August 20, 2015
Dear Parents,
Below is a chart that will describe what the students will be learning in first quarter as well as what will be assessed on the first quarter grade card. This year, students will be given an overall score representing their proficiency in each reading and writing unit. A description of the reading and writing unit has been provided below.
For the other content areas, we’ve provided the names of reporting topics and a description of the standards taught within that topic for first quarter.
If you are interested in additional curriculum information, the elementary curriculum is located on the Park Hill
School District website – www.parkhill.k12.mo.us
(Teaching and Learning tab).
As always, if you have any questions or concerns please feel free to contact your child’s teacher.
Thank you for your support!
Your Fourth Grade Teachers,
Shelley Black, Mya Ezzell, Casey Mannell
Unit
Getting to Know
Yourself as a
Reader
Following
Characters into
Meaning
Overview of Unit
In this unit, students will learn how to author their reading lives by becoming a classroom community of readers. Students will also obtain the identity of being a reader by setting goals, creating a life that revolves around shared books, and helping students develop a sense of personal agency in their lives.
In this unit, students will focus on developing ideas about characters and their motivations.
This unit pays attention to student stamina, choosing books, and setting goals as readers.
Unit
Getting to Know
Ourselves as
Writers
Priority Standards
In this unit, students will learn how to author their writing lives by becoming a classroom of writers. Students will generate many seed ideas and draft a short, narrative piece to start the year and build stamina around writing. Additionally, grammar, language and conventions standards will be taught to set up this expectation in all writing across the year.
The Arc of a
Story
In this unit, students will be crafting realistic fiction stories as a form of narrative writing.
Reporting Topic
Represent and Solve
Problems
Arithmetic Patterns
Place Value
Description of Topic
Solve real world problems involving multiplicative comparison using drawings or equations. Solve multi-step word problems with whole numbers using the four operations.
Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit to the rule itself.
Generalize place value understandings for multi-digit whole numbers in the millions.
Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare multi-digit numbers based on meanings of the digits in each place, using <, >, = symbols.

Reporting Topic
Ecosystems
Adaptations
Reporting Topic
Use of Maps and
Measurement Tools
Location and Place
Region
Interpret, Explain, and Predict
Reporting Topic
Participation
Description of Topic
Describe how different environments support life. Explain how organisms interact with other organisms and their environment. Classify organisms as producers or consumers.
Identify specialized structures that help plants and animals survive in their environment.
Identify internal and external cues that cause organisms to behave in certain ways.
Description of Topic
Construct and interpret maps of Missouri, including the cities of Kansas City, Springfield,
St. Louis, Jefferson City, Columbia, and St. Joseph.
Describe the characteristics of the regions of Missouri.
Compare and contrast the different regions of Missouri.
Use geography to interpret the past (why rivers have played an important role in the past).
Description of Topic
Volunteers to answer questions; raises a hand when wishing to ask a question or make a comment; looks at the teacher or presenter(s) during whole class activities
Assignments & Work
Completion
Behavior
Working in Groups
Brings necessary materials to class and follows the rules for borrowing when necessary; follows a small set of routine instructions for assignments; completes assignments on time and provides acceptable explanations when assignments are not handed in on time
Follows general behavioral directions (no pushing, no shoving, no name calling)
Listens attentively to the opinions and ideas expressed by others in the group; offers suggestions that contribute to the overall goal of the group