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Copyright Wooster School 2006
4th Grade
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WRITING
Unit One – Writerly Life
Rationale: The students reestablish their
knowledge of the Writer’s Workshop and the use of a writer’s notebook. They
also become familiar with the quality and quantity of writing expected in
fourth grade. Writing mechanics are emphasized more heavily in the fourth grade
curriculum.
Unit Two - Letter
Writing
Rationale: During this unit the students use a
variety of mentor texts to rediscover the wonders and complexity of letter
writing. They learn the difference
between a friendly letter and a business letter as well as the components of
each. They compose one or more cohesive
letter(s) incorporating the proper format.
Unit Three – Report
Writing
Rationale: In this study students build upon their knowledge of non-narrative writing
by adding research within their theme of Simple and Complex Machines. They practice their research skills, build
upon their knowledge of the components of a paragraph, and increase their
understanding of presenting an opinion with supporting facts. These skills are demonstrated through the writing
of a report on a particular inventor.
Unit Four - Historical
Fiction
Rationale: During the study of Westward
Expansion, students compile a travel diary written from the point of view of a
pioneer on the westward frontier. They
use this diary as the basis to develop a more detailed piece of historical
fiction. The students read a variety of
mentor texts to understand the time period and the genre of historical fiction.
Unit Five - Nonfiction
Rationale: Students build upon their prior
work in Writer’s Workshop to assist them in composing a nonfiction piece on
their individual interests. Students gather information from a variety of
sources and then organize the information into clear paragraphs. Students begin to understand that a writer
chooses not only his/her topic but the lens through which he/she presents the
information.
Unit Six- Poetry
Rationale: During this unit the students are exposed to a wide variety of poetry to
assist them in their exploration of writing poetry. They use mentor texts to discover the joy and
ease in which poetry can be written. The students use their prior knowledge of
word usage, punctuation, metaphor, and simile to compose poetry.
Unit Seven - Study of
Fiction/Fantasy
Rationale: Students are introduced to this genre through a variety of sources and
mentor texts such as myth and fairy tales.
Students think deeply as they develop characters, point of view, and
setting. Sentence structure becomes
increasingly more complex for students and they must apply more complex
punctuation as well.
Unit Eight - Writing
Project
Rationale: The students reflect on the fourth grade Writer’s Workshop and develop an
independent written piece from collecting seed ideas through publication.
WRITING
MECHANICS
Capitalization
Titles
of works
The
pronoun I
First
words in a sentence and in quotations
Proper
nouns: people, animals, places, months, titles of people, days and holidays
Proper
nouns: organizations, religions, languages, and nationalities
Punctuation
Ending
marks with declarative sentences, interrogative sentences, and exclamations
Commas
for items in a series
Underlining
of titles
Periods
with abbreviated months, days, and titles
Commas
in dates, addresses, introductory material, and with quotations
Quotation
marks with direct quotations, and titles
Periods
with initials
Commas
with coordinating conjunctions
End
marks with imperatives
Grammar
and Usage
Articles
a vs. an, the vs. a/an
Double
negatives
Agreement
of subject and verbs
Run-on
sentences
Sentence
fragments
Regular
past tense
Pronouns:
possessive vs. contractions
Order
of pronouns
Irregular
past tense
Helping
verbs with present participles
Irregular
plurals
Double
comparison
LIFETIME WORDS
beautiful,
everyone/everything/everybody, something, thought, they’re/their/there,
activity, address, along, already, although, altogether, another, between,
birthday, carefully, children, daily, details, develop, early, enough, guess,
heart, instead, interest, language, library, months of the year, morning,
necessary, novel, often, picture, practice, probably, promise, quarter/half,
question, receive, remember, respect, sentence, suppose, several,
surprise, silence, special/ especially, usual/ usually/unusual
Unit One - Readerly Life
Rationale: The students reestablish the reading
skills of posting, journaling, and applying various reading strategies. They
review and build upon their skills in conducting a good book talk within a
large group, small group, and partnership format. They build upon their
knowledge and use of these skills as the
Unit Two – Responding to
Literature
Rationale: Responding to the
texts heard during read-aloud and those read independently builds deeper
comprehension and supports comprehension strategies. Students are expected to respond to the texts
both orally and in written form.
Activating background knowledge, students articulate connections with
the text: text-to-self, text-to-text, and text-to-world.
Unit Three - Nonfiction
Rationale: Students explore a variety of nonfiction
texts. They learn to use the various
text features to gain information. They begin to strengthen skills, such as
highlighting important information, skimming/scanning for relevant information,
outlining, and using the text to locate supporting details for authors’ point
of view. These skills are introduced within the classroom and in library class
to aid in this investigation.
