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Fourth Grade Back to School Night

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by

Julius Hampton

on 23 September 2016

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Transcript of Fourth Grade Back to School Night

Differentiation &Support
*We work to provide flexible opportunities, independent challenges, structures in class that allow for individual/small group support as much as possible to accommodate different learning styles.

Examples:

Different resources available to offer kids different work during certain courses of study (e.g. lit circle books, research project)
Limited choice on math HW and class assignments
Math- open ended tasks, small group work, problem strings, extensions.



Support:
Noreen- 2-5 Learning Specialist
Karen- Lower School Director/ Former 4th grade teacher
Vera- math curriculum support
Sarah- 4th/5th assistant
Angela- 3rd/4th assistant



Park Day School
Back to School Night- Fourth Grade
Julius Hampton
Ben Sibrack
9.22.16

Developmental Characteristics
*Age of strong equilibrium before adolescence
*High point of childhood
*Big strides in maturity of thinking, basics of reading and writing mastered
*Become more objective in thinking, able to analyze things in a new way, less judgmental, more willing to not only recognize, but accept weaknesses/mistakes of self and others, forgiving
*Developing more self control, especially emotionally
*Friendships becoming more important, still enjoys family time

Our Approach
Facilitate progressive education philosophy (child-centered, balanced, social justice focus)
Full and lively curriculum that is mindful of common core standards
Close and consistent support during play
Organizational support
Explicit teaching/discussions about time management and strategies
Mindfulness
Responsive Classroom, NVC, and Positive Discipline techniques
Social-emotional learning: Class meetings Students write down problems to the group to problem solve.
MOSAIC- Values integrated into social-emotional learning curriculum and then applied at the outdoor school in the spring
How are they doing?
*Welcome New Students ( Scaru, Sammy, Simone, Grace, Kiki, Diego, Avalon, Amira, Jo-C, )!
* creative and enthusiastic group
* Students are getting used to class routines and homework
*Overall, excited about learning. Especially into hands-on projects and outdoor learning
*Finding ways to navigate friendships and group dynamics
*Both classes interact throughout the year: Field Trips, Room Time, Community Meetings, Science Project, Social Studies Project




Homework

*System: Students receive HW for week on Monday
*Check-in each day and answer questions
*Assignments are usually due Fri
* Teaching HW planning and Time management- Shouldn't take more than 40 minutes a night
*Everything is introduced in class, no parents should have to teach, and kids should soon be able to do HW independently with occasional parent check ins
*It's okay to make mistakes!
*Kids are encouraged to communicate any problems or confusions directly to us
*Intentionally creating concise, relevant, contextual assignments this year


Goals and Expectations:
*Build strong relationships with all students and families
*Provide a safe and supportive learning environment for all students
*Meet all of the Fourth Grade Academic expectations (See handout)
*Trust the Process!
*Small historical town
*some activities: stagecoach ride, gold panning, story teller visit, square dancing and campfires
* Parent participation is essential!, We need all families to contribute in some way (chaperones, tents, food, shopping)
*Julius and Ben hold all medicine
*Meals are all planned (no one should bring extra unless health requirement)
*We assign tent mates with kids who are comfortable with each other,
*Well Planned Trip (Park Day has been doing it for 18 years)


http://www.visitcolumbiacalifornia.com
https://pds4thgrade.shutterfly.com/pictures/5




Teacher-Family Communication
* August letter and survey
* September Check-in conferences
*Back-to-school night
*Office hours on select Tuesdays
*Newsletters
* Email quick notes
*Novemeber conferences
*Written assessment (January)
* March conferences
*Final Assessment (June)
*Phone calls, conferences, and conversations as appropriate

*Email
Homework
Columbia
Number Talks!
classroom conversations for students to make sense of math
5-15 minutes long
students are asked to share mathematical thinking when presenting and justify solutions
Students engage in mental math
Tool for helping students develop computation fluency because the expectation is that they will use number relationships and the structures of numbers to add, subtract, multiply, and divide.
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