Welcome to 4th Grade
McLendon
Dear Families,
Welcome to a new school year. As your child’s teacher, I look forward to a year of learning
and fun, and hope that every single student will achieve success in my classroom. The
home-school connection is extremely important. It is essential that we show your child
that we both want them to grow in academic achievement and as an effective member of
society. I know, as a parent myself, that you want the best for your child; it is both our
responsibility to see that this happens. I will teach the material, but I need for you, as the
parent to make sure your child reads 15 minutes every day and document it and to look
over homework every night. I look forward to working with you. Please call me or see me
if you have any questions about anything.
Agendas
Homework sheets will be sent home each week in your child’s parent-teacher/homework
notebook that should come to school and be taken home every day. Please check in it each
night to make sure all homework is done; please put any parent-teacher notes in it that are
to be turned in.
Supplies
3 Folders
3 Notebooks
1 3-Ring Binders (1 inch)
Pencils
2 Glue Sticks
Expo Markers (2 per semester)
2 Boxes of Kleenex
1 Box of Sandwich Baggies
1 Bottle of Hand Sanitizer
1 Pencil Box
Wish List
Clorox wipes and donations of candy and treasure box items would be greatly appreciated
Tardies
Doors open at 7:05. School starts at 7:15. Tardy bell rings at 7:30. School dismisses at 2:15.
Absences - When a student must miss school, a written excuse signed by a parent or
guardian must be presented to the teacher on the day returning after an absence. If the
student does not present a note within two days, the absence will be coded as unlawful.
The school will code absences in accordance with state guidelines, which provide that an
absence may be coded lawful for the following reasons:
1.
2.
3.
4.
personal illness or injury which makes the student physically unable to attend school
isolation ordered by the State Board of Health
death in the immediate family
medical or dental appointment
5. participation under suponea as a witness in a court proceeding
6. observance of an event required or suggested by the religion of the student or the
student's parent(s) with prior approval by the principal
*Extended illnesses may require a statement from a physician. When a student has been
absent for more than 10 days and has failed to make up the time missed, he/she will be
referred to the principal/designee as a candidate for retention.
What your child will learn about this year in Math
1stQuarter
4.NBT.1 Recognize that in a multi-digit whole, a digit in one place represents ten times
what it represents in the place to its right. ;4.NBT.2 Place Value with different forms
(expanded, written, and standard); 4.NBT.3 Use place value to round multi-digit whole
numbers to any place; 4.NBT.4 Adding and subtracting whole numbers; 4.NBT.5
Multiplying whole number up to four digits by one digit; 4.NBT.6 Finding whole number
quotients with remainder up to four digit by one digit (Focus: no remainder, using concrete
models) ; 4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x
7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal
statements of multiplicative comparisons as multiplication equations; 4.OA.2 Multiply or
divide to solve word problems involving multiplicative comparison, e.g., by using drawings
and equations with a symbol for the unknown number to represent the problem,
distinguishing multiplicative comparison from additive comparison; 4.OA.3 Solve multistep
word problems posed with whole numbers and having whole-number answers using the
four operations, including problems in which remainders must be interpreted. Represent
these problems using equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation strategies including
rounding. (Focus: addition and subtraction with both estimation and exact answers);
4.OA.4 Find all factor pairs for a whole number in the range 1-100.
2nd Quarter
4.OA.3 Solve multistep word problems posed with whole numbers and having wholenumber answers using the four operations, including problems in which remainders must
be interpreted. Represent these problems using equations with a letter standing for the
unknown quantity. Assess the reasonableness of answers using mental computation and
estimation strategies including rounding. (Focus: addition, subtraction, and multiplication
with both estimation and exact answers) ; 4.NBT.6 Finding whole number quotients with
remainder up to four digit by one digit (Focus: with/without remainder, using visual
models) ; 4.NF.1 Explain why a fraction a/b is equivalent to a fraction by using visual
fraction models, with attention to how the number and size of the parts differ even though
the two fractions themselves are the same size. ; 4.NF.2 Compare two visual models of
fractions with different denominators and different numerators ; 4.NF.3 Understand a
fraction a/b with a > 1 as a sum of fractions 1/b. (Focus: computation) ; 4.NF.4 Apply and
extend previous understandings of multiplication to multiply a fraction by a whole number
; 4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with
denominator 100, and use this technique to add two fractions with respective
denominators 10 and 100
3rd Quarter
4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For example,
rewrite 0.62 as 62/100; describe a length as .62 meters; locate 0.62 on a number line
diagram ; 4.NF.7 Compare two decimals to hundredths by reasoning about their size.