Unit Four - Building
Comprehension
Rationale: The students continue to expand
upon their knowledge of how a literature circle is established and run. Students will learn questioning strategies to
assist in sustaining an in-depth discussion on a given text. They establish a challenging reading plan for
each group member, choosing an effective charting/journaling system to assist
in their comprehension of text as well as further their discussions. Students
understand and use literature circle roles to assist in the progression of
their discussion and to uncover the author’s main idea. In addition, students continue to recognize
the importance of being a responsible member of a
Unit Five - Biographies
Rationale: During the thematic unit of Simple
Machines, the students begin an investigation of the genre of biography. The students learn and utilize a variety of
strategies for reading nonfiction: highlighting, posting, identifying paragraph
main ideas, summarizing, and skimming/scanning.
Students investigate the impact of inventors’ discoveries of yesterday
on their lives today through this biography study.
Unit Six - Poetry
Rationale: During this study the students are
immersed in a wide variety of poetry from classical to contemporary. They learn to identify different styles of
poetry by the writers’ use of words, punctuation, spacing, and word
position. Students also begin to
understand the use and impact of simile and metaphor.
Unit Seven - Story
Elements
Rationale: During this unit of study the
students learn strategies to locate the story elements within a given text and
understand the significance each has to the development of the plot of the
text. They read a variety of texts within the genres of mythology and fairy
tales to aid in their investigation of story elements.
Unit Eight - Planning
for Summer Reading
Rationale: Students will reflect upon the
fourth grade
WORD STUDY
Homophones
with long and short vowels
Two and
three syllable compound words
Contractions
Doubling
the final consonant in CVC words when adding ed and ing
Dropping
the final e when adding ed and ing
Doubling
final consonant and e-drop when adding ed and ing
Adding
s and es to form plurals
Adding
s, es and changing y to i to form plurals
Long a
vowel pattern ai, ay, a
Long e
vowel pattern ie, ee, ea, e
Long i
vowel pattern i, y
Long o
vowel pattern o, oa
Long u
vowel pattern u, ue, ew, eu
Common
Prefixes: dis, fore, en, in, mis, pre, un, re
Common
Suffixes: er, est, ful, less, ness, ly
Common prefixes
and suffixes combined
Final K
variations: que, k, ck, ke
Dipthongs:
ou, oi, oy
Greek
Roots
A NEW NATION
GOALS
This American history unit considers our nations
growth from 1800 through the Civil War. The focus is on issues of expansion and
growth, conflict, liberty, and human rights. Emphasis is placed on how the
country not only changed physically during these years but socially and politically
as well. Students are asked to consider how the growth during this time period
changed our nations identity. By the middle of the 19th century the
OBJECTIVES
Utilizing notes taken from primary and secondary sources, construct a time line.
Identify the characteristics of the different
regions of the
Name and locate the major physical features of the
Name and locate the 48 contiguous states.
Explain the importance of the
Explain the Indian Removal Act of 1830 and the Trail of Tears.
Explain how the Homestead Act of 1862 promoted the permanent and productive settlement of the West.
Understand the significant land acquisitions:
Mexican Cession and
Understand the events leading to the Civil War.
Recognize the importance of the Battle of
Gettysburg and
Compare and contrast the North and South during the mid-1800's vis-à-vis slavery, agriculture, and industry.
Describe the impact of the Dred Scott decision, the Missouri Compromise, the Mason Dixon Line, and the election of President Lincoln.
ANCIENT
GOALS
Students are exposed to an historical and cultural experience throughout this unit. Students are directed to primary and secondary sources to gather historical information. They examine artifacts and read the stories of Ancient Greece to learn about the culture of the people during this period. Students are continually examining how their culture has been impacted and shaped by the culture of Ancient Greece.
OBJECTIVES
Understand how Greek myths provide an historical record
Recognize, write, and pronounce the Greek alphabet
Understand the context of the English language and its roots in Greek language
Study the etymology of Greek vocabulary words
Identify the major geographical features of
Identify examples of Greek influences in twentieth century life
To review materials from all other levels
To introduce grammatical structures and the use of the "-ar" verb endings
To communicate on a basic level in Spanish
To interweave the cultural information with the teaching of the Spanish language
To have students feel comfortable yet challenged
A wide range of materials of instruction is used including audio, visual, and manipulative
Reinforcement of all previously learned vocabulary
Conjugation of the "-ar" verb endings
Simple grammar concepts - masculine/feminine; singular/plural
House plan, use of the metric system
Performance of a short play presented to middle and upper school students
Short poems, riddles, tongue twisters and proverbs
CULTURE AND
GEOGRAPHY - ACTIVITIES
Cooking - tostones, sopaipillas, empanadas
Bullfighting. We will discuss the Spanish versus American approach to this "sport"
End of year visit to an authentic Hispanic restaurant
SKILLS MASTERED
Arithmetic
Add and subtract multi-digit numbers.
