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Seth Paine
2013-2014
Parent Handbook
4th Grade - Miss Pender
Room 209
Table of Contents:
● Class List- 7
● Class Schedule- 8
● Grades- 13
● Curriculum- 3-6
● Management/Discipline- 9-10
● Policies – 11-12
● Home/School Connection- 14
Hello parents and welcome to 4th grade in room 209! It has been great getting to know all of the students in this class, and I now look forward to getting to know all of you. In this packet you will find information about the 4th grade curriculum and the classroom policies and procedures. If you have any questions about the information in this packet, please do not hesitate to ask. Please keep this packet throughout the school year, as it will provide you with plenty of helpful information. I know this is going to be a wonderful school year!
Miss Pender
Curriculum Information
Language Arts:
The Language Arts program consists of writing, grammar, and spelling. This year we have adopted a new writing program called Write Source by Houghton Mifflin Harcourt. Write Source is a complete language arts curriculum focused on writing in print and digital formats. Not only does it focus on writing, but it will also focus on proper grammar, usage, and mechanics throughout out the students writing. Students will learn to understand the steps of the writing process and will start exploring different types of writing. Throughout the year, the students will practice their writing skills in many different ways, using a variety of writing methods. We will be working on a variety of writing projects including various forms of poetry, narrative, expository, and informational writing pieces.
In spelling will we be focusing not only on the spelling of words, but also on the meaning of each word. Many students are good decoders and they know how to read words by sounding out its parts, but often their comprehension of the word’s meaning is not as strong. Vocabulary knowledge is an important part of reading comprehension, and research shows that actively involving students in learning word meaning improves students’ comprehension, listening, speaking, reading, and writing. Each Monday the students will receive a list of 8-10 words and their definitions. They may have written homework each night, or the students are asked to use spelling city to practice for their test on Friday. If the students are using spelling city they should be playing 1 spelling and 1 vocabulary game, at least 3-4 nights per week. If a student does not have access to a computer at home, please speak with me directly, and they will be allowed to work on the classroom laptops. This is considered homework, and I will be monitoring each student’s progress daily.
Reading:
The reading program is designed to help students develop a love for literature, as well as teach them the skills necessary to comprehend and appreciate all kinds of reading. We will be using a reading anthology series by Houghton Mifflin. The reading series is divided into six themes, many of which correlate with other subject areas. During these themes, social studies and science content areas will be intertwined with pieces of literature. The students will complete writing prompts and practice reading strategies such as predict, clarify, question, evaluate, and summarize to help them become better readers.
We will be doing units on several great works of children’s literature including: Sarah, Plain and Tall; Sign of the Beaver; Stone Fox; Mr. Popper’s Penguins; and The Trumpet of the Swan. Students will read as a whole group, in small groups, in pairs, and individually. The students will also participate in a variety of activities geared towards improving reading comprehension.
Not only will the students be using the text book and enjoying numerous novel studies, but I will be flexible grouping within the classroom. The students will be placed in small groups based upon their reading level where I will focus on different strategies that will promote better reading comprehension. While I am working with these small groups there remaining students will be working on their Weekly 5. Weekly 5 consist of reading to themselves, reading to a partner, listening to a partner, word work, and computer. Upon completion of their reading each day, they will complete a variety of activities to show their understanding of the text, and to hold the students accountable for their learning. In addition, I will read to the class every day from variety of books. Students will also be provided with the opportunity for D.E.A.R time, when everyone settles down with a book for 15-20 minutes of silent reading. After D.E.A.R time is complete they will be required to finish 1 of 4 Literacy Centers which consist of reading skills, reading comprehension, reading strategies, and spelling. Students will also be required to do various book reports throughout the duration of the school year.
I do require students to read at-home for at least 30 minutes, but at this time I will not be keeping track of each students minutes. Instead, I will have each student complete various book reports throughout the duration of the year. By having them complete the book report, it helps me to monitor the progress of each student’s at-home reading.
Math:
Welcome to a new year of math in which we will be using two different programs in order to teach the new Common Core Math Standards. We will be using Real Math, a new edition of a research based math program that has proven effective over the past 30 years. We will also be using a new program, Origo Stepping Stones, which is a program that is solely based of the Common Core State Standards. This year the students will we have 4 units of study including: Operations and Algebraic Thinking, Number and Operations (in base ten and fractions), Measurement and Data and Geometry. The goals of using both programs are the following: to teach basic skills with understanding so that students can use them fluently to solve real problems and understand the real world, to teach students to think mathematically so they can reason, understand, and apply mathematics meaningfully and identify, solve, and communicate about real problems, to engage students in mathematics so that they enjoy math, see math as understandable and useful, and willingly use mathematics to help understand their environment.
In addition to these goals, we as 4th grade teachers want to make sure each student develops fluency with the following areas: multidigit multiplication, division by a one-digit divisor, addition and subtraction of common fractions, rounding a approximation, linear functions and composite and inverse functions and graphing such functions, multiplying decimals and whole numbers, introduction to mixed numbers, and understanding shapes and spatial relationships.
Throughout the year we will be using a variety of manipulatives, games, and children’s literature to help each child to be successful.