Recognize that comparisons are valid only when the two decimals refer to the same whole.
; 4.OA.3 Solve multistep word problems posed with whole numbers and having wholenumber answers using the four operations, including problems in which remainders must
be interpreted. Represent these problems using equations with a letter standing for the
unknown quantity. Assess the reasonableness of answers using mental computation and
estimation strategies including rounding. (Focus: all operations with both estimation and
exact answers) ; 4.NBT.6 Finding whole number quotients with remainder up to four digit
by one digit (Focus: interpreting remainders, using visual models and zeros in quotient) ;
4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b. (Focus: word
problems) category, and identify right triangles. ; 4.G.1 Draw points, lines, line segments,
rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these twodimensional figures.; 4.G.2 Classify two-dimensional figures based on the presence or
absence of angles of a specified size. Recognize right triangles as a category, and identify
right triangles.; 4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line
across the figure such that the figure can be folded along the line into matching parts.
Identify line-symmetric figures and draw lines of symmetry. ; 4.MD.4 Make a line plot to
display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems
involving addition and subtraction of fractions by using information presented in line
plots.; 4.MD.5 Recognize angles as geometric shapes that are formed whenever two rays
share a common endpoint, and understand concepts of angle measurement.; 4.MD.6
Measure angles in whole-numbers degrees using a protractor. Sketch angles of specified
measure. ; 4.MD.7 Recognize that when an angle is decomposed into non-overlapping parts,
the angle measure of the whole is the sum of the angle measure of the parts.
4th Quarter
4.OA.3 Solve multistep word problems posed with whole numbers and having wholenumber answers using the four operations, including problems in which remainders must
be interpreted. Represent these problems using equations with a letter standing for the
unknown quantity. Assess the reasonableness of answers using mental computation and
estimation strategies including rounding. (Mastery of all.) ; 4.OA.5 Generate a number or
shape pattern that follows a given rule. ; 4.NBT.6 Finding whole number quotients with
remainder up to four digit by one digit (Focus: Solve word problems) ; 4.MD.1 Know
relative sizes of measurement units including km, m, cm; kg, g; lb, oz; l, ml; hr, min, sec. In a
single system of measurement, express measurements in a larger unit in terms of smaller
unit. Record measurement equivalents in a two-column table. ; 4.MD.2 Use the four
operations to solve word problems involving distances, intervals of time, liquid volumes,
masses of objects, and money, including problems involving simple fractions or decimals,
and problems that require expressing measurements given in a larger unit in terms of a
smaller unit.; 4.MD.3 Apply the area and perimeter formulas for rectangles in real world
and mathematical problems.
What your child will learn about this year in English-Language Arts
Key ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions
drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize
the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course
of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape
meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger
portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the
whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including
visually and quantitatively, as well as in words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity
of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and
proficiently.
College and Career Readiness Anchor Standards for Writing
1. Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and
analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
Common Core Standard- Writing
4.W.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
4.W.1a. Introduce a topic or text clearly, state an opinion, and create an organizational
structure in which related ideas are grouped to support the writer’s purpose.
4.W.1b. Provide reasons that are supported by facts and details.
4.W.1c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in
addition).
4.W.1d. Provide a concluding statement or section related to the opinion presented.
4.W.2. Write informative/ explanatory texts to examine a topic and convey ideas and
information clearly.
4.W.2a. Introduce a topic clearly and group related information in paragraphs and sections;
include formatting (e.g., headings), illustrations, and multimedia when useful to aiding
comprehension.
4.W.2b. Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
4.W.2c. Link ideas within categories of information using words and phrases (e.g., another,
for example, also, because).
4.W.2d. Use precise language and domain-specific vocabulary to inform about or explain
the topic.
4.W.2e. Provide a concluding statement or section related to the information
4.W.3. Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
4.W.3a. Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally.
4.W.3b. Use dialogue and description to develop experiences and events or show the
responses of characters to situations.
4.W.3c. Use a variety of transitional words and phrases to manage the sequence of events.
4.W.3d. Use concrete words and phrases and sensory details to convey experiences and
events precisely.
4.W.3e. Provide a conclusion that follows from the narrated experiences or events.
What your child will learn about this year in Science
1st Quarter
Forces and Motion
4.P.1.2: Explain how electrically charged objects push or pull on other electrically charged
objects and produce motion.
