Transcript Welcome to 4th Grade Parent Information Night

Tonight you will get a glimpse of. . .
*Rules/Expectations
*Curriculum Breakdown
*Accelerated Reader Requirements
*Grading Procedures
*Homework Policy
*Support Structure
NEW THIS YEAR . . .
 Weekly Homework Chart
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Identifies the nightly assignments
Indicates the behavior for the day based
on the clipchart
Needs to be signed (initialed) each night
PLEASE also remember to “clean out” the
folders each night of unnecessary papers.
Behavior Policy
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Blue- “Excellent” – The student has had outstanding behavior throughout the course of the day including
lunchtime, recess, and specials.
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Purple- “Super Student” – The student has had great behavior throughout the course of the day.
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Pink- “Way to Go” – The student has displayed helpful and cooperative behavior within the classroom when
working with peers and adults.
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Green- “Ready to Learn” – The student will start the day out on this color.
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Yellow- “Think About It” – This is the student’s warning. This gives the child an opportunity to correct an
inappropriate behavior and be redirected.
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Orange- “Teacher Choice” – Depending on the time of day or behavior, the student will receive a time
out from recess or classroom activities. A child’s clip is moved to orange when they have had to be spoken to
repeatedly about their behavior and the behavior did not change.
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Red- “Parent Contact/Principal” – A child’s clip is moved to red when unacceptable behavior that cannot be
tolerated in the classroom occurs. The principal is either called or the student is sent to the principal’s
office. A referral may be completed. A student’s clip may immediately be put on red if their behavior is
dangerous to themselves or others.
Rewards
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As a group behavior plan, we will be collecting marbles throughout the
school year. Each day there are NO clips moved down, we will place a marble in
a jar. Once 10 marbles have accumulated, I will give the class a special surprise
for their good behavior. Examples of surprises are: popcorn parties, extra
recess time, lunch in the classroom, a movie, or a special treat (food item). The
surprises are endless and are well worth the effort!
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At the end of each day, the student will color a chart that will be kept in their
take home folder with the color they received for that day. This will allow the
child to keep a daily log on how his/her behavior is going in the classroom. It
will also allow you to see how your child is doing on a daily basis.
Social Attitudes and Work
Habits
Work Habits
Social Attitudes
 Demonstrates responsibility
 Accepts responsibility for
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behaviors
Respects property of others
Is dependable
Works cooperatively
Follows school rules
Demonstrates self-control
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Strives for personal best
Works independently
Is organized and prepared
Completes work on time
Follows directions
Is self-motivated
Reacts positively to suggestions
from adults and peers
 Participates in discussion
 Engages in activities
Changes in ELA Curriculum
 Standards increase in complexity from K-12, helping to articulate what
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students need to know and be able to do along this trajectory and assist
with differentiation
Literacy-building as a shared responsibility for all content area teachers
Emphasis on teaching reading of informational text
Emphasis on steadily increasing students' ability to understand more
and more complex text over time
Integration of research skills across standards and grades
Emphasis on writing to argue, inform, and explain in the upper grades
to prepare students for college-level writing
Changes to Math Curriculum
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Fewer topics; more generalizing and linking of concepts
Well-aligned with the way high-achieving countries teach math
Emphasis on both conceptual understanding and procedural
fluency in the earlier grades
More time to teach and reinforce core concepts from K-12
Some concepts will now be taught later
Focus on mastery of complex concepts in higher math (e.g.,
algebra and geometry) via hands-on learning
Emphasis on mathematical modeling in the upper grades
*Teaches the mechanics of reading
*Students are taught phonics instruction to decode written English
*By the end of Grade 2, will have learned all of the sound-spelling
correspondences
*Spelling, grammar and writing are also taught during the Skills
Strand
Listening and Learning Common
Core Strand
 Is a series of read-alouds organized by topics (Immigration, Insects,
Fairy Tales)
 Many of which are informational
 Opportunity for students to improve their language through listening
 Build a rich vocabulary
 Gain knowledge in history and science through read-alouds
Guided Reading and Accountable
Independent Reading (GRAIR)
 Additional literacy time during the day
 This time is for additional:
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read alouds
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literacy based centers
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immersion in other text
 The purpose of this time is to build independent, interested, and
capable readers.
*WILL START END OF SEPTEMBER
Grade 2 Math
Fluency
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Students practice their facts to help students
gain fluency within 20.
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These are fun, fast paced activities to help
students
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The goal is for children to add and subtract
automatically.
Concept Development
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Application Problems
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Students take what they learned during
concept development and apply it to problem
solving questions.
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It is where the students complete
practice problems independently.
Student Debrief
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Students share their answers from the practice
set and the teacher goes over the answers.
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This is intended to be a time to reflect and
process the lesson that was taught.
This is a hands on activity that provides
manipulatives
This is to help the student understand the
concept being taught.
Homework
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It is the teacher led part of the lesson.
Parallels the Problem Set which is sent home
as a reference
Social Studies/
Science
Social Studies and
Science curriculum
are embedded in
the Listening and
Learning Modules.
Areas we will cover include but not limited to:
Fairy Tales, Early Asian Civilization, Ancient
Greek Civilization, Greek Myths, Cycles in Nature,
Westward Expansion, Civil War, Immigration,
Insects, War of 1812
Accelerated Reader/
Independent Reading
 Focus – Living a Readerly
Life
 10 Points Earned Each
Quarter
 20 minutes or more of at
home reading per day
 Read Up tests for
comprehension
*Start mid September
*Math homework nearly every night
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*Skills Reader stories
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*Spelling tests throughout (not necessarily 1 per
week as it correlates to lessons in Skills Strands)
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*Reading 20 minutes a night-stories will come
home intermittently to be read for homework
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*Worksheets
Support Systems
 Mrs. Griffo
 Academic Intervention
Services
Ms. Womble (AIS)
Miss Cover (SPED)
 My webpage:
www.camdenschools.org/
anns (Code: griffo)
 Please feel free to contact
me through:
 School Email
 [email protected]
 Phone calls @ school
 Letters in home folders