Understand relationship between multiplication and division.
Compare large numbers.
Estimate multi-digit sums.
Identify fractions parts of sets and regions.
Use a calculator to rename any fraction as a decimal or percent.
Use rate tables (if necessary) to solve rate problems.
Know division facts to 12.
Data Analysis
Use statistical landmarks maximum and minimum.
Geometry
Name, draw, and label line segments, lines, rays, angles, triangles, and quadrangles.
Identify and describe right angles, parallel lines, and line segments.
Draw and measure line segments to the nearest centimeter.
Identify lines of symmetry, lines of reflection, reflected figures, and symmetric figures.
SKILLS INTRODUCED AND PRACTICED
Arithmetic
Solve open number sentences.
Insert parentheses to make true number sentences.
Solve problems with parentheses.
Determine whether number sentences are true or false.
Read and write 4-digit decimals.
Compare and order fractions and decimals.
Solve 1- and 2-digit decimal addition and subtraction problems and number stories.
Estimate products of multi-digit numbers.
Solve multi-digit multiplication problems.
Round whole numbers to a given place.
Interpret the remainder in a division problem.
Express remainder of whole-number division as a fraction and the answer as a mixed number.
Rename fractions with denominators of 10 and 100 as decimals.
Find equivalent fractions.
Find a percent or fraction of a number.
Use exponential notation to represent powers of 10.
Add and subtract fractions.
Estimate multiplication and division of decimals by whole numbers.
Add and subtract integers.
Data Analysis
Use the median, mode, and range.
Evaluate reasonableness of rate data.
Geometry
Name and locate a point specified by an ordered pair.
Identify acute, right, obtuse, straight, and reflex angles.
Use formulas to find perimeters and areas of rectangles, parallelograms, and triangles.
Use formula to calculate the volume of a rectangular prism.
Describe properties of geometric solids.
Use a compass and straightedge to draw geometric figures.
Identify locations on Earth for which latitude and longitude are given.
Find latitude and longitude for given locations.
Draw and measure line segments to the nearest millimeter.
Rotate and translate figures.
Identify properties of polygons.
Classify quadrangles according to side and angle properties.
Use a map scale to estimate distances.
Express metric measures with decimals.
Convert among metric measures.
ENDANGERED SPECIES
This life science unit focuses on the relationship between disappearing habitats and threatened, endangered, and extinct species. Studies include in-depth individual research of a habitat or animal in danger. Students study the local habitat of the wetland to identify and protect native species, both plant and animal. Emphasis is given to interdependence and biodiversity as well as giving the student an understanding of the protective and research services available. Field study plays an important role in this unit.
OBJECTIVES
Students will:
recognize that many organisms once living have disappeared;
conduct hands-on experiments to study the impact of human beings/civilization on habitats
understand that organisms that are alive on Earth are both similar to and different from organisms that have disappeared;
recognize and identify habitats and biomes and their characteristics;
incorporate knowledge of longitude and latitude in understanding habitats and biomes;
conduct ongoing research on plant and animal life in the local wetlands;
understand the basic structure of the plant and animal kingdoms;
understand the philosophy of binomial nomenclature (Linnaeus and Latin names) for plants and animals;
study a particular endangered species and give a short presentation;
study the national parks through primary and secondary sources,
contrast conservation and the needs and desires of civilization;
understand that the extinction of a species occurs when the environment changes and the species is not able to adapt;
understand that each organism carries a set of instructions (genes) for specifying the components and functions of the organism; and
understand that the basic idea of biological evolution is Earth's present day species developed from earlier species.
MACHINES
This unit focuses on the physical properties of simple machines and describes compound and complex machines. Through hands-on experimentation, students learn that interactions between matter and energy can produce changes in a system, although the total quantity of matter and energy remains unchanged. Students are encouraged to apply critical and creative thinking and problem-solving skills through the activity of creating an invention. They learn about the lives of some well known, and lesser known, inventors. These people serve as models of the creative-thinking process and examples of individuals who sought alternatives and creative solutions to a problem or perceived societal need.