Energy: Conservation and Transfer
4.P.3.1: Students know basic forms of energy: light, heat, sound, electrical, and energy of
motion. Students know that energy is transformed from one form to another; 4.P.3.2:
Students know that light travels in a straight line. Students know that light can be refracted,
reflected, and/or absorbed
2nd Quarter
Matter: Properties and Change
4.P.2.1: Compare the physical properties of samples of matter (strength, hardness,
flexibility, ability to conduct heat, ability to conduct electricity, ability to be attracted by
magnets, reactions to water and fire); 4.P.2.2: Explain how minerals are identified using
tests for the physical properties of hardness, color, luster, cleavage, and streak; 4.P.2.3:
Classify rocks as metamorphic, sedimentary, or igneous based on their composition, how
they are formed and the processes that create them
Earth in the Universe
4.E.1.1: Students know that the Earth rotates on an axis and that this rotation causes
day/night. This rotation occurs over a 24‐hour period; 4.E.1.2: Students know that the
moon rotates and revolves around the Earth. The moon’s appearance (phase) is
determined by its position relative to the Earth and the Sun. Students are familiar with the
following phases of the moon: New Moon, First Quarter, Full Moon, and Last
3rd Quarter
Earth History
4.E.2.1: Compare fossils (including molds, casts, and preserved parts of plants and animals)
to one another and to living organisms; 4.E.2.2: Infer ideas about Earth’s early
environments from fossils of plants and animals that lived long ago; 4.E.2.3: Give examples
of how the surface of the earth changes due to slow processes such as erosion and
weathering, and rapid processes such as landslides, volcanic eruptions, and earthquakes
Ecosystems
4.L.1.1: Give examples of changes in an organism’s environment that are beneficial to it and
some that are harmful; 4.L.1.2: Explain how animals meet their needs by using behaviors in
response to information received from the environment; 4.L.1.3: Explain how humans can
adapt their behavior to live in changing habitats (e.g., recycling wastes, establishing rain
gardens, planting trees and shrubs to prevent flooding and erosion); 4.L.1.4: Explain how
differences among animals of the same population sometimes give individuals an
advantage in surviving and reproducing in changing habitats
4th Quarter
Molecular Biology
4.L.2.1: Students know that living things derive their energy from food. Plants produce
their own food, while other organisms must consume plants or other organisms in order to
meet their food (energy) needs; 4.L.2.2: Students know that humans have needs for
vitamins, minerals, and exercise in order to remain healthy
What your child will learn about this year in Social Studies
1st Quarter
Conceptual Strand: History
Concepts: Change, Colonialism, Representation, Leadership, Symbols
Clarifying Objectives:
4. H.1.1 Summarize the change in cultures, everyday life and status of indigenous American
Indian groups in NC before and after European exploration. ; 4. H.1.2 Explain how and why
North Carolina was established. ; 4. H.1.3 Explain how people, events and developments
brought about changes to communities in various regions of N.C.
Conceptual Strand: Culture
Concepts: Citizenship, Culture, Diversity, Values and Beliefs
Clarifying Objectives
4. C.1.1 Explain how the settlement of people from various cultures affected the
development of regions in North Carolina (languages, foods, and traditions).
Conceptual Strand(s): Civics and Governance
Concepts: Governmental Systems, Regulations, Rule of Law, Rights and Responsibilities,
Individual Rights
Clarifying Objectives
4. C&G.1.1 Summarize the key principles and revisions of the North Carolina Constitution.;
4. C&G.1.3 Explain the influence of the colonial history of North Carolina on the governing
documents of our state. ; 4. C&G.2.1 Analyze the preamble and articles of the North Carolina
Constitution in terms of rights and responsibilities. ; 4. C&G.2.2 Give examples of rights and
responsibilities of citizens according to North Carolina Constitution. ; 4. C&G.2.3
Differentiate between rights and responsibilities reflected in the North Carolina
Constitution.
2nd Quarter
Conceptual Strand: History
Concepts: Change, Colonialism, Representation, Leadership, Symbols
Clarifying Objectives:
4. H.1.4 Analyze North Carolina’s role in major conflicts and wars from the Pre-colonial
period through Reconstruction.; 4. H.2.1 Explain why important buildings, statues,
monuments, and place names are associated with the state's history. ; 4.H.2.2 Explain the
historical significance of North Carolina’s state symbols.
