Fourth Grade Parent Handbook
Fourth Grade
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Fourth Grade Team:
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'ath ontentin#udedAL# innin% o* "hoo#Lisa Campbell –
Math & Science (ext. 2228!

"#$%&'()* +mailto:lisa.campbell,anchora-e..
/ lisa.campbell,anchora-e../scho "olt – Social Studies & &eadin- (ext.
3nchora-e $ublic School
Fourth Grade
Welcome to the fourth grade. We are happy and honored to be working with each of
you this year. We hope everyone is ready for an exciting year at Anchorage School. Your
children will be actively involved in an exciting curriculum that includes many real life
experiences, creative interactive opportunities and hands-on activities. The following
packet will briefly explain the subjects and policies for this school year. We hope that this
will be helpful to your family as your child makes his/her transition into the fourth grade.
We will be providing your child with a challenging curriculum so as to make this a
meaningful year for him/her. We look forward to the successes that we know each child
will experience as the year progress.
Lisa Campbell and Jackie Holt
It is important that your child make every possible effort to be in class each
day. Attendance and academic achievement go hand-in-hand. Making school
attendance a priority can also help your child learn good work and study habits.
Missed class work and homework due to absences must be made up within a week of
your child’s return to school. One final thought is children getting to school each day,
whether they feel like it or not, prepares them to meet future responsibilities. We have
a full curriculum and we need your child to attend to get it covered.
Fourth Grade
iday, Marh ! "o#$in%eak, o& eah a""i%n'ent a" it i" o'(#eted) e
o'*ortab#e +ith 'ath ontentin#udedAL# innin% o* "hoo#The
Fourth Grade Team:
in%eak, o& eah a""i%n'ent a" it i" o'(#eted) e o'*ortab#e +ith
'ath ontentin#udedAL# innin% o* "hoo#Lisa Campbell –
Math & Science (ext. 2228!

"#$%&'()* +mailto:lisa.campbell,anchora-e..
/ lisa.campbell,anchora-e../scho "olt – Social Studies & &eadin- (ext.
3nchora-e $ublic School
Homework is best assigned when it has meaning and purpose. It should be
supplemental to what has gone on in the classroom that day. The purpose of homework is
to reinforce and provide practice on the concepts and skills learned during the day.
Homework is another tool that students are given to help him or her master the concepts
being taught. By taking ownership of their nightly homework, students should be able to
determine their areas of strength & weakness in their school work.
Homework will be given nightly except for weekends. It should take approximately
45 – 60 minutes to complete, depending upon the individual child. Reading logs will be due
at the end of each week.
Homework Schedule
Reading, Spelling/Vocabulary, Math Mondays
Reading, Spelling/Vocabulary, Math Tuesdays
Reading, Spelling/Vocabulary, Math Wednesdays
Reading. Spelling/Vocabulary, Math Thursdays
~Please note, this schedule does not include take-home tests and projects that will
be assigned at different times throughout the year.
Periodically, there will be some exceptions when homework is not assigned. If
students fail to turn in their homework, they will be given the opportunity to make it up
during inside/outside free time. We understand that many times students have extra-
curricular activities that take up most of their evenings; however, homework still needs to
be completed and turned in on time. This firmness impresses upon the students that they
need to practice time management and prioritizing. Each day that homework is late a
deduction will be taken from their grade.
arents! responsibility in homework is to provide a "uiet place, with good
light, and the needed supplies. arents are #O$ to do the homework. Homework
develops lifelong learning habits, develops the study skills, and the independent skills
a student needs- if a student does the organi%ation, planning, studying and the work.
Homework helps keep parents informed and involved in their student!s learning.
arents should look over work for neatness and completeness.
&tudents will record their homework in their weekly planner each day. lease
help your child develop a routine for doing homework. 't might be helpful to check
off each assignment as it is completed. lease use this planner for any feedback you
wish to communicate to us. We will check homework planners as often as possible
for any comments( however, please have your child point out comments you may
have written for us. eriodically, e-mails will be sent to parents describing
e)pectations on assignments.
$he fre"uency of assessment will increase notably in *
grade. &tudents will
be notified of assessment dates appro)imately one week prior to the assessment.
lease know that we try our best to spread out assessments on different days.
+owever, there will likely be instances over the course of the year where your child
will have more than one test scheduled on the same day. lease plan ahead and
review material nightly in order to ensure that your child is prepared for assessments.
