Welcome to 4th Grade!

Mrs. Somers and Ms. Dillon

Please sign in on the table by the

cubbies. Thanks!

Welcome to Back to School Night! • Thank you for being here tonight!

• If you have questions or comments during the presentation, please write them on a sticky note and place them on the back easel before you leave. We will respond to these questions in Class News email

About Mrs. Somers • 7th year teaching fourth grade; my

second year team teaching math, science & social studies

• Finished my Masters Degree at UNC last spring

• I got married this summer!

• I love exercising, watching baseball & football, going to the beach, & reading.

About Ms. Dillon • 7th year teaching

• 2nd year teaching 4th grade ELA

• Finished my Masters Program last year in School Administration from ECU

• In my spare time I love spending time with family (and my dog, Stella), reading, and playing tennis.

Home/School Contact • Cedar Fork Website

• Tuesday Folders

– Sign and return graded papers

• Notes sent to school

• Student Planner

• Parent Teacher Conferences

– Conferences will be held with both teachers at the same time.

• Email – Ms. Dillon: mdillon@wcpss.net

Mrs. Somers’ lsomers@wcpss.net **please let us know if you aren’t receiving our emails!

Ms. Dillon’s Class Schedule Regular Schedule

8:45-9:15 Morning Work

9:15-10:40 Reading (Block 1)

10:40-11:20 Writing (Block 1)

11:20-12:45 Math (Block 2)

12:45-1:15 Lunch

1:15-1:30 Study Hall

1:30-2:00 Recess

2:00-2:50 Science/SS (Block 2)

2:50-3:35 Specials and switch

3:35-3:45 Pack up/Dismissal

Specials Rotation Day 1 PE Day 2 Media Day 3 Music Day 4 PE Day 5 Technology Day 6 Art

Mrs. Somers’ Class Schedule Regular Schedule

8:45-9:15 Morning Work

9:15-10:40 Math (Block 1)

10:40-11:20 Science/SS (Block 1)

11:20-12:45 Reading (Block 2)

12:45-1:15 Lunch

1:15-1:30 Study Hall

1:30-2:00 Recess

2:00-2:50 Writing (Block 2)

2:50-3:35 Specials and switch

3:35-3:45 Pack up/Dismissal

Specials Rotation Day 1 PE Day 2 Technology Day 3 Art Day 4 PE Day 5 Media Day 6 Music

Teaming in the 4th Grade • Both teachers work together to

address student needs and integrate learning.

• Please help us by including both teachers on emails regarding your child.

Standard Based Grading & Rubrics

Standards-Based Grading Level Description

• 4 Student consistently demonstrates an in-depth understanding of the standards, concepts, and skills taught during the quarter.

• 3 Student consistently demonstrates an understanding of the standards, concepts, and skills taught during the quarter.

• 2 Student is approaching an understanding of the standards, concepts, and skills taught during the quarter.

• 1 Student does not yet demonstrate an understanding of the standards, concepts, and skills taught during the quarter.

Interim Reports • Everyone will receive an interim each

quarter

• Includes academics as well as work habits and conduct

• New format generated through WCPSS PowerSchools – No comments will be included.

– Students will receive two copies (one for ELA and one for Math/Science/SS)

– Will give a grade for each standard taught thus far in that subject

• Quarter 1 Interims: September 23rd

Report Cards • Standards Based Grades for all subject

areas (specials are twice a year)

• Conduct and Work Habits scores

• Teacher comments on student’s strengths and weaknesses

• Quarter 1 Report Cards- November 5th

Conduct and Work Habits

• Both of your child’s teachers will collaborate to assess your child’s conduct and work habit grades. – Conduct includes respecting others, cooperating,

and following directions.

– Work habits include participating in class, being on task, and completing homework.

Homework Policy • Students should be writing their homework

in their planners each day.

• When incomplete, students may be asked to complete their homework at lunch.

All homework assigned is for practicing skills we’re working on in class

WCPSS policy is 50 minutes of reading and math combined, plus 30 minutes of silent reading.