Conceptual Strand: Geography and Environmental Literacy
Concepts: Change, Transportation, Population, Communication, Natural Resources
4. G.1.1 Summarize changes that have occurred in North Carolina since statehood
(population growth, transportation, communication, landscape). ; 4. G.1.2 Explain the
impact that human activity has on the availability of natural resources in North Carolina. ;
4. G.1.3 Exemplify the interactions of various peoples, places and cultures in terms of
adaptation / modification of the environment.
Conceptual Strand(s): Civics and Governance
Concepts: Governmental Systems, Regulations, Rule of Law, Rights and Responsibilities,
Individual Rights
Clarifying Objectives:
4. C&G.1.2 Compare the roles and responsibilities of state elected leaders. ; 4. C&G.1.4
Compare North Carolina’s government with local governments.
3rd Quarter
Conceptual Strand: Economics and Financial Literacy
Concepts: Market Economy, Supply, Demand, Scarcity, Productivity, Entrepreneurship,
Spending
Clarifying Objectives:
4. E.1.1 Understand the basic concepts of a market economy: supply, demand, scarcity,
productivity, and entrepreneurship. ; 4. E.1.2 Understand how scarcity and choice in a
market economy impacts business decisions. ; 4. E.1.3 Analyze the historical and
contemporary role that major North Carolina industries have played in the state, nation,
and world. ; 4. E.1.4 Explain the impact of entrepreneurship on the economy of North
Carolina.; 4. E.2.1 Explain how personal financial decisions such as spending, saving, and
paying taxes, can positively and/or negatively affect everyday life. ; 4. E.2.2 Explain how
limited personal financial resources affect the choices people make based on their wants
and needs.
Conceptual Strand: Geography and Environmental Literacy
Concepts: Change, Transportation, Population, Communication, Natural Resources
Clarifying Objectives:
4. G.1.4 Explain the impact of technology (communication, transportation, inventions, etc.)
on North Carolina’s citizens, past and present.
4th Quarter
Conceptual Strand: Culture
Concepts: Citizenship, Culture, Diversity, Values and Beliefs
4. C.1.2 Explain how the artistic expression of various groups represents the cultural
heritage of North Carolina.
Classroom Rules – 1. Be Safe 2. Be well-prepared 3. Have a positive attitude 4. Be
respectful 5. Make a to difference Consequences breaking rules 1. warning, 2.
Behavior reflection, 3. 10 minute time-out or bounce to another room, 4. Call home
or office visit
Homework- Homework will be on a sheet sent home every Friday afternoon- please
sign it every day after checking your child’s homework. Each student will have
15 minutes of reading, a math sheet, and spelling homework each night. All students
are required to make up missed work regardless of whether the absence is lawful or
unlawful. The student is responsible for finding out what assignments are due and
completing them.
Conferences - I will be happy to meet with you to discuss your child’s progress. You
will need to set up an appointment to do this. Many afternoons I have school meetings
and unable to meet. Also, I do not like to interfere with the children’s instructional
time. Please send a note and we sill set up a time that is convenient for both of us.
Snacks – We will have daily snack time. Please send a healthy snack each day. Please
no soda or candy.
Grades
A+
A
AB+
B
BC+
C
CD+
D
DF
S
N
U
99 - 100
96 - 98
93 - 95
91 - 92
88 - 90
85 - 87
83 - 84
80 – 82
77 – 79
75 – 76
73 – 74
70 – 72
0 – 69
Satisfactory
Needs Improvement
Unsatisfactory
OPEN HOUSE
Parents
Write a supportive message to your child on the heart and
place it on your child’s desk. It will mean a lot to have
parental support at school.
Students
Take a bag home with you and bring it back with pictures of
you. These will be put on the outside bulletin board to
highlight how special you are to our class. Write a
paragraph about you to put up with your pictures.
Open House Checklist
 Meet your new teacher.
 Parent – complete student information sheet, heart/supportive
message, and parent survey.
 Student – complete student survey, grab a bag, and figure out your
number to find your cubby and desk.
 Visit the giving pond at the board to find things you can donate to our
class.
Parent Survey







Describe your child’s personality.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
What are your expectations for your child this year?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
How does your child feel about school?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
What are your child’s strengths?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
What area would you like to see the most improvement for your child this year?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
What are your child’s hobbies?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Please include any other information you would like for me to know about your
child.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Classroom Rules
1. Be Safe
2. Be well-prepared
3. Have a positive attitude
4. Be respectful
5. Make a difference
Consequences breaking rules
1. warning
2. Behavior reflection
3. 10 minute time-out or bounce to
another room
4. Call home or office visit