Studies show that if students read aloud at least 20 minutes a night, their
comprehension increases and they become more fluent readers. Students will be
expected to read 20 minutes nightly. We have enrolled each student in the
Accelerated Reader program to help them achieve the 20-minute a night
requirement. This program will be one aspect of our overall reading program. After
12 weeks if a student fails to accumulate the 12 points, then his/her reading grade will
be lowered 1/2 of a letter grade (for example, from A to an A-). They will have
plenty of opportunities to read or take a test during silent reading time. &tudents will
be responsible for tracking their points and taking their A, testing prior to school,
during free time -with approval from teacher., or after school either in the media
center or in their classroom. $o verify how many A, points a book is, please refer to Ms. /ame% or Ms. 0orders will review with the
students how to check how many points they have accumulated.
Due Dates for AR Points (one week prior to midterms/report cards)

Midt"rm for AR Point!

Trim"!t"r for AR Point!
Midt"rm for AR Point!
Trim"!t"r for AR Point!
Midt"rm for AR Point!
Trim"!t"r for AR Point!
Each week, a newsletter will be sent home in a weekly folder. The purpose of
the newsletter is to inform you of what your child will be learning that week, as well
as upcoming events/projects. The weekly planner will also be coming home each
night with that evening’s assignments listed. In addition, there is a 4
grade website
that can be accessed at the school’s site. Should you have any questions, we can be
contacted through our e-mail. Phone calls to the classroom should only be made
between 1 p.m. – 2 p.m. during our planning time. Please limit calling the classroom
at the end of the day (after 2:30) to discuss a dismissal change with your child, as this
is a hectic time.
Organization is a key component to success in fourth grade. Keeping track of
all of the papers and items for each subject can be challenging. To help with this, our
subjects are color-coded. Students will receive a labeled folder for each subject. All
folders, except the weekly folder, will be kept in a binder. These folders will house
class work, reference materials, and projects. Time will be taken at the beginning of
the school year to ensure that students understand how to best organize their school
work. In each subject, once a unit is completed, folders will be cleaned out. Graded
papers will be sent home weekly via weekly folders. Please help your child devote
the time nightly to ensure that he/she is organized for the following day.
Math blue
Social Studies yellow
Science green
Reading red
Weekly Folder orange
Extra credit opportunities will be given periodically. Should you feel that your
child should participate in extra credit and additional work is not formally offered
during the unit, feel free to contact us and we can arrange for additional work.
The approximate weighting system is as follows: (may change for special
Homework = 10%
Class work = 30% (includes participation and attendance)
Quizzes = 20%
Tests = 40%
Projects = 20 – 40% (may replace quizzes or tests)
&ince the *
grade scheduled lunchtime is 11213 this year, there will be no
snack time. 4our child may bring a bottle of water to school each day. lease make
sure the water bottle is labeled with your child’s name.
(rad" %)rric)*)m +,"r,i"w
-iff"r"ntiat"d &n!tr)ction: #ot all students are alike. 0ased on this,
differentiated instruction applies an approach to teaching and learning that gives
students multiple options for taking in information and making sense of ideas.
5ifferentiated instruction allows us to make adaptations to assignments based on
individual needs and diverse students in the classroom. We can be fle)ible in our
approach to teaching and ad6ust the curriculum and presentation of information to
learners rather than e)pecting students to modify themselves for the curriculum.
9e:nition, To di&erentiate in"trution i" to reo%ni-e "tudent".
$aryin% bak%round kno+#ed%e, readine"", #an%ua%e, (re*erene" in
#earnin% and intere"t"/ and to reat re"(on"i$e#y) Di&erentiated
in"trution i" a (roe"" to teahin% and #earnin% *or "tudent" o*
di&erin% abi#itie" in the "a'e #a"") The intent o* di&erentiatin%
in"trution i" to 'a0i'i-e eah "tudent." %ro+th and indi$idua#
"ue"" by 'eetin% eah "tudent +here he or "he i" and a""i"tin% in
the #earnin% (roe"")
Math instruction prepares students to think and reason mathematically and to
use what they have learned to solve problems. $his year in math we will work daily
to master the *
/rade 7ommon 7ore &tandards for Mathematics2
$hrough a student centered approach students will be given the opportunity to
interact and struggle with other students in order to solve problems. $he goal is that
students will be able to make sense of the math content, thoroughly understand it, and
en6oy learning it.
