Grade4 students are settling nicely into the routine of fourth grade and are working hard to meet the challenges of high expectation in all academic areas, as well as accepting responsibility for assignments. Please check nightly their assignment books to foster the development of time management skills.

In math, we have been working on rounding numbers and have not only practiced this concept numerically, but have worked diligently to use “math vocabulary” to explain the process in math journals.  A few examples to demonstrate this process are as follows:

Rounding up means that you look at the rounding digit, then you have to go to the digit to the right.  If it is a number larger than four, then you round the number up. You make the rounding digit one number higher, and all the other digits to the right become zeros.  Example:  987---990             Na’im F.

When you round down, you look for the rounding digit.  After, you look for the digit to the right.  If the number to the right is less than 5, you leave the rounding digit alone and make the digits to the right zeros.  Example:  762—760.Samantha C.

In writing, we have been developing the skill of building suspense in a story.  This can be done a number of ways.  It can be done through slowing the action, using the magic of three, stating the character’s feelings, using word referents, and by stating the character’s thoughts and questions. 

In reading, we have been working on a strategy called R’SLAMS to improve responses to open-ended questions.  R is for restating the question and making it a part of the answer.  S is to remind us to write in complete sentences to make a clear thought.  L is for gauging the amount to write by the number of lines provided.  A is for answering the specific question asked and not offering opinion or personal experiences.  M is for using proper mechanics to create a fluent piece of writing. Lastly is S, which stands for supporting your answer with detail from the text.  Students have found these techniques as valuable tools to improve the quality of their responses.

            Using a strategy makes a stronger answer because you are using details to make the sentences stronger and juicier.     Nathan B.

            Using the line length strategy helps me so that I can elaborate more.  I can be more specific.  I can make more description from using all the lines. This is how this strategy makes my answer better.              Myles H.

            Using this strategy is very good because you have to remember to get details and fill the extra lines.  The line length is very important because it is good to make the reader enjoy the information.           April S.

            In science, Grade 4 students just finished a project displaying the use of process skills, which include observation, ordering, comparing, categorizing, and communicating.  Last week they also enjoyed taking a nature walk where observation and reflection statements captured this inquiry activity.

I see a clump of white trees--------I wonder why they are there in a cluster.

Gianna M.

 Pine tree needles are brown, yellow and green----------why are they different colors?       Aaqil M.

 I see mushrooms growing on a birch tree-------I wonder why they are only on the birch tree.   Justine D. 

I noticed green eggs and white ones on different leaves ----what could have made them?     Angel R.

            We will be following this up with another trip into the woods to create a journal entry and illustration like the one we saw in the Smithsonian magazine.  We also will explore the“forest floor” more thoroughly and observe how it actually protects the ground from erosion and provides a habitat for many plants and animals.