During structured reading time, the children will read in pairs, small groups, and as a whole class. Varied literature groups provide the opportunity for students to express themselves orally, increase reading fluency, and expand reading skills. Reading instruction increases comprehension by developing strategies such as making predictions, summarizing, using context clues, etc. In fourth grade the children become familiar with story elements and literary terms; we approach reading through the study of various genres such as fairy tale, biography, fantasy, historical fiction, mystery, and poetry.

The study of Latin and Greek roots fosters vocabulary development. Further, a portion of the morning language arts block is dedicated to reviewing phonics and spelling rules. Refining these skills contributes to both reading and writing fluency.

Writing

Authentic writing experiences provide wonderful opportunities for instruction and help cultivate a passion for written expression. Students write letters and thank you notes and keep personal journals. We emphasize producing quality compositions, and considering audience and writing purpose while fostering the children's unique and creative ideas. Students learn to recognize traits of writing that will give them criteria and language to reflect on their work and discuss it with others.

In fourth grade students develop more advanced skills in creative writing through the "writer's workshop" process, which includes generating and organizing ideas, drafting, editing, revising, and publishing. This framework is fundamental to the writing program and will be used for narrative, expository and persuasive writing assignments. Language mechanics, including punctuation and grammar, are taught at the beginning of writing sessions.

Handwriting is refined through daily exercises; developing a comfortable and legible cursive style is a focus. The goal is to use fluent cursive as an efficient tool for writing.

French

The French instructor visits the fourth grade twice a week during the academic morning. Students are learning to carry on meaningful conversations with greetings and questions and answers on topics such as birthdays, weather, ages, favorite sports, school, clothing and food. They are building a working vocabulary that includes numbers, colors, clothing, household objects and more. The classroom experience includes games, movement, and beginning reading in French. The children begin to understand the notion of gender and how adjectives must match their nouns. Connections are made between Latin roots, French and English.

Mathematics

Knowledge of mathematics allows us to use it as a tool for reasoning and problem solving. Students work on developing problem solving strategies by looking for patterns, making tables and lists, drawing pictures, guessing and checking, working backwards, and using models or objects to ensure a concrete understanding. A large emphasis is placed on communicating the processes involved, and on the thinking utilized to find various solutions. This approach gives students mathematical confidence in their ability to apply their understanding, and helps them develop an appreciation for mathematics.

In the fourth grade students review concepts in arithmetic and continue to master basic facts and algorithms. We work on place value, addition, subtraction, multiplication, division, fractions and decimals. Students study strands in math including measurement, probability, geometry, logic, patterns, and numeration. These are covered in open-ended activities with the whole class, in small groups, and during independent work times.

Science

Developing scientific literacy begins with recognizing science as an active process. Students participate in "hands-on" activities that foster their inherent curiosity about the natural world and provide opportunities for them to understand the scientific method. They learn process skills fundamental to our science study by observing, inferring, experimenting, collecting and organizing data, and formulating conclusions.

Formatted after the National Science Education Standards, the science curriculum also incorporates a "minds-on," or inquiry approach to the subject. This approach combines scientific knowledge with critical and logical thinking, and encourages students to ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others.

We investigate the physical, life, and earth sciences in various units. Focus areas may include topics such as force and motion, simple machines, electricity, geology, the rain forest, and hedgehogs, depending on the students' interests.

Social Studies

In fourth grade we build geographic knowledge by studying location, physical and human characteristics of place, and by learning how regions form and change. Students develop habits of thinking and asking questions about people and history. We foster responsible citizenship and decision-making as the children begin to understand their place in the social, political and physical world.

The fourth graders utilize Story Paths during many units. Story Paths are curricula designed to enable each student to immerse him/herself in a specific time in history or in the practices of a certain area of study by creating a character that lives during that time or exists in that world of study. In the westward expansion Story Path the students will form wagon trains, choose roles as members of the wagon train and create characters to fit those roles. The students will make difficult decisions about travel routes, supplies, and interactions with other characters. The students will respond to all of these events as they imagine how their characters might respond. We will also, as need arises, step outside the "story" to get background information to better understand what has transpired.

Later in the year we will study the regions of the United States. We will look at their geography and history, and will also examine what each region has contributed to the rest of the world. An additional focus will be on the arts-visual, musical, and culinary--from each of these parts of our country.

Special Subjects Visual Art

Children work on visual art both in the classroom and in the project room with a specialist during an afternoon "arts block." The children are exposed to a wide variety of techniques and artists. They will be creating art in a variety of different media, using watercolor, oil pastel, clay and other ceramics, colored pencils, acrylics, and cut paper. We encourage students to be creative at the same time that they are strengthening basic skills. Concepts such as balance, color, shape, and texture are explored in a variety of projects.

Drama

Drama is integrated into many of our activities throughout the school week. We have a large production, usually related to a social studies unit, every year. These productions may include singing and/or an instrumental accompaniment coordinated by our music specialist.

Music

Music is part of the afternoon "arts block" that is led by a specialist. As part of this block, students are introduced to many of the structures of music (rhythm, melody). They play song games, memorize a wide variety of folksongs and learn how to play a number of simple instruments. Music is also a part of the classroom where children may listen to jazz and classics during quiet work time. They may memorize "rap" tunes to help them remember math facts. Musicians of widely differing perspectives will visit the school during the school year. We plan to have members of the Seattle Symphony present a program to individual classrooms and to the whole school, for example.

Physical Education and Dance

This year students are participating in a dance class at the Ewajo Center and attending a yoga class at San Tosha Yoga. Both of these activities afford children excellent opportunities to develop physical strength and balance while exercising. Regular physical education sessions are held on campus as well. Students will work with a physical education specialist who will emphasize various skills and specific sports. They also have ample time at recess to structure their own organized games.

Once a month or so we will head to Mud Park for a game of Capture the Flag. We will be playing with the third and fifth grades. This is an excellent cooperative learning exercise as the students decide on teams, rules, and strategies. We debrief after every game in an effort to make our games grow in complexity and become as enjoyable as possible.

Computer

Computers are an integral part of our society, and fourth graders use them in the classroom on a regular basis. Students strengthen typing skills, research on the Internet, and gather information from the on-line encyclopedia. They publish their writing in Word and work with other stimulating programs related to the curriculum.

Library

Third graders visit the library each week to check out books, learn about the library organization, and listen to stories. They vote on the winner of the annual Valley School Book Award for children's books.