Welcome to the Fourth Grade!

Welcome to our world of 4th Grade. It is a place that we hope will encourage curiosity and creativity. The school year will be filled with opportunities for each child to engage in their world in a nurturing and stimulating environment. Basic skills as well as higher level thinking skills will be taught throughout the content areas. Interpersonal skills will play a critical role as each individual will learn the importance to work together as a community of learners to achieve success during the school year. We look forward to an exciting and rewarding school year for all of us.

The fourth grade mathematics program follows the Everyday Mathematics series. Math instruction occurs each day for approximately 1 hour. Instructional delivery may occur as a whole class, in small groups, and individually. Our goals in fourth grade are based upon national performance standards or “Focal Points” as defined by the National Council of Teachers of Mathematics (NCTM). Our goal for students exiting fourth grade will be:

Exposure to the following concepts:

  • Naming and Constructing Geometric Figures
  • Using Numbers and Organizing Data
  • Multiplication and Division
  • Number Sentences and Algebra
  • Decimals and Their Uses
  • Big Numbers, Estimation, and Computation
  • Division; Map Reference Frames; Measure of Angles
  • Fractions and Their Uses; Chance and Probability
  • Perimeter and Area
  • Fractions, Decimals, and Percents
  • Reflection and Symmetry
  • 3-D Shapes, Weight, Volume, and Capacity
  • Rates
  • Problem Solving Strategies

Master the following concepts

  • Developing quick recall of multiplication facts and related division facts
  • Develop an understanding of decimals, including connections between fractions and decimals
  • Develop an understanding of area and determining the areas of two dimensional shapes

Language Arts is composed of four components (Reading, Spelling, Grammar, and Writing) which are instructed, practiced, and developed through daily activities. It is delivered through explicit instruction in reading, communication, and the integration of language arts skills through all other academic areas.
The four components of Language Arts— reading, spelling, grammar, and writing—are instructed, practiced, and developed through daily activities in third grade. Instruction is delivered explicitly and through the integration of language skills in other academic areas. The following concepts are goals of the curriculum:
  • Critical Thinking, Problem Solving & Decision Making
  • Creativity & Innovation
  • Research & Information Fluency
  • Communication & Collaboration

The fourth grade uses literature based instruction, Tall Tales, Greek Mythology, and the McGraw Hill Reading Series to support and reinforce decoding skills and further develop comprehension skills. Reading instruction takes place daily. Reading occurs in formal and informal settings throughout the school day. Instruction takes place in large and small groups with opportunities for individualized skill development. Students may receive additional support outside of the regular instruction if required.

Our goal for students exiting fourth grade is that they will have the ability to:

  • Decode grade appropriate vocabulary
  • Complete weekly basal story assessments
  • Display an appropriate independent ability to articulate an understanding of classroom literature
  • Comprehend and make oral and written connections to fictional, non fictional, and informational texts
  • Develop an understanding and appreciation for poetry
  • Read independently for information, analysis, and pleasure.

The fourth grade uses the McGraw Hill Grammar and Spelling program for classroom instruction and support. Spelling and grammar concentrates on a continuation of instruction and appropriate application of rules and patterns within our language, through the written word. The Writing Process utilizes instruction through organizational tools supporting student efforts to compose in selected genres of independent writing. Our goal for students exiting fourth grade is that they will have the ability to:

  • Display weekly accuracy on spelling tests
  • Correctly identify the appropriate spelling rule and/or pattern
  • Display weekly accuracy on grammar tests
  • Correctly identify and utilize the proper parts of speech
  • Correctly identify and utilize proper punctuation
  • Continue to develop construction of well structured sentences and develop meaningful paragraphs which include topic sentences, supporting details, and concluding sentences
  • Continue to develop self editing and revision skills
  • Compose journals, paragraphs, stories, and essays to communicate, explain, persuade, and entertain

Science in the fourth grade consists of the study of Weather and Wild Weather, Magnets and Electricity, and Indigenous Plants and Animals of New Hampshire. These units of study are concentrated upon between 2 & 3 times a week for approximately 40 minutes (1/2 of the year). Topics are coordinated with Library Skills and Computer Literacy. The goal for students exiting fourth grade will be:

Weather and Wild Weather

  • Observe, Record, Interpret, & Predict
  • Identify basic weather terms/instruments and their use
  • Make basic weather predictions based upon weather patterns and conditions
  • Research a “Wild Weather” Phenomenon

Magnets and Electricity

  • Describe basic properties of magnetism and electricity
  • Create electrical circuits
  • Produce electrical conductivity

Indigenous Plants and Animals

  • Identify examples of indigenous plants and animals
  • Sketch/photograph specimens
  • Investigate ways to maintain and protect

Through a partnership with the Monshire Museum the third grade will be participating in the newest Lyme School Initiative, our Inquiry Based Science program. Students will work with Museum Scientists/Educators & their classroom teacher to cultivate their instinctive curiosity for discovery by encouraging students to formulate questions and conclusions based upon personal observation, analysis and interpretation.

Social Studies in fourth grade focuses on the study of regions of the United States and the U.S. States, Ancient Greece, and Lyme History. These units of study are concentrated upon between 2 and 3 times a week for approximately 40 minutes (for 1/2 of the year). Topics are coordinated with Library Skills and Computer Literacy. The goal for students exiting fourth grade will be:

Regions of the US - (Mapping Skills)

  • Locate/Identify Regions of the US
  • Describe characteristics of geographical regions
  • Research features of States

Ancient Greece - (World Cultures)

  • Analyze historical attributes and explain their influence on the modern world
  • Explore the role of Greek Mythology Present an oral representation of an influential Greek character

Lyme History - (Develop a Perspective of Time)

  • Connect to a “sense of place”
  • Identify important dates, places, and people that have influenced local history
  • Establish a link from “yesterday” to “tomorrow”

The Spanish program follows the curriculum, and is based on the standards of, the World Language Curriculum of the New Hampshire Department of Education. Spanish instruction takes place each day for 30 minutes. Instruction takes place in large groups, and students participate in a lot of small-group activities as well.

Our goal for students is that upon exiting 4th grade they have expanded on the vocabulary for topics covered in grades 1, 2 & 3, and studied..

  • past tense
  • simple verb conjugations
  • ser vs estar
  • baseball in – depth
  • ordering in a restaurant

Our goal for students is that upon exiting they will have developed or are developing the capacity to.

  • recognize & identify a wide range of terms in Spanish, both written & spoken
  • describe action in both the past & present

In third, fourth, and fifth-grade classroom settings, as appropriate with grade level and developmental expectations, students should be working to develop and/or displaying the ability to
• sit at a work area to accomplish work in an appropriate timeframe
• make productive and positive behavior choices
• follow a set routine
• employ independent skills
• use appropriate listening, speaking, and discussion skills
• use cursive writing (at grade level)
• follow and employ effective work/study habits and directions
• organize personal materials
• employ an independent and productive work ethic, producing complete and timely products they can be proud of
• use resources appropriately
• use Thinking Maps as a tool to organize ideas and writing
• use research resources and processes
In grades 3–5, in group settings in the classroom, as appropriate with grade level and developmental expectations, students should be working to develop and/or displaying the ability to
• work productively and positively in small and large groups
• execute proper and successful behavior, with respect to assigned group roles
• share responsibilities of communicated input and productive output, in small and large groups