OBJECTIVES
Students will:
identify the contributions of science and technology to individuals and society;
understand that people create tools (shovel, pencil, lens) to help do things better and do things that would otherwise not be done;
demonstrate that position or motion of objects can be changed by pushing or pulling;
explore some of the basic principles governing motion;
identify and name five simple machines;
design and construct a working simple machine;
design and construct a working compound machine;
explore the effects of gravity;
understand the definition of work as force times distance;
collect and graph data;
recognize that simple machines can be used to help people do work;
understand that technology enables scientists and others to observe the world;
understand that scientists and engineers who engage in design and technology use scientific knowledge and the scientific method to solve practical problems;
explore the transmission of energy using gears; and
explore the effect of different angles of inclined planes on speed and distance.
Over the course of the school year, fourth graders learn to:
Choose and mix colors according to need
Use different shades and values of the same hue
Use a horizon line in landscape
Understand and start to be able to use simple atmospheric perspective in a landscape
Begin to use texture, shading, and highlights in black and white and color
Draw animals from photos, and objects from observation with some accuracy
Draw mechanisms and simple floor plans, and sketch ideas for constructions
Use a horizon line in landscape
Understand and start to be able to use simple linear perspective in a landscape
Draw a narrative action sequence
Collage, Assemblage, Mixed Media:
Thread a needle, use a basic sewing stitch
Use pliers and anvil to do basic wireworking
Use a saw to cut wood, and do simple wood construction
Have a sense of the physics of construction
Use basic sewing, wire-working, and woodworking tools and techniques
Clean-up and General Behavior:
Understand and abide by safety rules for tools such as needles, saws, and hammers
Be responsible for keeping track of and putting away tools and artwork
Introduction to atmospheric and linear perspective (landscapes)
Background/foreground; cool/warm colors (landscapes and habitat paintings)
Layering, texture, brushwork (landscapes, habitats)
Narrative drawing in oil pastel with sgraffitto detail (Greek vases)
Drawings and diagrams of functional objects and contraptions
Collage, Assemblage, Mixed Media:
Group collaborations using classroom research (murals, collages)
Engobe glaze with sgraffitto drawing
Sing with a clear and pleasing vocal quality
Reproduce an entire melodic phrase
Become increasingly aware of his/her own intonation, alone and in a group
relating to the general Wooster curriculum and themes
relating to special seasons and events
Sing rounds, descants, canons in three and four parts, and two-part songs
Demonstrate an understanding of: in 2/4, 3/4, 4/4, 6/8, 3/8 meters
Interpret the dynamic markings: ff, f, mf, mp, p, pp
Name the line and space notes from A through A2
Follow multiple verses under the music notation
Follow his/her vocal line in two-part music
Listen to an expanded repertoire of orchestral and choral literature
Discriminate between duple and triple meters
Recognize AB, ABA, and Rondo form
Differentiate between major and minor
Move freely with spatial awareness
Follow directions in moving to specific patterns
Conduct in 2/4, 3/4, and 4/4 meters
TOPICS
Each student:
Defining
develops appropriate questioning techniques to clarify requirements of task
analyzes and clarifies a given task with guidance
identifies and interprets key words in task
prepares a simple search plan which lists key words and possible search terms
Locating
is aware of layout of library
differentiates between fiction and nonfiction sections of the library
uses the spine label to identify resources
is aware that nonfiction resources are shelved according to classification order
finds resources in school library with assistance:
fiction
non-fiction
is aware of secondary resources as a source of information, e.g., book, pictures, databases, magazines
begins to use contents and index pages of nonfiction books using key words
identifies and locates book and non-book resources including:
understanding organization of resources in school and local libraries
recognizing the value of fiction for specific topics, e.g., historical fiction
identifies appropriate resources by:
using skimming and scanning techniques in electronic and print resources
using contents, index and text headings for all types of resources
uses key words, volume, index, and cross-references to find information in print and non-print encyclopedias
Selecting/Analyzing
selects books appropriate to interest and reading ability using browsing techniques
makes selections using simple scanning techniques involving cover, title and illustrations
listening, observing and viewing in response to focus questions
identifying the main idea and key words
distinguishing between narrative and information texts
asks questions appropriately with guidance
listing key words
writing sentences using identified key words
selects resources by:
skimming and scanning
using contents, index, text headings, key words, and key phrases
records information by:
using a note-taking strategy
clustering notes under subheadings
Creating/Presenting
uses information appropriate to the task and the audience
simple oral and written descriptions
presents a solution to a problem that:
use information appropriate to the task and the audience
create written and oral reports, graphic, pictorial and dramatic presentations of similar complexity
Evaluating
respects the rights and opinions of others
responds constructively to assessment by teachers
acknowledges
personal and group achievements
TOPICS INTRODUCED
Technology Productivity Tools
Database
Technology Research Tools
Use citation for sources
TOPICS REINFORCED
Basic Operations and Concepts
Log on/off network
Printing correctly and efficiently
Communicate using computer terminology
Open, use, and quit programs