Inspire. Challenge. Succeed.
Every Student... Every Heart... Every Mind... We have begun our new author study unit! We are using specific group work structures and thinking routines to interpret a text collaboratively.
There is no "I" in team... Using the group work structures introduced by Ms. Gregory, we have learned to collaborate effectively and efficiently in our author study groups. As a result, our thinking about the story has been pushed in different and meaningful ways.
As we go deeper into our understanding about the text, use our class author study presentation to guide your interpretations of the story. I wonder, what is Fox really about?
Teaching Point: Good readers support each other and their thinking using collaborative practices, routines and structures.
Grade 4 practices the Scientific Method...
We are scientists! Grade 4 continues to apply what they know about the scientific method! Our latest science experiment, CO2 Fire Extinguisher, forced us to think critically about energy and matter transformations to help us solve the following problem:
Pushing our science thinking further... Through our participation in investigations, research and shared reading of different science texts, we will continue to push our thinking further about concepts related to energy and matter. Remember to add new understandings to our Transformations Chalk Talks as we go deeper into our science learning.
Check for science understanding! Use our Transformations Science Experiment Rubric to make sure you have followed the steps of the scientific method during each experiment performed in class. Also, use expert vocabulary to clearly communicate your observations, and conclusion and extension questions.
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| Grade 4 unpacks the tools and structures in our author study pack. |
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| Grade 4 Analyzes the text Fox by Margaret Wild. |
There is no "I" in team... Using the group work structures introduced by Ms. Gregory, we have learned to collaborate effectively and efficiently in our author study groups. As a result, our thinking about the story has been pushed in different and meaningful ways.
As we go deeper into our understanding about the text, use our class author study presentation to guide your interpretations of the story. I wonder, what is Fox really about?
Teaching Point: Good readers support each other and their thinking using collaborative practices, routines and structures.
Grade 4, make your thinking visible... Use the following see-think-wonder to build upon your and others' ideas about the story. In what ways has your thinking changed?
Use a STW to build story interpretations:
- SEE - What do you notice about the writing?
- THINK - What connections could you make to the different interpretations about the story?
- WONDER - What tools were used to help make their thinking and writing clear?
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| Grade 4 uses the Narrative Reading Learning Progression to guide their interpretations about the text. |
Grade 4 practices the Scientific Method...
We are scientists! Grade 4 continues to apply what they know about the scientific method! Our latest science experiment, CO2 Fire Extinguisher, forced us to think critically about energy and matter transformations to help us solve the following problem:
Can an invisible matter create an energy transformation?
For more interesting science experiments to try at home, click on the Steve Spangler Science Experiments link to the right of the blog!
Pushing our science thinking further... Through our participation in investigations, research and shared reading of different science texts, we will continue to push our thinking further about concepts related to energy and matter. Remember to add new understandings to our Transformations Chalk Talks as we go deeper into our science learning.
Grade 4, make your note-taking visible... Use your note-taking see-think-wonder to collect information from our science readings and the science videos we have watched in class. I wonder, how could we organize the new learning into our Transformations Chalk Talks?
Use a STW to gather information:
- Add key ideas to your SEE
- Provide examples of the key ideas in your THINK
- Write down questions to explore in your WONDER
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| Our class transformations STW is updated regularly! |
One School. One Community. One Graded.
May-June READING challenge... As we approach the end of the school year, let's continue to persevere and strengthen our reading skills! Below is our last reading challenge for Grade 4! Be inspired... Be challenged, and... Be successful!
Grade 4 is Maracujá... Review our latest grade level curriculum update for important information regarding your Maracujá.
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| Marcio Garcez shares his passion for drumming with Grade 4! |
Maracujá final presentation... Students will present their Maracujá Google Slides presentation on June 1 from 8:30-9:30 in the Grade 4 classrooms.
Grade 4, be sure to include the following the day of your Maracujá presentation:
- Your Google Slides presentation
- A large poster advertising your Maracujá (to be displayed in front of your stand)
- Special equipment, clothing and/or items you have created to show and/or share (optional)
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| Review the presentation instructions in your Maracujá Digital Notebook! |
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| Use the poster example to guide the creation of your poster! |
Word Work... Grade 4, this week we will take a closer look at contractions. Be sure to practice your new spelling words by completing your word work activities during morning work and for homework. Review our word work blog post for more information to help you practice at home. A contractions review has been added to your NRI assignments. Assignments are due June 8. Our spelling test will be the week of June 4.
A contraction shortens words by replacing one or more letters with an apostrophe.
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| Click the link for a complete list of contractions |
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| Pratice your work word activites for homework as well! |
Grade 4 is STEAM! Grade 4, Our STEAM challenge, Straw Bridge Challenge, has begun! Review our STEAM presentation below in preparation for next session. In teams, you will complete the building of your bridge!
Ask yourself the following questions:
- In what ways could I connect STEAM to The Eagle Way?
- Can I identify specific actions that help us build our classroom community?
- In what ways could my participation in STEAM help me grow as a learner?
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