Reading
In fourth grade, we use a literature-based reading program. Students
are grouped heterogeneously with consideration given to students'
reading levels, interests, and learning styles, rather than grouping
based solely on reading levels.
One reading unit is devoted to inter-class study groups, in
which groups of students from all three fourth grade classes
gather by book selections to read, discuss, and plan follow-up
projects. Students write responses to their books taking the
form of original plays, reenactments, and TV shows.
In a literature-based reading program, teachers act as facilitators
to teach children to think critically while reading. Reading
time presents "teachable moments" for instructing specific
skills and strategies. Teachers reinforce lessons learned in
the classroom through workbook exercises completed in school
or at home. Children are exposed to a variety of literary genres
including:
- Historical fiction
- Realistic fiction
- Adventure
- Folk tales and myths
- Mysteries
- Biographies
- Drama
- Poetry
- Non-fiction.
An important component of a literature-based reading program
is the response log (the reading journal, reader's notebook,
etc.) These logs give students an opportunity to think critically
about what they have read and to formulate their own reactions
to a book. They often serve as a primary source for written critiques,
creative stories, and poems.
As we work to improve students' critical reading skills, we
also strive to develop and sustain their enthusiasm for reading.
We set aside quiet time for students to read books of their own
choice and time to listen to teachers read aloud. We want to
foster not only the skills and strategies that will make students
better readers, increasing their knowledge and expanding their
interests, but also inspire a life-long enjoyment of literature
and an appreciation for good writing.
Students develop their vocabulary through the integration
of a variety of disciplines. In addition, children practice new
vocabulary through regular workbook assignments.
Spelling
Spelling is an important, basic communication skill. Spelling
is not an isolated subject, rather it is part of a language-integrated,
literature-based curriculum. Students should be learning to spell
Priority and Core words in everyday writing. Priority words are
"recycled" from year to year, and students are expected
to spell them correctly in everyday writing in all subject areas.
Core words correspond to fourth graders' instructional level
and provide the catalyst for learning new skills. Each class
supplements weekly spelling lists with words drawn from current
curricular needs.
Book Reviews
Students are expected to respond to six books of their
choice through a variety of media which includes self-selected
projects, written summaries and critiques, and oral presentations.
The first three book reviews will be completed in class, while
the remaining three will be completed at home.
Due dates to be determined...
Writing
The writing program focuses on several different types of writing.
We are committed to the process approach (pre-writing, drafting,
revision, editing, and final draft), and our students keep active
writing folders and journals for their writing projects in all
of their subjects. We expect all students to write in cursive.
Most fourth graders love to write. Teachers often write with
the students with the goal of establishing a community of writers.
We use the word processor to produce a fourth grade newsletter
and create web pages using Adobe PageMill to publish our work.
We value the trust that grows as the members of our community
gain confidence in each other as honest and thoughtful evaluators.
TYPES OF WRITING
- Creative stories
- Opinion pieces in newsletters
- Persuasive writing
- Letters to authors
- Interviews
- News articles
- Poetry
- Expository writing
