Welcome to Third and Fourth Grade

Building a Community of Creative, Curious and Critical thinkers

We provide a classroom environment that is safe, stimulating and nurturing while offering hands-on, problem-solving opportunities relating to the child's social, emotional, cognitive and physical needs.

Reading

In the Third-Fourth Grade Reading Program we emphasize connecting ideas and exploring topics in depth. We read, summarize, analyze, synthesize and evaluate a wide range of fiction and non-fiction texts in order to build an understanding of the texts, of ourselves and of the world. In order to listen and respond to others, students are taught to ask relevant questions to clarify and extend ideas. Students learn to identify key points in discussions and respond appropriately, making relevant contributions to class discussions. During our Literature Circle group meetings students read and discuss the book. They each are responsible for a analyzing the story in a different way. One student might sequence the most important events while another group member will ask questions to facilitate the group discussion. As a culminating activity, each group will present the story to the rest of the class members in a unique way. Students have presented posters, plays, game show and much much more!

Third-Fourth Graders write in a wide variety of genres and for many different audiences. Students are taught to think and write critically, to present ideas logically and to use language effectively throughout the writing process. Students learn to do research-based writing through the use of a structured yet independent format called the Thinking Map. Creative writing is valued and cultivated as well. Process writing, including editing and revisions, is always an integral part of writing projects in this class.

Spelling and vocabulary are a key part of the day. The students learn new vocabulary and spelling that is relevant to what is being taught in the classroom. They are not to simply memorize the spelling of works but understand the meanings and origin of words. They synthesize them in their writing. Students learn spelling through a “Words Their Way” concept. Many of the students also learn etymology in a Latin Club.

With the University of Chicago Everyday Math Program, students explore math concepts through hands-on activities within a ‘spiral approach' which allows frequent use and review of previously learned concepts. This approach ensures that students retain math knowledge and make relevant connections between concepts. Math games allow students to familiarize themselves with new concepts while reinforcing previous learning.

Math facts are mastered in several ways. Music and skip counting tapes are used to learn math facts. Multiplication facts are embedded in a series of timed tests taken throughout the week. Results are charted on a student-created Microsoft Excel spreadsheet. Students then convert their spreadsheets into double line bar graphs in order to track their own progress. Involving students in self-evaluation helps improve their scores, speed and accuracy.

Fact-based exercises are used to help students master and retain skills and are used only after higher-level learning has been accomplished. In this way students develop critical thinking and problem solving skills that will help them manage and use their knowledge in the future.

Students master several mathematical concepts before exiting Fourth Grade. They have analyzed various ways of using fractions and converting them to percents and percents. They have done this through data collection, liquid measurement and quisenaire rods. Students have also applied their problem-solving skills through real world application. This often ties in with our science labs and field experiments.

As one of its important elements of synthesis, our discussion and project-based Social Studies program teaches students to recognize and describe cause and effect relationships. The curriculum includes both physical and cultural geography as integral strands. Historical components introduce students to early Native American and Pioneer History. An overview of Westward Expansion leads to the use of thinking maps to organize thoughts, followed by the creation of a timeline of major events and an analysis of their causes and effects. Real-world applications include simulations and activities that involve student participation. When studying the early pioneers, students actually take on the identity of a pioneer as they travel westward on an amazing journey. As a culmination of this unit students travel to San Xavier and Tubac, where they spend a day in the life of a pioneer. They dress, eat and learn as though they were students living in the early 1800s.

Our science program gives students the opportunity to explore, investigate and discover! During their two-year stay in Third/Fourth Grade, students enjoy many hands-on learning experiences in Life Science, Earth Science, Ecology and Physical Science. Units are project-based and involve teaching the scientific process through completion of experiments, dissections and the assembly of models. In addition, a key part of each school day is gardening and pet care. Students are responsible for growing and caring for an edible garden, outdoor plants and plantings in our greenhouse. Students also feed and water several class pets. By becoming responsible for their environment students are better poised to understand their role in and the importance of sustainability.

Art, Music and Drama are taught in units of one trimester each. In these Fine Arts units, taught by arts specialists, we address perceptual awareness and creative development. Emphasis is placed on each student's individual process, rather than a finite end product. It is always a pleasure for the classroom teacher and fine arts teacher to collaborate on cross curricular themes. It truly gives the subject matter more depth.

Students attend P.E. class 4 to 5 times each week. A variety of competitive, non-competitive, cooperative and individual activities are designed to promote large and small muscle development and coordination.

Students visit the school library weekly for a ‘Book Talk' by our librarian, and to check out library books.

Students use computers to do internet research for projects, for word processing, to create graphs and spreadsheets and to create Power Point presentations. Students may access computers in the library, in the computer lab and in the classroom.

Students in a Literature Circle enjoy presenting a Power Point about a book that they have read to the rest of the class. Individual students have had a great time designing fantastic pie charts and bar graphs based on information that they have collected.

Our class takes a number of field trips each semester to deepen our understanding of Science, Social Studies and Cultural themes. There are a number of special events programmed throughout the year as well, and we welcome family participation and assistance at these fun events. Field trips and special events provide enrichment, interest and valuable hands-on learning experiences for our children.

Understanding the importance of our local community is a key element in the Third/Fourth Grade. Students grow herbs, vegetables and fruits in a small garden and greenhouse. Once a month they organize a community Farmers Market. They sell produce and baked goods that come from Tucson Supported Agriculture as well as healthy baked goods and herbs and produce from our Green Fields community. The proceeds raised at the Farmers Market go toward helping local as well as international charities. Students have raised money for the whales, gorillas, dogs and cats and Heifer International to list a few.