Grade 4
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| Teachers: |
Meryl Rich
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Rivka Pe'eri
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| Room Parent(s): |
Rachel Gross
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Heidi Rubin
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| Recess: |
11:50am – 12:10pm
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| Lunch: |
12:15 – 12:35pm
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| Specials: |
Art:
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Monday – 10:45-11:20am
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| Music: |
| Tuesday – 1:25-2:10pm |
Physical Education:
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Wednesday – 8:15-9:00am
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| Thursday – 8:05-8:50am |
Back to "In the Classroom"
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Classroom News
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The final three months of fourth grade promise to be particularly busy ones. Personally, it is a time of reflection about each student’s accomplishments thus far and the goals toward which I continue to strive. From a curricular perspective, there is much work still to be done
Language Arts- As we complete Jeremy Fink and the Meaning of Life, we will, once again, explore the elements of this story. What is the problem and how is it solved; who are the main characters and what is the setting; what event marks the climax of the story; what message is the author trying to convey? In other words, what is the meaning of life? Thus, we have moved from concrete to abstract thinking. Next, as a class, we will begin to read the classic From the Mixed-up Files of Mrs. Basil E. Frankweiler. This book is about two siblings involved in an adventure in New York City. It explores both the individual growth of each child as well as the development of mutual respect that comes from being part of a team. It is a wonderful book, presenting much to discuss about character traits. As a culmination, children will be asked to create a visual representation that retells a particular chapter in the book.
Writing remains an important part of fourth grade. Children continue to hone their expository writing using various graphic organizers to plan. The concept of figurative language will be reinforced as the students read, write and explain metaphors, similes and idioms. Understanding these will strengthen comprehension, since figurative language is present in many genres of literature. They will also use personification as a form of creative expression. Of course, the proper use of writing mechanics continues to be stressed.
Social Studies- Mapping skills continue to develop as students learn to use latitude, longitude and scale. We will be examining the six regions of the United States with an understanding of how climate, landforms and waterways affect economy-agriculture and industry. We will also become familiar with physical and political maps of the U.S. Children will be asked to learn the location of the 50 states and the names of the capital cities. We will do an in-depth study of the northeast region and a comparison of it to the southeast.
Science- In science the focus will be the various systems of the human body beginning with the nervous and circulatory systems, moving to respiratory, digestive and skeletal systems. In particular, children will learn the interdependency of each of these. In the last couple of weeks, we will explore the anatomy of the male and female reproductive organs, the signs of puberty and issues regarding respect for one’s body. As that time approaches, I will be sending home a list of recommended books that you might want to have at home. On May 31-June 1, we will have our annual fourth grade sleepover at the Science Museum. Information will be sent home the week before. You might want to put on your calendar the fact that you will need to make arrangements for your child to get to the Museum by 6:00 on the 31st. We will return to school by bus before the end of the day on June 1.
Math-Focus is on computational fluency (solving multiplication problems with two-digit numbers) with particular emphasis on representing the meaning of multiplication and its relationship to division. In addition, children will be asked to create word problems that reflect the concepts of these operations. There will be further exploration of the relationship of division and multiplication in solving multi-step word problems using mathematical representations through pictures, diagrams and manipulatives. Students will look at the various meanings of remainders in different word problems. The connection between division and fractions will also be emphasized. Students then move on to a unit on geometry, learning about area and perimeter, and the characteristics of polygons.
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Hebrew and Holidays
Students will read a few more stories in their Madregot modern Hebrew storybook before the end of the year. They will read a short story about a boy whose brother is in the Israeli army to help them connect to the ideas of Yom HaZikaron - Israeli Memorial Day. They will end the year, around the holiday of Shavuot, with a story about a boy who daydreams about finding Mount Sinai. As with each of the stories we read, we begin by previewing new vocabulary through oral Hebrew, worksheets, writing, and games. Students strengthen the vocabulary they have learned thus far as well as continue to acquire new vocabulary. After we read the story together. Students work at their own pace and, at times, according to their interests doing activities to help them understand the story. They complete each story with a creative project that allows them to demonstrate and expand upon what they learned. The text is a jumping off point for the study of Hebrew grammar. Although students have been exposed to it many times, they have begun to formally study the past tense. By the end of the term, students are able understand and use the past tense forms of he, she, they, I, and we in oral and written Hebrew. Additionally, they are exposed to and begin to use and understand the many forms of you (masculine, feminine, singular, plural) in the past tense.
Torah
The focus of our Torah narrative switched from Yakov to his son Yosef. Through close text analysis, discussion, and art, we learn about Yosef’s dreams, his relationship with his brothers, and the path that led the Jews to live in Egypt. We also use the text as a starter for moral issues in our own lives. Through the lens of the Torah stories, we have discussed issues such as sibling rivalry and when it is and is not appropriate to “tattle.” We continue to follow Yosef and his brothers for the rest of the year, as we complete the book of Beresheit - Genesis - that we began in third grade. Now that they have learned how to construct the past tense, students are expected to translate pieces of the Torah text into modern Hebrew. Students review all the Torah deciphering skills that they have learned over the past two years and use them to independently read, understand, and discuss sections of Torah text in their original biblical Hebrew.
Tefilot
The fourth graders continue to lead each other weekly in both morning and afternoon services. Tefilot are different every day. Sometimes we do the complete morning prayers. Sometimes we spend time learning a new prayer. This term students learn Ahavah Rabbah, the prayer before the Shema. Students will be able not only to read and sing all the words of the prayer, but to understand major concepts of the prayer and relate them to their own personal spirituality. Some days, we focus on kavannah - the feelings and intentions behind the prayers. We may learn a new melody or talk about why we pray. This helps the students expand their repertoire and connection to the prayers we say.
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