Writing
The Fifth Grade writing program is implemented with a keen eye toward the developmental leaps a student must make when entering the middle school years. Reinforcing the idea that the process of writing is a system, and encouraging the class to see composition as construction, fifth graders are creating a “toolbox” with which they can use to access and hone their writing craft. Approaching our written work with an eye on process and the notion of revisiting and revising allows us to be more productive, organized, and in control of our finished product. 

Most importantly, our fifth graders become more independent and fluent writers, confident that they are communicating their interior thoughts clearly and with intention. 

The overarching questions that we pursue include:

1. What tools can I collect this year to add to my writers toolbox?
2. How can I access my toolbox to become a more creative and independent writer?
3. How can I best communicate through my writing?

Writing practices are explored through various genres including:

• Essays: Persuasive, response to literature, five paragraph with thesis statement
• Poetry
• Memoir
• Free writing
• Short story
• Expository writing: Note taking, paraphrasing, summarizing
• Journal writing
• Letter writing
• Picture/Word Prompt writing

Grammar
Grammar and mechanics are addressed within the context of daily writing assignments through mini lessons that are generated from authentic student work. This direct teaching method keeps the information relevant to the writers, allowing the students to embed grammar lessons into their work as they are creating it.

Many fourth graders are beginning to understand abstract concepts and apply them to new problem solving situations. The Fourth Grade math curriculum is designed to provide classroom structures which will help develop a sense of personal and social responsibility, refine their math skills, polish their work habits, and support their innate thirst for knowledge.

TERC Investigations is the core mathematics curriculum for 4th grade. The goal is to help all children understand the fundamental ideas of number and operations, geometry, data, measurement and early algebra through hands-on and collaborative investigations. Proficiency with arithmetic skills is supported throughout the program. A variety of assessment techniques including observations, students’ self-assessments, quizzes, homework and individual oral assessment are used. Extensions or review sessions are offered to accommodate students who need further challenges or additional help.

The principal concepts taught in Fourth Grade are:

• An understanding of, and the ability to use various algorithms for the addition and subtraction of multi-digit numbers;
• Mastery of multiplication facts through twelve and multiplying by two and three digits;
• Division with remainders is introduced and mastered;
• Order fractions, finding equivalent fractions, adding and subtracting fractions with common denominators;
• Identification on a number line the relative position of positive fractions, positive mixed numbers, and positive decimals to two decimal places;
• Recognition that rectangles that have the same area can have different perimeters;
• Knowledge of the definitions of a right angle, an acute angle, and an obtuse angle. Understand that 90°, 180°, 270°, and 360° are associated, respectively, with 1/4, 1/2, 3/4, and full turns;
• Knowledge of the definition of different quadrilaterals (e.g., rhombus, square, rectangle, parallelogram, trapezoid);
• Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns;
• Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work;
• Estimation, mental arithmetic and problem solving strategies are also reviewed and practiced.

Social Studies

Building on the third grade curriculum, the history and social studies units continue to offer hands-on activities and provide opportunities to explore new concepts that help them embrace diversity and understand and appreciate a wide world. The children continue to record information in learning logs and are assessed through tests and/or special projects.

Sample units include:

• California History: In this unit, the essential question we seek to answer is, “Who and what are California’s Riches?” The unit focuses on the California gold rush of 1848 and the many groups of people who immigrated during or around this time. California’s wild and colorful past is brought alive as the children participate in a simulation of the gold rush and write imagined journals of their own.

• Africa (Ghana): In this unit, the essential question students seek to answer is, “How does learning about another culture help me understand myself better?” Our goal in teaching the unit on Ghana is to have students begin to see the depth and complexity of social and historical culture that just one African country embodies. We also look at how the political ideas, language and arts of Ghana have influenced peoples worldwide. Children study the Asante people in depth through film, slides, books, art, music, food, guest speakers and lectures.

Science

Fourth grade science activities encourage children to inquire and guide their own learning based on their interest.

• The central goal of the unit, “The Scientific Method” serves to answer the question, “How do scientists work?”. Allowing students’ inquiry around electricity to unfold, students are introduced to the Scientific Method step by step. We focus especially on conducting experiments that involve controls and variables and keeping a science journal that includes sketches, labels and detailed descriptions that can lead to logical conclusions.
• Students develop questions based on their own findings and interests. From these questions, each student designs his or her own experiment. Students refine their observation skills, practice the scientific method, write lab reports and learn about laboratory safety. Children design their own exhibit and determine the best way to communicate their growing understanding of the question being pursued. After sharing projects with each other in class, the children show and explain their work to parents and other students on the day of the science fair.
• During our Oceanography Unit, students explore the question, “How can life exist in the greatest depths of our oceans?”. The children develop respect for our water planet as we look at ocean ecology and learn about the diversity of life in the seas. We study biological classification, the deep ocean habitat and basic ideas of evolution, including adaptation, diversity of species and the relationship between form and function.