Science: Throughout the year, our science program will focus on four major units of study: Ecosystems, Electricity, Changing Earth, and the Human Body. While most of the science instruction is inquiry-based and involves students exploring science in a hands-on manner, students will also be using a science text book. Our National Geographic textbook contains a lot of high level content and vocabulary; however we will use many reading strategies to help us understand the information.
Social Studies:
Our social studies curriculum focuses mainly on geography. We will “travel” across the 5 regions of our country and explore the people, land, and resources. The theme of our social studies book is Regions. Units of study in fourth grade include: Understanding Geography, A Nation of Many Peoples, The Northeast, The South, The Midwest, The West, and The United States and the World. In addition to our social studies text book, we will enhance our study of these important events through literature and library resources. We will learn about important concepts of geography and map skills. Students will also have the opportunity to bring in articles and discuss current events.
Class List
Here is a list of the stars of Room 209! Please use this list when planning birthday treats, Valentine’s Day cards, or any other class activity.
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Ella Anderson
Jia Anderson
Sophia Babcock
Nathan Bejnarowicz
Aidan Broadfield
Chris Carrasquillo
Mia Cocanig
David Collum
Emma Costis
Jordan Gross
Jack Hartman
Daniel Khmara
Kaia Kittlaus
Kayla Krinninger
Zack LaBrec
Dominic Mazzuca
Katrina Nq
Colin O’Gara
Sharanya Pastapur
Joaquin Penate
Audrey Pratt
Griffin Schaff
Dallas Smith
Kyle Tognetti
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Class Schedule
Schedule of Special Classes
for Miss Pender’s 4th Grade
Music Tuesday 12:00-12:30
Friday 11:45-12:15
Art Thursday 11:45-12:30
P.E. Monday 12:15-12:45
Friday 12:15-12:45
LMC Wednesday 11:45-12:45
Lunch & Recess 10:55 -12:40
Management & Discipline
A successful classroom is centered on respect and positive behaviors. This class has been working to create a respectful classroom environment where the students feel they can take risks, speak their mind, and most importantly feel safe. The classroom expectations and classroom rules were given on the first day of school and the students are required to try their best to follow these expectations and rules. The above the line/below the line discipline plan has been put in place, which each student is expected to follow. I have attached a copy of the plan for you and your child to discuss at home. It is important that we work together as a community in order to ensure the students can learn in the most effective environment possible.
I also believe positive reinforcement is important for students when exhibiting respect and appropriate behaviors in the classroom. The frog system is a reward system used for the entire class. When I see that the class as a whole is showing great character, respect, or behavior they will receive a frog. Once the class has received 15 frogs they will receive a class reward. This reward may be something like popcorn and a movie, an extra recess, or game time. This system allows the entire class to be involved in the management and discipline process.
The students not only can receive classroom frogs as a whole, but individually they can earn “devil” dollars throughout the day for good classroom behaviors. The “devil” dollars will be used throughout the school year periodically to buy items from our classroom store. The more dollars the students earn, the more items he or she may buy from the store.
Classroom Discipline
Plan
In order to provide the students with the excellent learning environment they deserve, the following classroom discipline plan will be in effect at all times. This type of discipline policy is quite colorful and easy to understand for each student. It follows the discipline plan known as Above the Line, Below the Line.
At the start of each day, the student starts with his/her name above the line. If a school or classroom rule is broken, the following actions will be taken:
1st Infraction – A verbal warning is given about the action or rule being broken.
2nd Infraction - Child moves his/her name from above the line to below the line.
He/she then has a choice.
A. He/she can “fix” the behavior and they will move to “fix it lane”.
B. If he/she chooses not to fix the behavior, a note will be sent home to be signed by a parent or guardian.
3rd Infraction – Child moves his/her name back below the line and a note is sent home to be signed by a parent or guardian.
Severe Disruption – Child may be sent to the Principal’s office.
These actions will only be taken if inappropriate behavior continues during one school day.
I appreciate your cooperation and help in supporting the class discipline plan. If you have any further questions, do not hesitate to call me.
Grades
Report cards will be issued using the district trimester system, and they will be sent home in November, March, and June. Included in this packet is an example of the report card format, which is the same that was used last year!
Grading Scale:
100 A+
99-93 A
92-90 A-
89-88 B+
87-83 B
82-80 B-
79-78 C+
77-73 C
72-70 C-
69-68 D+
67-63 D
62-60 D-
59 and under = Unsatisfactory
Home-to-School Connection
It is very important to me that there is open communication between me as the teacher and you as the parent. We are all partners in your child’s education. There are many ways I try to keep you informed about what is going on here at school, and I am always willing to discuss any questions or concerns you might have.
Bi-Weekly Newsletter:
Sent home every other Friday via email, will be my newsletter. This newsletter will provide you with important information on upcoming events and tests, as well as update you on the concepts we worked on in each subject. If you do not have access to email on a regular basis please let me know and I will send home a paper copy.
Monthly Progress Note: I will send home a Monthly Progress Note on the last Friday of every month. This will include any missing assignments your child has, comments regarding performance and behavior, and an updated grade report.
Thank you so much for joining me this evening. I look forward to working with you throughout the year. If you ever have any questions or concerns about anything, please contact me.
Email:
Phone #:(847)540-4771