A heavy emphasis will be placed on students sharing their thinking
processes8math reasoning both verbally and through writing. &tudents will be
encouraged to view struggle positively and to grow from mistakes.
E/p"ct to !"" 0o)r chi*d:
• Making sense of problems 9 persevering in solving them.
• &olving multi-digit multiplication problems
• &olving division problems with multi-digit dividends
• :inding and e)plaining e"uivalent fractions
• Adding 9 subtracting fractions
• Multiplying fractions by whole numbers
• Measuring angles with a protractor
• 7lassifying geometric figures based on their properties
En1*i!h Lan1)a1" Art! 2ELA3
,ecently, the ;entucky 0oard of <ducation established new
<nglish8=anguage Arts standards and assessments by passing &enate 0ill >1. $he
purpose for this revision is to improve instruction in the classroom so that all students
are prepared for college or the career of their choice. $o better implement ;entucky’s
new core academic standards, Anchorage &chool has developed a team of teachers to
collaborate with each other and hone best practices so that highly effective teaching
and learning can occur in our classrooms. 'ncluded in the new <nglish =anguage Arts
&tate &tandards are the following subcategories2
• R"adin1 Standard! for &nformation T"/t
- 7raft and &tructure - ,ange of ,eading and =evel of $e)t
- 'ntegration of ;nowledge and 'deas
• R"adin1 Standard!: 4o)ndationa* Ski**!
- honics and Word ,ecognition
- :luency
• R"adin1 Standard! for Lit"rat)r"
• Writin1 Standard!
- $e)t types and urposes - ,esearch to 0uild and resent ;nowledge
- roduction and 5istribution of Writing - ,ange of Writing
• Sp"akin1 and Li!t"nin1
- 7omprehension and 7ollaboration - 7onventions of &tandard <nglish
- resentation of ;nowledge and 'deas - ;nowledge of =anguage
- ?ocabulary Ac"uisition
Expect to see your child:
• Work with common, grade appropriate /reek and =atin affi)es and roots as
clues to meaning of words
• Work with relationships between synonyms, antonyms, and homographs to
better understand new vocabulary
• Apply phonics and word analysis skills when decoding words
• @nderstand syllabication patterns so to accurately read unfamiliar
multisyllabic words in and out of conte)t
• ractice specific comprehension skills to develop a clear and concise
understanding of te)t
- understanding the main idea - recogni%ing tone
- making 6udgments - understanding literary forms
- drawing conclusions - understanding organi%ation
- making inferences - understanding significant details
• <ngage in novel units, ,eader’s $heater, literacy circles, thematic units from
our #ational /eographic curriculum.
SPELL&N(/5+%A67LARY A87&S&T&+N
Reading and spelling are directly related. Spelling should be an integral part of
language arts instruction. It is the foundation that helps students master the basics of
language, especially those who may struggle with reading. It enables students to use
different senses and strengths to learn and master the relationship between the sounds
and symbols of our language, which is the groundwork of reading. When our
students are able to more deeply understand the patterns of our language, they
become master communicators. For this reason, we will have weekly spelling tests
for students. This will include our word list from our Prefixes and Suffixes and
Classical Roots vocabulary workbooks. Throughout the week, students will practice
the spelling words using a variety of activities. Then on Fridays, tests will be given
to determine if mastery was achieved.
Writing instruction prepares students to communicate for a variety of purposes
and audiences in the real-world. Students will become immersed in the classroom in
the writing process. They will learn the value of planning, revising, rewriting, and
Lessons will be centered on The Six Writing Traits:
1. Ideas- selecting and focusing on an idea
2. Organization- how to organize a piece logically
3. Voice- adding a personal flavor to a written piece
4. Word Choice- communicating effectively with precise & descriptive words
5. Sentence Fluency- ensuring that our sentences combine to produce a
pleasant sound and rhythm
6. Conventions- editing the text grammatically

Writing instruction will also incorporate modeling, analyzing other authors’
works, and practicing effective writing techniques.
