4th Grade Curriculum
English Language Arts
Reading and Writing Workshop The literacy block at Navajo is 90 minutes in length and includes guided leveled reading, independent reading, partner reading, writing and word work. Students also spend time conferencing with the teacher about their reading and writing progress. All of these components contribute to a balanced literacy program and are founded on the curricular plan designed by Lucy Calkins. Routines and expectations are established within the first few days of school so that students are confident in the logistics of the workshop. Students are assessed at the beginning of the year in order to determine their independent and instructional reading level. Running records are maintained throughout the year by the teacher as a way to monitor student progress. Essential to the Calkin’s Reading Workshop is the idea of “building a reading life” which aims to instill reading with love and passion and helps students take control of their reading lives. Students can only become better readers by reading often. The Common Core Standards clearly point to deep, rich reading of complex text as a way of preparing students for college and career. Students will increase their independent reading while at school and should read outside of school approximately 45 minutes per day. Students will also write daily using the format of Calkin’s Writing Workshop and Smecken’s 6 Traits. Writing practice will develop student skills in narrative, realistic fiction, argumentative/ persuasive, informational, historical fiction, poetry, literary essay, and memoir styles. Fifth grade students will also write research-based argument essays. Reading resources will include leveled books, Harcourt StoryTown selections, novel studies, informational text, poetry and teacher read alouds. Each day students will have an opportunity to practice literacy independence in their “Daily 5” time before and after the lunch period.
Word Work Words Their Way is a unique phonics, vocabulary and spelling program that uses many different word sorts as the main way to provide instruction. Word sorts work because categorizing is the fundamental way we make sense of the world. While sorting words, students are engaged in the active process of comparing, contrasting, and analyzing words. This helps them to find generalizations and apply them to new words they encounter. Vocabulary Instruction According to Dr. Robert Marzano, vocabulary instruction has a profound effect on student comprehension of academic content. Navajo students are taught the the six steps in Marzano’s approach to vocabulary development across all content material. In addition, students use Wordly Wise, to expand critical grade level vocabulary and improve reading comprehension.
MathematicsEveryday Mathematics is used as the core instructional program in grades K-5. Everyday Mathematics is a rigorous and balanced curriculum that emphasizes conceptual understanding while building a master of basic skills. The program explores a broad mathematics spectrum and is based on how students learn and what they’re interested in as a way of preparingthem for their future mathematical needs. Everyday Mathematics differs from traditional math instruction in that it is consistent with how students actually learn mathematics; buildingunderstanding over a period of time, first through informal exposure and then through more formal and directed instruction. The mathematical content is taught in a repeated fashion, beginning with concrete experiences. Students are not expected to master skills and concepts the first time they are encountered. The pacing of the program is important. Students learn best when new topics are presented briskly and in an interesting way. When newly learned concepts and skills are periodically reviewed, practiced and applied in a wide variety of contexts, they are better retained.
Students are provided with a password to access Everyday Mathematics electronically from home. The site includes practice problems, games, and reference book. The 2012 edition of Everyday Mathematics has been upgraded to align with the Common Core Standards and is now part of the District 128 curriculum.
Those students who meet criteria for upleveling are placed in the next grade curriculum. Typically these are students who score at the 95th %ile or above on the Measures of Academic Progress, score above the 50th %ile for gifted students on the Test of Mathematical Ability, and have history of exceptional math performance.
http://em-ccss.everydaymathonline.com/g_login.html
http://everydaymath.uchicago.edu/parents/
Social Studies: TCI -- The National Standards for Social Studies were established by the National Council for the Social Studies(NCSS). The standards continue to be focused on ten themes which are: 1.Culture, 2.Time, Continuity, and Change, 3. People, Places,and Environments, 4. Individual Development and Identity, 5. Individuals, Groups, and Institutions, 6. Power, Authority, and Governance, 7. Production, Distribution, and Consumption, 8. Science, Technology, and Society, 9. Global Connections, and 10. Civic Ideals and Practices.Fourth Grade Fourth grades students explore Regions of our Country using the Social Studies Alive program through Teacher’s Curriculum Institute (TCI). This program is aligned to NCSS standards and includes an exploration of the five regions of the United States. Students learn about mapping skills, racial and ethnic groups, population density, climate, natural resources, bodies of water, history of farm life in the US, research and explore the geography, history, economy, and government of Illinois.
Science: The National Research Council of the Natural Academy of Sciences released “A Framework for K-12 Science Education”, in July 2011. The next step is the adoption of “next generation” national science standards incorporate science and engineering practices, disciplinary core ideas, and crosscutting concepts. The three dimensions of the framework are:Scientific and Engineering Practices
1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data
5. Using mathematics and computational thinking 6. Constructing explanations(for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information
Crosscutting Concepts
1. Patterns 2. Cause and effect: Mechanism and explanation 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter: Flows, cycles, and conservation 6. Structure and function 7. Stability and change Disciplinary Core Ideas Physical Sciences PS1: Matter and its interactions PS2: Motion and stability: Forces and interactions PS3: Energy PS4: Waves and their applications in technologies for information transfer
Life Sciences
LS1: From molecules to organisms: Structures and processes LS2: Ecosystems: Interactions, energy, and dynamics LS3: Heredity: Inheritance and variation of traits LS4: Biological evolution: Unity and diversity
Earth and Space Sciences
ESS1: Earth’s place in the universe ESS2: Earth’s systems ESS3: Earth and human activity
Engineering, Technology, and Applications of Science
ETS1: Engineering design ETS2: Links among engineering, technology, science, and society
Using multiple resources including Discovery Kids, National Geographic: Kids Harcourt Science, webstudies, and appropriate text, units of study will be focused on the following for Navajo students:Fourth Grade Life Cycles and Traits Processes that Shape the Earth Energy Waves
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