If your child is frustrated or work is not complete after about 50 minutes, please stop your child and alert the teacher.

Friday Journals • Students reflect on their week and write a

letter to their parents on Friday’s.

• This is a place for them to tell you what they have learned and its importance.

• Please do not critique your students writing in the journal. This is a writing piece that is not edited or revised.

• Students homework for the weekend is to give it to you to write a letter back or sign.

Field Trips

• The 4th Grade has 3 Field Trips

– Fall Field Trip- information coming soon

– The NC Symphony Field Trip will be April 21st

– May 6th —Old Salem!

• Chaperones must have volunteer clearance (acquired in Media Center)

• Sign up if interested

Reminders • Lunch money can be put into your child’s

account online.

• Birthday celebrations will occur once a month.

– Must be store bought treats with the ingredients listed on the packaging.

• Healthy snacks for snack time

English Language Arts

Ms. Dillon 4th Grade

Literacy with the Common Core State Standards

• Look for a focus on critical analysis in reading and writing, using evidence to support thinking, and vocabulary development.

• 3 areas of focus in ELA:

– More informational and non-fiction texts (K-12)

– Students will read and write grounded in evidence

– Students practice with complex texts and academic vocabulary

In order to become better readers, students

need… • Uninterrupted time to read

• Texts on their reading level

• Freedom to choose books

• Authentic tasks

• To be able to talk and write about their reading and thinking

CAFÉ

CAFE is a guide and system to focus our

instruction, help students set reading goals, and monitor their progress.

C—Comprehension

A—Accuracy

F—Fluency

E—Expand Vocabulary

Components of the

Literacy Block: • Whole Group Mini-Lesson (comprehension strategy or

word work/vocabulary)

• Read to Self (students develop stamina by reading independently)

• Work on Writing (students respond to their reading)

• Word Work (Expanded vocabulary leads to greater fluency in reading, therefore increasing comprehension)

• Participate in small group instruction (guided reading groups/book clubs, strategy groups, and one-on-one conferences with teacher)

ELA Standards

• Include reading, writing, speaking, and listening

• Bolded standards are considered focus standards

• Cedar Fork website—pacing guide

1st quarter Reading Focus Standards - Refer to details and examples in literary and

informational text while making inferences

- Determining the theme of a story from details in the text

- Summarizing the text

- Compare and contrast two or more characters, settings, or events in a story, drawing on specific details in the text.

- Compare and contrast the point of view from which

different stories are narrated (first and third person)

1st Quarter Focus Standards Continued…

• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. – Come to discussions prepared, having read or studied

required material

– Follow agreed upon rules for discussions and carry out assigned roles.

– Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

Assessing Readers • Formal and informal assessments

• Observational notes during small group instruction and conferences

• mCLASS—students are assessed 3 times per year

-DORF (Oral Reading Fluency)—fluency and comprehension

-DAZE— Early literacy skills reading comprehension

• Home Connect letter will inform you of your

child’s mCLASS scores and give you

strategies to use at home.

•

Home Connect Letter

Reading Logs • Read for a minimum of 30 minutes every night at home.

• Record their reading on their reading log that will come home daily. Please sign your child’s reading log each night.

• Encourage your child to read the same book at home as he/she is reading at school. This will increase comprehension.

• Talk with your child about the books he/she is reading. Encourage them to check for understanding frequently.

• Students should always be thinking about what they

will read next and have another book ready in their desk or cubbie.

Reading Notebooks • A place for readers to keep track of…

- their goals and progress

- different genres they read

- skills and strategies to help them read

- their thinking while reading

- new vocabulary

• Reading notebooks will be taken home every night to help with homework and to be used to study for assessments.

