Fourth Grade Learning Experiences
Crow Island School
2009-2010

Language Arts...Reading, Writing, Speaking-Reading:
In fourth grade, reading is an integral path of learning throughout the curriculum. We read for personal enjoyment and for information in our class studies. When reading for information, students learn to record their comprehension and new learning in various formats such as notes, webs, Venn diagrams, double entry journals and other organizers. Students read to answer questions they design while conducting research and inquiry-based projects.

In our all-class literature studies, we share individual responses to literature, biographies, and poetry. We share the pleasures of reading and strategies for effective reading with such texts as: Fig Pudding, Marshfield Dreams, Shoeshine Girl, Orphan of Ellis Island, Sophia’s Immigrant Journal, The Biography of Frederick Douglas, Bud, Not Buddy and other selections. Throughout guided reading experiences, read-alouds, and in literature circles students are encouraged to bring to the surface the “inner conversation” they have as they interact with their text. They are encouraged to use strategies to monitor comprehension and know when there’s a breakdown, and to apply strategies flexibly depending on their goal and purpose for reading. Students are encouraged to be in charge of their reading by becoming aware, strategic, and reflective as they engage with text. While reading for deeper meaning, students work to internalize important metacognitive skill such as learning to ask questions before, during and after reading text, determine importance, make connections to text, visualize, infer meaning that is not directly stated, and synthesize the whole meaning of the text. Students are encouraged to take responsibility to lead discussions and to share dramatic, artistic, and written responses with each other.

Written and Oral Communication:
Creative expression and experimenting with writing forms is a goal of writing workshop. In writing, students sometimes focus on a special genre, such as writing a memoir, poetry, fiction, informal reading responses or reports. The voice of each student is honored and developed in our writing workshops.

Writing supports students to think more clearly throughout their learning explorations. Students explain their thinking process in math, and write to record observations and build conclusions in science investigations. Students work to take notes to answer research questions they drafted and then write up an inquiry-based research report in an organized form. Students also work extensively to narrate a story of an immigrant in an immigrant journal. This historical fiction piece traces the story of an immigrant whom they created in our Immigration studies and drama simulations. Using developmentally appropriate punctuation, grammar, and spelling in writing are goals in fourth grade, and the children are learning to self-monitor correctness in their writing. Rereading and editing our work is a growing facility in fourth grade.

Ongoing large and small group discussions and interactions within the learning community encourage the children to express themselves orally and to listen to each other in both formal and informal exchanges.

Mathematics:
Reasoning, problem solving, and communication are the processes we use to develop mathematical thinking. Students often work together in fourth grade to solve problems that challenge them to use number patterns, to estimate, to think spatially, to develop conceptual understanding, and to apply their knowledge of the four basic operations in diverse mathematical situations. Class lessons are drawn from the TERC Investigations curriculum and Exemplar problem-solving experiences. They work with challenging problems and develop a variety of problem-solving strategies throughout their math experiences. Students work to develop their understanding having experiences with place value, multiplication and division concepts, fractions concepts, geometry, measurement, and probability. In all our math experiences, hands-on and problem-solving activities are followed by class discussions during which the students share their knowledge with each other.

Social Studies and Science:
Our content studies are closely integrated with reading and writing curriculum. We apply what we’ve learned in rich experiences and engage in experiential learning activities with the emphasis on exploration and discovery. Active participation in group projects and group discussions facilitate deeper connections that demonstrate understanding within and across subjects. Thinking strategies such as observing, predicting, asking questions, and drawing conclusions are emphasized. Students strive to increase their global awareness and develop as knowledgeable, productive citizens.

Social studies topics explored include geographical regions of North America, Immigration, African-American History, and the Ancient Maya and Archaeology.

Science investigations include Earth Materials, Physics of Sound, Structures of Life: Hydroponics and Crayfish, and outdoor field study: Camp Edwards.

Personal and Social Development in a Classroom Community:
Through classroom discussions and group cooperative learning experiences, students become more reflective about their words and actions. They continue to learn how to be supportive and have respectful, collaborative relationships with each other. Our Peace Power curriculum supports students to recognize each other, work together, make peace, and stop put-downs. The Peace Power framework helped us to think about how we relate to others and maintain a peaceful community.

Studying and reflecting on qualities that support personal and academic development help our students think about their strengths and areas of challenge throughout the year. Students reflect on their relationship to qualities as: self-control, curiosity, responsibility, perseverance, self-confidence, communication, cooperation and relating to others. Students learn to set goals to support their learning and personal development. Students reflect on their personal and academic growth throughout the year, culminating in their portfolio presentation.