4th Grade Newsletter
Dates to Remember
- 8/27: 5:50-7 Curriculum Night
- 9/2: 3-5 Eagle of the Month (notice will be sent via parent square)
- 9/7: Labor Day (No School)
- 9/11: Grandparent's Breakfast
- 9/15: Chick-Fil-A Spirit Night
- 9/18: Digital Learning Day
- 9/22: Coffee with Courtney
- 9/24: Title I Meeting 6-7:30p
- 9/25: Falcons Pep-Rally
- 9/29: Back to School Night @ Jeremiah's Ice
THESE WEEKS WE ARE LEARNING....
Math: Unit 1: recognize patterns within the base ten place value system with quantities presented in real-life situations to compare and round multi-digit whole numbers through the hundred-thousands place
- 1.a read and write multi-digit whole numbers to the hundred-thousands place using base-ten numerals and expanded form (4.NR.1.1)
- 1.b recognize and show that a digit in one place has a value ten times greater than what it represents in the place to its right and extend this understanding to determine the value of a digit when it is shifted to the left or right, based on the relationship between multiplication and division (4.NR.1.2)
- 1.c use place value reasoning to represent, compare, and order multi-digit numbers (up to five whole numbers less than 1,000,000), using >, =, and < symbols to record the results of comparisons (4.NR.1.3)
- 1.d use place value understanding to round multi-digit whole numbers
Solve problems involving addition and subtraction through the hundred-thousands place, as well as multiplication and division of multi-digit whole numbers presented in real-life, mathematical situations using part-whole strategies
- 2.a add and subtract multi-digit numbers fluently to solve practical, mathematical problems using place value understanding, properties of operations, and relationships between operations
- 2.e solve multi-step problems using addition, subtraction, multiplication, and division involving whole numbers, including problems in which remainders must be interpreted; represent these problems using equations with a variable for the unknown quantity; use mental computation and estimation strategies to justify the reasonableness of solutions
- Science: Unit 1 obtain, evaluate, and communicate information to model the effects of the position and motion of Earth and the moon in relation to the sun as observed from Earth.
- 8a. develop a model to support an explanation of why the length of day and night change throughout the year
- 8b. develop a model based on observations to describe the repeating pattern of the phases of the moon (i.e., new, crescent, quarter, gibbous, and full)
- 8c. construct an explanation of how Earth’s tilt and consistent orbit affects seasonal changes
- Social Studies: Unit 2- American Revolution
4SS.C.30: explain the causes, major events, and results of the American Revolution
30.a: trace the events that shaped the revolutionary movement in America: French and Indian War, 1765 Stamp Act, the slogan "no taxation without representation," the activities of the Sons of Liberty, the activities of the Daughters of Liberty, Boston Massacre, and the Boston Tea Party
30.b: describe the influence of key individuals and groups during the American Revolution: King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, John Adams, Paul Revere, and Black regiments
30.c: describe the major events of the American Revolution and explain the factors leading to American victory and British defeat; include the Battles of Lexington and Concord, Saratoga, Valley Forge, and Yorktown
30.d: explain the writing of the Declaration of Independence; include who wrote it, how it was written, why it was necessary, and how it was a response to tyranny and the abuse of power
4SS.C.31: describe how physical systems affect human systems
31.a: explain how each force (American and British) attempted to use the physical geography of each battle site (Lexington and Concord, Saratoga, and Yorktown) to its benefit
4SS.C.32: locate important physical and man-made features related to the American Revolution on a map
32.a: locate major man-made features of the United States: Boston, MA and Philadelphia, PA
4SS.C.33: use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate their impact on historical events
33.a: describe opportunity cost and its relationship to decision-making across time
33.b: explain how price incentives affect people's behavior and choices
33.c: describe how specialization improves standards of living
33.d: explain how voluntary exchange helps both buyers and sellers
33.e: describe how trade promotes economic activity
ELA
What will your student be doing at school?
In Unit 1, students are introduced to poetry through Love That Dog, a novel written in verse by Sharon Creech. As Jack, the main character in the novel, reads famous poems, students analyze what is happening in the novel and how Jack feels about it, and they also read and analyze those famous poems to identify characteristics of poetry and to determine their theme. They then use the characteristics of poetry they have identified to summarize the poems, and to compare poetry to prose. Throughout the unit, students are introduced to routines and anchor charts that will be used throughout the rest of the module, as well as the rest of the year. Students generate discussion norms and receive their independent reading journals and vocabulary logs. At the end of the unit, students participate in a text-based discussion about how Jack’s feelings about poetry have changed from the beginning of the book.
Working to become ethical people is the habit of character emphasized in this unit. These are the specific skills students will focus on:
I show empathy. This means I understand and I share or take into account the feelings, situation, or attitude of others.
I behave with integrity. This means I am honest and do the right thing, even when it’s difficult, because it is the right thing to do.
I show respect. This means I appreciate the abilities, qualities, and achievements of others, and treat myself, others, and the environment with care.
I show compassion. This means I notice when others are sad or upset and try to help them.
How can you support your student at home?
Read poetry aloud with your student and invite him or her to find poems or a poet that he or she particularly likes.
Help your student practice reading aloud fluently and accurately.
Talk to your student about the meaning of the poems he or she is reading and what inspired the poet. Encourage your student to find evidence of that inspiration in the poems.
Talk to your student about what inspires him or her and what is meaningful to him or her in preparation for writing poetry. Some examples might include a place, a person, an animal, a vehicle, a sport, or an event.