Anchorage Public School has developed a comprehensive writing plan to
ensure our students have a wide range of opportunities for written expression across
the curriculum. Intermediate grade levels (4
& 5
) are required to complete pass-on
portfolios for the purpose of showing student growth in writing. Each student must
have four writing pieces which have gone through the writing process (pre-writing,
drafting, revising, editing and publishing). The kinds of writing include narrative,
literary, and informative. Additionally, fourth grade portfolios will be assessed
according to a state designed analytical scoring rubric. Please note that throughout the
year, some assessments are kept to be used in students’ portfolios.
Expect to see your child:
• Write opinion pieces on topics using logical, supportive reasons and
• Write informative/explanatory texts to convey ideas clearly
• Teacher/peer conferencing to develop and strengthen writing
• Practice systematic instruction in grammar, spelling, usage, mechanics and
• Conduct research using several sources to build relevant support for topics
• Write narratives to develop real or imagined experiences
• Write reflections/analysis to determine the impact of experiences
• Use technology to present, produce, and publish writings
$his year students will learn science standards through activities, labs, and
&$<M challenges. &$<M challenges are culminating activities that bring together
cognitive thinking and problem solving skills by integrating &cience, $echnology,
<ngineering, and Math. &tudents will use the engineering design process to think
critically about science. 'n the engineering design process students will be taught to
ask, imagine, plan, create, and improve their ideas and challenges. 4our child will
keep an engineering design notebook throughout the year in science for note keeping,
data collection, and reflection. $he state of ;entucky has officially adopted the #e)t
/eneration &cience &tandards -#/&&.. 'n fourth grade, this year’s curriculum will
primarily consist of the new standards with reference to the old standards when
necessary to fill in gap areas.
M"ta 9oo E/p"ri"nc"
$he week before :all 0reak, &eptember AB C October D
, A31* our fourth
grade students will attend =ouisville Eoo’s MetaZoo. $he MetaZoo is an educational
program that engages children in hands-on e)periences with the most uni"ue animals
and plant life on earth. &tudents will learn about several different ecosystems and
how to classify animal and plant life by adaptation characteristics, defense
mechanisms, and modes of transportation. Additionally, students will e)plore the
similarities and differences of specific wildlife indigenous to the desert and rainforest.
$his on-location program will be a valuable educational e)perience for our students.
$he cost of the five-day program is still being determined, which includes
transportation to and from the %oo all week. Fudging from the previous years’
e)periences, we feel this is a worthwhile program.
S+%&AL ST7-&ES
&tudents will engage in an in-depth study of ;entucky during their fourth
grade year. $his will include historical events, natural and human resources, and the
function of our state government. $hey will participate in hands on activities that will
teach about various forms of interactions between early settlements in ;entucky. Our
students will be able to describe how different factors, such as, rivers, mountains,
regions and other landforms, influence where human activities were and still are
located in ;entucky. $hroughout the year, students will practice using geographic
tools to locate places and ob6ect in ;entucky by their absolute and relative locations.
;entucky’s economy is another area in which students will e)plore. $hey will
analy%e different markets and understand how the prices of goods and services in our
state, nation and world work.
Funior /reat 0ooks, Funior Achievement, Art 5iscovery, 7omputer =ab, and
=ibrary sessions will be integrated into the schedule on the ne)t page.
K"nt)ck0 P"rformanc" Ratin1 for Ed)cationa* Pro1r"!!
K :PREP T"!tin1
$he spring testing window for the A31*-A31G school year is May 1Dth C 1Bth.
$he testing window will be comprised of five days of testing for the ;-,< -with
* additional makeup days.. $he ;-,< assesses reading, language arts, and
mathematics according to the Kentucky Core Content standards. The IOWA test
assesses students using national norms. For the reading assessment, vocabulary and
reading comprehension make up the total score. The vocabulary test presents a
general word (nouns, verbs, and modifiers) in the context of a short phrase or
sentence; students select the answer that most nearly means the same as that word.
The comprehension assessment consists of passages that vary in length. Represented
in this section are a variety of genres such as fiction, fables, tall tales, poetry,
interviews, diary entries, biographical sketches and some nonfiction materials.
Approximately two-thirds of the questions require students to draw inferences or to
generalize about what they have read. The math assessment consists of math
concepts, through problem solving, and computation. These scores calculate into
NCLB only.
Please read and discuss the information included in the Fourth Grade Parent
Handbook with your child. Return this page to your child’s homeroom teacher after
you and your child have signed it.
I have read and understand the Fourth Grade Parent Handbook.
Parent/Guardian Signature