advertisement

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