region10mathsitefaq/activitiestopractice/activitiestopractice.html
キキ Multiplication and Division Activities: http://www.region10ct.org/regiontenmathpages/region10mathsitefaq/a
ctivitiestopracticemultiplication/avctivitiesmultiplication.html
XtraMathhttp://www.xtramath.comExample log in: ShawnCarr then their 4 digit password Moby Mathhttp://www.mobymax.com/signin
Examle log in: 4 digit and then the same 4 digit password
Resources for Computation Drill Work: キキ Smart Kiddies
http://www.smartkiddies.com/members/skillBuilders/skillBuilderMenu.htm
キキ Addition and Subtraction Activities: http://www.region10ct.org/regiontenmathpages/region10mathsitefaq/a
ctivitiestopractice/activitiestopractice.html
キキ Multiplication and Division Activities: http://www.region10ct.org/regiontenmathpages/region10mathsitefaq/a
ctivitiestopracticemultiplication/avctivitiesmultiplication.html
XtraMathhttp://www.xtramath.comExample log in: ShawnCarr then their 4 digit password Moby Mathhttp://www.mobymax.com/signin
Examle log in: 4 digit and then the same 4 digit password
Math ContinuedMath Continued
Computational Skills (Please go to the HCS K-5 Math Website)
• Addition/Subtraction • Multiplication/Division
Drill is essential for your child to learn these basic skills. It will help them in all units. 5 minutes a night will help with mastery of the basic facts (+,-,X,%)
Computational Skills (Please go to the HCS K-5 Math Website)
• Addition/Subtraction • Multiplication/Division
Drill is essential for your child to learn these basic skills. It will help them in all units. 5 minutes a night will help with mastery of the basic facts (+,-,X,%)
ScienceScienceElectricity• Students will learn about circuits• Students will make open and closed circuits as a culminating activity
Sound• Students will learn about pitch and volume• Students will make musical instruments as a
culminating activity
Animals• Students will learn about the functions of a habitat• Research food webs and chains • Students will care for certain animals during this unit
(Anole, Crickets and Earthworms)
Electricity• Students will learn about circuits• Students will make open and closed circuits as a culminating activity
Sound• Students will learn about pitch and volume• Students will make musical instruments as a
culminating activity
Animals• Students will learn about the functions of a habitat• Research food webs and chains • Students will care for certain animals during this unit
(Anole, Crickets and Earthworms)
Science ContinuedScience ContinuedMagnets• Students will learn that electrical and magnetic energy
can be transferred and transformed
• Magnets can make objects move without direct contact between the object and the magnet
Circulatory System• Students will write a well-developed explanatory essay
that includes how the heart works, what activities have an impact on the heart and the benefits of these activities.
Magnets• Students will learn that electrical and magnetic energy
can be transferred and transformed
• Magnets can make objects move without direct contact between the object and the magnet
Circulatory System• Students will write a well-developed explanatory essay
that includes how the heart works, what activities have an impact on the heart and the benefits of these activities.
Social StudiesSocial Studies Studying Connecticut Students will study Connecticut the entire year
Native AmericansColonistsHistorical People
-Students will write a research paper in the SpringHistorical Places (Charter Oak Tree)State Animal, Flower, Bird, etc.
Mapping SkillsCoordinatesLandforms
Studying Connecticut Students will study Connecticut the entire year
Native AmericansColonistsHistorical People
-Students will write a research paper in the SpringHistorical Places (Charter Oak Tree)State Animal, Flower, Bird, etc.
Mapping SkillsCoordinatesLandforms
SpellingSpelling
• Rebecca Sitton Program• Spelling words are expected to be written
correctly in all work handed in• Five new words each week• 78 priority words• 170 core words• Occasional homework
• Rebecca Sitton Program• Spelling words are expected to be written
correctly in all work handed in• Five new words each week• 78 priority words• 170 core words• Occasional homework
HealthHealth
Taking care of our bodies -Exercise -Keeping our bodies clean -Balance diet
Taking care of our bodies -Exercise -Keeping our bodies clean -Balance diet
KeystoneKeystone
Principles for livingKindnessCourageSelf-controlForgivenessRespectDiligenceHonestyConfidence
Principles for livingKindnessCourageSelf-controlForgivenessRespectDiligenceHonestyConfidence
School Wide Expectations School Wide Expectations
-Respecting ourselves and others -Respecting school property -Being responsible -Being SafePlease refer to handout that is being
handed out…….
-Respecting ourselves and others -Respecting school property -Being responsible -Being SafePlease refer to handout that is being
handed out…….
PBISPBIS
“PBIS” is short for Positive Behavioral Intervention and Supports.
Effective classroom management and practices that prevent behavioral problems are essential for supporting teaching and learning.
Clearly defined behavioral expectations are taught and reinforced.
“PBIS” is short for Positive Behavioral Intervention and Supports.
Effective classroom management and practices that prevent behavioral problems are essential for supporting teaching and learning.
Clearly defined behavioral expectations are taught and reinforced.
Student RecognitionStudent Recognition
Students receive feedback on their positive behavior
Husky High Fives
Rewards – every 25 HHF’s
Students receive feedback on their positive behavior
Husky High Fives
Rewards – every 25 HHF’s
HomeworkHomework Homework will be given out in agendas on the first
day of the school week for the entire week There is a homework folder with homework sheets
and notes from the school Please check agendas for homework and notes
daily Portfolios will come home with quizzes, tests,
and/or class work for you to go over with your child. Please return all work in the portfolio after signing off on the sign off sheet as soon as you can
Homework will be given out in agendas on the first day of the school week for the entire week
There is a homework folder with homework sheets and notes from the school
Please check agendas for homework and notes daily
Portfolios will come home with quizzes, tests, and/or class work for you to go over with your child. Please return all work in the portfolio after signing off on the sign off sheet as soon as you can
Report Cards & ConferencesReport Cards & Conferences
Report Card Dates: Monday, December 1, 2014
Conferences: December 2, 4, 5
Monday, March 23, 2015 Conferences: March 24, 26, 27
Last Day of School: TBD
Report Card Dates: Monday, December 1, 2014
Conferences: December 2, 4, 5
Monday, March 23, 2015 Conferences: March 24, 26, 27
Last Day of School: TBD
How to contact meHow to contact me
Feel free to email, send a note or call me with any questions, comments or concerns
860-485-9029 ext. 12131
Feel free to email, send a note or call me with any questions, comments or concerns
860-485-9029 ext. 12131
HCS is Online!HCS is Online! Go to: http://www.region10ct.org/schools/HCS/index.html
Current Events School Calendar Bottom of the backpack
Grade Four Wiki Page & My Wiki:
https://studentweb.region10ct.org/groups/hcsgrade4/
https://studentweb.region10ct.org/groups/hcarr/
Go to: http://www.region10ct.org/schools/HCS/index.html Current Events School Calendar Bottom of the backpack
Grade Four Wiki Page & My Wiki:
https://studentweb.region10ct.org/groups/hcsgrade4/
https://studentweb.region10ct.org/groups/hcarr/