Reading
Developing a lifelong love of reading is at the heart of our reading instruction. The distinction between reading fiction and nonfiction is a major emphasis in Grade 4. Students examine more complex texts and build ideas grounded in evidence from the text. When reading fiction, children engage in discussion of literature, connecting what they read to real life experiences and other texts, which leads to a deeper understanding of the structure of text. Class discussions focus on helping students to interpret content, explore thematic ideas, and form opinions about meaning. Students learn to identify and use the features of nonfiction text in order to summarize, develop research questions, and find information.
We utilize the Readers Workshop model, which blends whole-group mini-lessons, small needs-based groups, and individual conferring to guide students through a variety of comprehension strategies. Throughout the year, we discuss and model the thinking strategies that all proficient readers use as they read:
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Determining what is important: identifying themes and diminishing focus on less important ideas or pieces of information
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Drawing inferences: combining background knowledge and textual information to draw conclusions and interpret facts
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Using prior knowledge: building on previous knowledge and experiences to aid in comprehension of the text
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Asking questions: wondering and inquiring about the book before, during and after reading
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Monitoring comprehension and meaning: using an inner voice to think about whether or not the text makes sense
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Envisioning: implementing the five senses to build images in the mind that enhance the experience of reading.
Our multi-genre approach includes reading novels, biographies, nonfiction and poetry, and studying their specific elements. For example, as children read novels, they study character, setting, plot, themes, and writing styles and purposes. Teachers select those materials that are most appropriate to the interest level and reading ability of the class, including selections that coordinate Grade 4 social studies units.
In a collaborative program with the Lower School Library, children continue to develop their inquiry and research skills. They learn to obtain information from a variety of texts, diagrams and pictures, and to use various parts of a book in order to locate information quickly—index, glossary, chapter and section headings, and computer catalogs and bibliographies. They learn how to read effectively by surveying the materials, forming questions to guide their reading, reading carefully, taking efficient notes, and reviewing what they have read.
Writing
The writing program in the Lower School is based on the Writer’s Workshop approach, which is centered on research supporting the idea that children learn to write more readily when their writing is purposeful and directed toward a real audience. Teachers begin with a mini lesson to give children a powerful model for the genre being practiced. Beginning with brainstorming and planning, children learn specific craft and revision techniques so that they are able to share their ideas effectively with one another. Following the conference, the children proofread and edit their own work, and ultimately publish selected texts. Teachers work with individuals and small groups, discussing genre, teaching skill lessons, helping with the editing process and asking questions to provide feedback. Teachers use a variety of literature as well as student work as examples for practice.
In Grade 4, children are taught various genres of writing such as:
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Narrative: The Arc of the Story
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Informational: Reimagining London
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Opinion: Personal Essay
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Informational: Bringing History to Life
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Opinion: Persuasive Essay
Spelling
The spelling program focuses on learning syllables and affixes, along with derivational endings. Teachers augment the program with words drawn from subject area units and students' reading and writing. Students are held accountable for proofreading their daily work.