How can I help? • Help your child pick a good fit book (I PICK strategy)

– Research indicates that an independent level or good fit book for children is one they can read with 99% accuracy. (Richard Allington, March 2005)

• Ask your child questions about the book they are reading (Marzano’s Question Stems)

• Encourage your child to find text evidence from their independent reading book to support their thinking

• When Tuesday Folders go home, go over assessments with your child

• Check the class website: msdillons4thgrade.weebly.com

1st Quarter Writing Focus Standards

• Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

• Use dialogue and description to develop experiences and events

• Use a variety of transitional words and phrases to manage the sequence of events

• Use concrete words and phrases and sensory details

• Provide a conclusion that follows from the narrated experiences or events

• Develop and strengthen writing as needed

• by planning, revising, and editing

Writing Workshop • Components:

– Whole-group mini-lesson

– Independent writing

– Sharing

• Students will work through the writing process with guidance from teacher and peers.

• Our goal is to complete 1-2 detailed pieces throughout the quarter.

• Most of students’ work will be completed in class.

This year in Writing…

• Personal Narrative

• Persuasive Essay

• Informational

4th Grade Math Mrs. Somers’ Class

2014-2015

– Developing understanding and fluency with multi-digit multiplication and division

– Developing an understanding of fraction equivalence, addition and subtraction of fractions with denominators, and multiplication of fractions by whole numbers

– Understanding that geometric figures can be analyzed and classified based on their properties

Three Critical Areas in 4th Grade Common Core

• Make sense of problems and persevere in solving them

• Reason abstractly and quantitatively

• Construct viable arguments and critique the reason of others

• Model with mathematics

• Use appropriate tools strategically

• Attend to precision • Look for and make

use of structure • Look for and express

regularity in repeated reasoning

Practice Standards

• Daily multiplication/division practice until mastery

• Encourage your child to explain their thinking – Written words – Pictures to show thinking – Oral expression – Math vocabulary

• Challenge your child to look for and be receptive to new ways of solving problems

• Check out some resources that our school and district have implemented to help– listed on next slide

How to Help Your Child

• My class website http://mrssomers4th.weebly.com/ – Resources for past and present units

• Elementary Math Playlist on YouTube – Also a Word Document to help you identify

which math video correlates with which instructional day

• 4th Grade Common Core Unpacking Document

• www.learnzillion.com

Resources

• A flipped classroom is a model in which the typical lecture and homework elements of a course are reversed.

• Short video lectures are viewed by students at home, while in-class time is devoted to small group practice, projects, or discussions.

The Flipped Classroom

• Research-based model that increases student engagement & improves test scores

• Creates more opportunities for one-on-one and small group instruction with their math teacher

• Students have more time for journal writing, partner activities, and independent practice

• Students can review videos multiple times to help aid their understanding at any point in the year

• Parents and families can learn along with their child • Holds students accountable for their learning

The Why of the Flipped Classroom

• We plan to produce or share 1-3 videos per week, no longer than 15 minutes

• Students are expected to write/take notes at certain intervals to engage in concept & show evidence of learning

• The day following a homework video, students participate in rotations (small group or one-on-one instruction, journals, independent practice, etc.)

The Flipped Structure

What We’re Learning Next…

• Our upcoming unit is “Adding & Subtracting Whole Numbers”

• Including and emphasizing problem-solving skills throughout this unit

• Teaching students to examine and analyze word problems carefully

• Fourth grade is full of word problems—especially those that are multistep! We want to give our students strategies to apply their skills and accurately solve problems

• The last two weeks of the quarter will focus on multiplication

• Please start reviewing facts now!

• Pre-test will be given on basic facts—students need to be fluent!

• One-digit by two-digit multiplication

• One-digit by three-digit multiplication

• Two-digit by two-digit

multiplication

Multiplication

• The area model of multiplication is a conceptual method that shows how multiplication works and the importance of understanding place value

• In fifth grade, students are expected to use the “short cut method,” but in 4th grade, students are expected to use the area model to ensure that they understand how multiplication works

Area Model of Multiplication

Area Model of Multiplication

It helps when

students label

the dimensions

of their area

models!

13 x 16

Thank you!! Thank you for your support at home!

We look forward to learning with your child this year.