Reading/Writing Curriculum
Fourth Grade CurriculumThis page includes descriptions of major themes, skills, and concepts that Greendale students will be working on throughout the school year. This is an overview of the curriculum in the Greendale Schools and provides a brief description of each academic area. Although presented separately, a partially integrated approach is often used in the classrooms of Greendale. Most often, literacy (reading and writing) is taught through social studies or science content. Frequently, math skills are used in collecting data for science & social studies. Specific skills and expectations listed within each area represent those to be secure by the end of fourth grade. The skills and concepts will be introduced and practiced throughout the school year and close attention will be paid to individual growth and development.
Each student will learn at their own pace and in their own way. Instructional practices in the Greendale Schools are intended to address the varying student needs within the classroom by providing varied activities, instruction, and materials. Throughout the school day and the school year, students will be grouped based on common needs within the classroom. Groupings are flexible. The diversity among students is respected and celebrated within the classroom by applying various strategies to meet the needs of all learners.
Literacy
(Reading, Writing, Speaking, Listening, and Language Arts)
Developing literacy is a complex, lifelong process. The Greendale Schools has adopted a “balanced literacy” approach to instruction. This model for instruction includes large group instruction, small group instruction, and individualized instruction when necessary. Children will be engaged in literacy activities at least 90 minutes every day. However, reading and writing are not taught in isolation. These skills are part of all areas of instruction.
Large Group Instruction
Students will participate in large group read aloud and think aloud during which time the teacher will share a selected text and model a variety of reading strategies and comprehension strategies. These strategies will include, but are not limited to, predicting, making connections, retelling, summarizing, sequencing, questioning, noting details, making inferences, and drawing conclusions. Large group mini-lessons will focus on a teaching point from the Units of Study developed by Lucy Calkins. These teaching points will be reinforced through small group instruction.
Small Group Instruction
Each week, students will receive approximately 2 – 4 small group instruction sessions lasting 20 – 30 minutes in length. During this time, students with similar reading needs will receive direct instruction in reading strategies such as predicting, making connections, retelling, summarizing, sequencing, questioning, noting details, making inferences, and drawing conclusions. This small group work may be referred to as “Guided Reading,” “Strategy Groups,” or “Literature Circle.” Groups reading significantly above grade level may participate in Junior Great Books activities during small group instruction. While small groups are working with a teacher, other students will be engaged in independent literacy activities. All students will have opportunities to independently rehearse new skills through Reader’s Workshop. Students have learned to select books that are “Just Right” for them. Weekly, students may visit the library to expand their selection of literature. While reading the just right book, students will keep a journal of their thinking either on post-it notes or in a notebook. This journal may be used later in a conversation with an adult.
The writing program is heavily focused on writing to communicate through a Writer’s Workshop approach. Using the Units of Study developed by Lucy Calkins, teachers will design writing instruction to support growth as a writer. Children will use a variety of writing structures to communicate. Students will receive direct instruction in concepts such as staying on topic in writing, organizing writing, making quality word choices, knowing the audience, spelling, grammar, and punctuation. Children will write pieces independently, revise and edit with an adult, and publish their work. Students will also reflect on their writing and discuss choices made in their writing. Writing will be shared with peers and parents.
Fourth grade students also participate in formal spelling instruction and vocabulary development focused on recognizing patterns in words. Students will use the Words Their Way sorts to explore the nature of words. Student lists are assigned based on their developmental readiness. Students will be expected to spell common words correctly and will receive word lists regularly for practice, instruction, and assessment. Teachers will introduce words and patterns in small groups.
The primary goal of the literacy program is to help children develop a variety of strategies and the confidence needed to become independent readers and writers. Goals and instruction follow similar content throughout development at the elementary level focusing on increasing the challenge and complexity of texts as students grow.
To grow as a reader, fourth grade students will:
Parents can access a library of literature options for reading and sharing at home at:
http://bookwizard.scholastic.com
Students will check out books from the school library weekly, and you may also search books in the school library by following the link from:
http://www.greendale.k12.wi.us/GHS/schools/ghs/Library/library.html
Beginning at fourth grade, students will use an online resource called “KidBiz.” Students will be leveled and online news articles will be displayed at the student’s appropriate reading level. Students will then complete eight comprehension questions. Teachers may assign specific articles or allow students to select articles of interest. The web address for this valuable non-fiction reading tool is: www.kidbiz3000.com. User names and passwords will be given to students./
Fourth Grade CurriculumThis page includes descriptions of major themes, skills, and concepts that Greendale students will be working on throughout the school year. This is an overview of the curriculum in the Greendale Schools and provides a brief description of each academic area. Although presented separately, a partially integrated approach is often used in the classrooms of Greendale. Most often, literacy (reading and writing) is taught through social studies or science content. Frequently, math skills are used in collecting data for science & social studies. Specific skills and expectations listed within each area represent those to be secure by the end of fourth grade. The skills and concepts will be introduced and practiced throughout the school year and close attention will be paid to individual growth and development.
