- 25 April-29 April: Spirit Week
- Monday – Pajama Day
- Tuesday – School Colors Day or Eagle Wear
- Wednesday – Worldly Wednesday (clothing or colors from your home country)
- Thursday – Sports Day (Sporty clothes or favorite sports team)
- Friday – House Shirts
- 27 April, Wednesday: Grade 4 Track and Field Day. Besides being Worldly Wednesday in Spirit Week the 4th grade also has their track and field day from 10:00-2:00. Parents are welcome to come and cheer on the kids. Students are required to bring a home lunch, sports shoes, water bottle, appropriate clothes for the weather. It’s a day for students to challenge themselves physically and to have fun.
- 2 May, Monday: No School; May Holiday.
- 6 May, Friday: China Alive Field Trip. More details to follow.
- 18 May, Wednesday: Soccer Day
This week in Social Studies we continued with our Leaders unit. The students seek to answer our driving question – What actions does a leader take to improve the quality of life and how can you help? We broke this question up into two parts. First – What actions does a leader take to improve the quality of life? Second – How can you help?
This week we focused on the first part of this question. Each student chose an issue that was important to them and researched a leader that was making difference in this area. Students were able to use books from the library, the SAS data base, prior knowledge, interviews and/or “student friendly” search engines to gather information about the leader they chose. This week students mainly conducted research. Next week we will complete our research and will start to create a poster. The poster will have information and other non-fiction text features to showcase the leader and the issue they chose. Once the posters are complete, the fourth grade will have a gallery walk where we can learn about issues that are important to us and who the leaders are that are making a difference in that area. After the gallery walk in two weeks time, we will begin to answer the second part of our driving question – How can you help? Stay tuned for more on this exciting project!
For the final trimester, we are integrating writing into both our nonfiction reading unit as well as our Leader’s Social Studies Unit.
Writing across the curriculum boosts critical thinking skills. The writing that students do in social studies is different than the writing they do in the reading unit, so students will learn valuable strategies to apply their writing in many different arenas.
This week in social studies students chose a quality of life issue, then researched a leader who has improved that issue. They began their research on this leader, requiring them to look at multiple sources (books, websites, articles, etc.) and write notes based on what they found. This type of writing involves summarizing just the important parts of the information they read.
In our historical fiction reading unit, students have been writing as a response to their reading, including:
- describing the historical setting of their book club novel
- making notes about the who, what, when, where, why of their novel
- articulating the historical timeline events as well as the timeline of events related to the main character
- describing the reasons the main character said/did certain things due to living in a time very different from our own
In addition, we are using the novel “Number the Stars” as a read aloud during the reading unit. As part of our daily reading, students have explored new vocabulary by using context clues, synonyms, antonyms, sketches, and tableaus to represent the definitions of each vocabulary word.
Book Clubs – Teaching Points
1) Monitoring for sense- When starting a book, the information comes quickly, so we need to “pin it to a mental bulletin board.” This bulletin board should include who, why, what, where, when and why of the book.
2) Thinking across timelines- In Historical Fiction there is often more than one timeline of events that intertwine. It is usually the timeline of the protagonist and the timeline of history. To understand anyone, we have to know how a person’s timeline intersects with the timeline of world events.
3) Characters’ perspectives are shaped by their roles- Characters’ feelings and decisions are influenced by the character’s world and their role in that world. When they respond differently than you would, it helps to ask, “Why?”
4) Making significance- Readers stay alert, notice parts that are worth pausing over, ask how it connects to other parts and ask, “What is this part really about?”
This week we have been focusing on the link between fractions, decimals and percents names for numbers, with a special emphasis on percents. The students have been practicing converting among fractions, decimals, and percents. Students then use grid pictures, the multiplication rule for renaming fractions, and memorization of simple conversions.
Next week in this unit, your child will take another look at geometry, with an emphasis on symmetry. many objects in nature are symmetrical: flowers, insects, and the human body, to name a few, Symmetry is all around- in buildings, furniture, clothing, and paintings.
The class will focus on reflectional symmetry, also called line symmetry or mirror symmetry, in which half of a figure is the mirror image of the other half. Encourage your child to look for symmetrical objects, and if possible, to collect pictures of symmetrical objects from magazines and newspapers. For example, the right half of the printed letter T is the mirror image of the left half. If you have a small hand mirror, have your child check letters, numbers, and other objects to see whether they have line symmetry. The class will use a device called a transparent mirror, seen below, to see and trace the mirror object of an object.
Unit 10 has three main areas of focus:
*Students draw a reflection of an image across a line of symmetry.
*Students draw shapes with multiple lines of symmetry and draw lines of symmetry within a shape
*Students identify and continue patterns in both numbers and shapes and can explain their reasoning.
IXL Skills for Units 9 and 10
Patterns and sequences