caphill4 Maryjo Stump, Principal
Capitol Hill School--Grade 4 Capitol Hill School
http://www.spps.org/capitol/caphill.htm
 
GRADE 4 CURRICULUM--1999-2000

SCIENCE

The curriculum is developed around units that are designed for hands on learning.  Our science program emphasizes  the following processes:  observing, classifying, measuring, communicating, inferring and experimenting.  Our units may include the following topics:

Monarch Butterflies
Scientific Inquiry
Systems of the Human Body
    Skeletal, Muscular, Nervous , Digestive,
    Excretory, Circulatory, Respiratory
Galaxies and Stars
Earth Changes: Water & Weather
Magnetism and Electricity
Minnesota’s Biodiversity

GLOBAL STUDIES

The curriculum focuses on three areas:  Regions of the United States and the World, The Middle Ages and Minnesota. During these units of study, students are exposed to a variety of social studies skills.  Two of these units are textbooks based in order for students to gain experience reading, researching and test taking.  In addition, all three are project-orientated units that involve the use of both research skills and creativity.  

 Regions of the United States: Text: This Is My Country and the World
 Minnesota Text: Northern Lights(Geography, Native People and Pioneers,Immigration, Statehood and Early Years,        Government
 The Middle Ages

MATH

The math curriculum reviews addition, subtraction, multiplication and division skills as necessary.  Decimals and fractions are also taught and reviewed.  Problem solving strategies will be stressed and practiced using a variety of materials. The focus of problem solving will be as much on the strategies used as on the answers found.  We encourage all students to have a calculator to expedite the computational aspect of problem solving.  Materials used in the math curriculum may include:

Houghton Mifflin (district adoption for math)
Problem Solving Strategies
Continental Math League

READING

The reading curriculum is a multi-faceted program that integrates reading, writing, listening and speaking skills. Below is a list materials that may be
used in our reading program:

Dream Chasers (Silver Burdett) - district adoption for reading

Literature Based Books:
 The Watsons Go to Birmingham
 The Winter Room
 The Whipping Boy
 A Bride for Anna’s Papa
 The Princess in the Pigpen
 The Secret Garden
 Sounder
 The Great Gilly Hopkins
 The Good Master
 Bridge to Terabithia
 King of the Wind
 The Phantom Tollbooth
 Afternoon of the Elves
 Canyons
 Courage at Indian Deep
 The Lion, the Witch and the Wardrobe
 In the Year of the Boar and Jackie Robinson
 Tales of a Fourth Grade Nothing

LANGUAGE ARTS

Spelling, grammar, handwriting, and the writing process are the subject areas covered in the language arts curriculum. A variety of fiction, nonfiction and poetry types  are taught. The spelling program consists of grade 5 spelling words in a linguistically oriented series that teaches spelling patterns in a sequential order.  Challenge words included in each week’s lesson are related to units being taught.  Grammar and mechanics are taught and integrated  with our reading and writing activities.  Our materials include:  


Randy McNally Grade 5 -  spelling
HBJ Grade 4 basal text  -  grammar and mechanics
Daily Oral Language  -  mechanics and composition
The Write Source - the writing process
Word Master Competition

MONTH BY MONTH CURRICULUM TOPICS

September

Reading:
 Afternoon of the Elves/
Tales of 4th Gr Nothing
Lang. Arts: Letter writing
Descriptive writing
Journal writing
Grammar
Global Studies: Using maps/
latitude and longitude
Science: Scientific Observation
Monarchs

October

Reading:
 Canyons/The Great Gilly Hopkins
Lang. Arts: Writing Process
Summary writing
Short story writing
Grammar
G. Studies: The Middle Ages
Science: The Human Body:
    Skeletal, Muscular
    and Nervous systems

November/December

Reading: In the Year of the Boar and Jackie Robinson/ The Whipping Boy Lang. Arts: Writing process
Tall tales, figurative lang

G. Studies: The Middle Ages
Science: The Human Body:
   Digestive, Excretory,
   Circulatory,    Respiratory systems

January

Reading: Sounder/ The Lion the Witch and the Wardrobe
Lang. Arts: Science fiction writing
Poetry
Oral Reports
G. Studies: Regions: people, places
 and locations
Map Skill
Minnesota Geography
Science: Scientific Inquiry:     science fair project

February

Reading: The Watsons Go to Birmingham/  King of the Wind
Lang. Arts: Realistic fiction writing
Non-fiction writing
G. Studies:    Regions:  people, places
and locations
Science: Earth Materials and
 and Weather

March

Reading: The Secret Garden/
The Phantom Tollbooth
Lang. Arts: Interviewing
Heritage Reports
G. Studies: Minnesota: History
Heritage Festival
Science: Stars and Galaxies

April

Reading: A Bride for Anna’s Papa/
The Winter Room
Lang. Arts: Biography Research    Project
G. Studies: Minnesota:  History to  Statehood
Science: Minnesota Biodiversity


May

Reading: Courage at Indian Deep/ Bridge to Terabithia
Lang. Arts. Biography Research
   Project
Oral Reports
G. Studies:   Citizenship
          Minnesota government
Science:   Magnets/Electricity

GRADE 4 HOMEWORK POLICY

Fourth grade students are expected to complete assignments by due dates.  On many assignments students will be given work time during class.  Some lessons may involve homework in order to be completed on time.  A schedule explaining assignments and expectations will be sent home with students at the beginning of long term projects.  The due date will also be on the schedule so parents as well as students have that information.  Students are expected to work 45 to 60 minutes per evening on homework.
Late Assignments:  The highest grade a student can receive on late work will be a 2. This policy is used by all fourth, fifth and sixth grade teachers. Exceptions will be made at the teacher’s discretion. Students who have late work will be asked to complete the work during recess.
We plan to communicate with you on a regular basis about new happenings in subject areas, the classroom and school in general.  Please contact us if you have any concerns.
A WORD TO PARENTS ABOUT HOMEWORK

The most important thing you can do to help your child with homework is help them believe that the hours spent studying can and do make a difference.

Whether you are a parent of elementary or secondary students, homework cannot become your responsibility.  One of the purposes of homework is to give students an opportunity to take charge of their own learning.  But there are some specific ways you can help your child to do the best possible job on homework.

First, you can stress that homework is important.  That means that you will help your child find a time and place for homework.  Parents sometimes have to help young people learn how to schedule their time.  For example, some families institute a rule:  no television until homework is completed.

You can help your child learn to pay attention.  With younger children, you can ask questions about the material being studied.  You can also help them set appropriate study goals.  Sometimes it’s easier to review the main points of a study assignment by talking with someone.  Let your child know you’re available to listen.

Students do their best work when they believe they can be successful in school.  When your child has completed a study session, reinforce the idea that the study time will help them do better in school.

What if your child is having problems?  First, talk about your concerns with your child.  Ask why the problems are occurring--and then really listen to the answers you receive.

You may find that your child’s attitude is part of the problem.  At one time or another, many students have negative feelings toward classmates or teachers.  Help your child see that while these feelings are normal, they are no excuse for a mediocre performance.  Sometimes young  people feel they just “aren’t smart enough” to succeed.  They need to know that you and their school are confident they can do well.
Last updated  2008/09/28 06:40:54 PDTHits  610