Each student will learn at their own pace and in their own way. Instructional practices in the Greendale Schools are intended to address the varying student needs within the classroom by providing varied activities, instruction, and materials. Throughout the school day and the school year, students will be grouped based on common needs within the classroom. Groupings are flexible. The diversity among students is respected and celebrated within the classroom by applying various strategies to meet the needs of all learners.
Literacy
(Reading, Writing, Speaking, Listening, and Language Arts)
Developing literacy is a complex, lifelong process. The Greendale Schools has adopted a “balanced literacy” approach to instruction. This model for instruction includes large group instruction, small group instruction, and individualized instruction when necessary. Children will be engaged in literacy activities at least 90 minutes every day. However, reading and writing are not taught in isolation. These skills are part of all areas of instruction.
Large Group Instruction
Students will participate in large group read aloud and think aloud during which time the teacher will share a selected text and model a variety of reading strategies and comprehension strategies. These strategies will include, but are not limited to, predicting, making connections, retelling, summarizing, sequencing, questioning, noting details, making inferences, and drawing conclusions. Large group mini-lessons will focus on a teaching point from the Units of Study developed by Lucy Calkins. These teaching points will be reinforced through small group instruction.
Small Group Instruction
Each week, students will receive approximately 2 – 4 small group instruction sessions lasting 20 – 30 minutes in length. During this time, students with similar reading needs will receive direct instruction in reading strategies such as predicting, making connections, retelling, summarizing, sequencing, questioning, noting details, making inferences, and drawing conclusions. This small group work may be referred to as “Guided Reading,” “Strategy Groups,” or “Literature Circle.” Groups reading significantly above grade level may participate in Junior Great Books activities during small group instruction. While small groups are working with a teacher, other students will be engaged in independent literacy activities. All students will have opportunities to independently rehearse new skills through Reader’s Workshop. Students have learned to select books that are “Just Right” for them. Weekly, students may visit the library to expand their selection of literature. While reading the just right book, students will keep a journal of their thinking either on post-it notes or in a notebook. This journal may be used later in a conversation with an adult.
The writing program is heavily focused on writing to communicate through a Writer’s Workshop approach. Using the Units of Study developed by Lucy Calkins, teachers will design writing instruction to support growth as a writer. Children will use a variety of writing structures to communicate. Students will receive direct instruction in concepts such as staying on topic in writing, organizing writing, making quality word choices, knowing the audience, spelling, grammar, and punctuation. Children will write pieces independently, revise and edit with an adult, and publish their work. Students will also reflect on their writing and discuss choices made in their writing. Writing will be shared with peers and parents.
Fourth grade students also participate in formal spelling instruction and vocabulary development focused on recognizing patterns in words. Students will use the Words Their Way sorts to explore the nature of words. Student lists are assigned based on their developmental readiness. Students will be expected to spell common words correctly and will receive word lists regularly for practice, instruction, and assessment. Teachers will introduce words and patterns in small groups.
The primary goal of the literacy program is to help children develop a variety of strategies and the confidence needed to become independent readers and writers. Goals and instruction follow similar content throughout development at the elementary level focusing on increasing the challenge and complexity of texts as students grow.
To grow as a reader, fourth grade students will:
- Read and understand text on grade level. Parents will receive specific feedback regarding children’s reading level through conferences and other communication.
- Read grade level text fluently (100 or more words per minute)
- Read grade level texts with 90% accuracy or better.
- Identify the main idea in a book or piece of writing.
- Retell a story (sequence events and identify characters, setting, problem, and solution of a story).
- Answer comprehension questions (who, what, when, where, why, how, and what do you think?)
- Make inferences about the author’s purpose.
- Identify theme.
- Make connections between text and personal experience, other stories, and the world.
- Identify important points in non-fiction text. (Read to learn new information)
- Retell experiences in a journal and in written stories.
- Recognize that writing is important for communicating and sharing ideas.
- Notice features of writing among genres/ authors.
- Discuss choices made in writing.
- Write on a single topic.
- Write pieces with a beginning, middle, and end.
- Include details in a logical order/ sequence.
- Make strong word choices to communicate their message.
- Write for different purposes.
- Use complete sentences of varying lengths in writing.
- Spell words correctly.
- Use capitalization and punctuation in writing (including commas in a list and to separate sentences).
- Speak clearly and in complete sentences.
- Use appropriate volume and tone of voice.
- Present and share information and experiences in front of a group.
- Use increasingly complex vocabulary and language structure to express needs and feelings, share ideas and experiences, and make comparisons of objects, pictures, and events.
Parents can access a library of literature options for reading and sharing at home at:
http://bookwizard.scholastic.com
Students will check out books from the school library weekly, and you may also search books in the school library by following the link from:
http://www.greendale.k12.wi.us/GHS/schools/ghs/Library/library.html
Beginning at fourth grade, students will use an online resource called “KidBiz.” Students will be leveled and online news articles will be displayed at the student’s appropriate reading level. Students will then complete eight comprehension questions. Teachers may assign specific articles or allow students to select articles of interest. The web address for this valuable non-fiction reading tool is: www.kidbiz3000.com. User names and passwords will be given to students./