THE GRADE 4 EXPERIENCE
K e y D e v e l o p m e n t a l M i l e s t o n e s
C h i l d r e n o f t h i s a g e o f t e n b e c o m e a w a r e o f t h e i n t r i c a c i e s a n d s u b t l e t i e s o f t h e w o r l d
a r o u n d t h e m . T h i s i s a y e a r o f i n t e l l e c t u a l s t r e t c h i n g , w o n d e r i n g , a r g u i n g , q u e s t i o n i n g
a n d d o u b t i n g – a l l s i g n s o f r e m a r k a b l e g r o w t h i n r e s i l i e n c e , c u r i o s i t y , m a t u r i n g c h a r a c t e r
a n d c a p a c i t y f o r i n d e p e n d e n c e . F a i r n e s s m a t t e r s g r e a t l y t o G r a d e 4 s a n d t h e r e i s
g r e a t e r c o n c e r n f o r g l o b a l j u s t i c e . F o u r t h g r a d e r s o f t e n e n j o y s m a l l g r o u p s a n d e n j o y
c o m i n g t o g e t h e r t o p l a y g a m e s o r s h a r e c o l l e c t i o n s . W o r k i n g w i t h i n d u s t r i o u s c a r e o n
p u r p o s e f
T h e 4 t h
d e v e l o p m e n t a l m i l e s t o n e s .
Personalising Learning
In the Lower School, we embrace the unique potential within each learner craft individualised educational experiences that grow learner strengths empower learners to explore their passion and interests integrate technology into all subject areas cultivate critical thinking and collaborate using diverse perspectives develop learners who confidently navigate the current challenges of our world
CORE LITERACIES
L i t e r a c y & M
R e a d i n g
Foundational Skills
Literature
Informational Text
Know and apply grade-level phonics and word analysis skills in decoding words; Read with sufficient accuracy and fluency to support comprehension
Refer to details and examples in a text; determine a theme of a story, poem or drama from details; summarize the text; Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text; Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text
Determine the main idea of a text and explain how it is supported by key details; Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text; Compare and contrast a firsthand and secondhand account of the same event or topic; Interpret information presented visually, orally, or quantitatively
Strand Areas of Focus & Development
Text Types & Purposes
Vocabulary Use
Strand Areas of Focus & Development W r i t i n g
Conventions of Standard English
Production of Writing
Write opinion pieces on topics or text, supporting a point of view with reasons; Write informative / explanatory texts to examine a topic and convey ideas and information clearly; Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and clear event sequences
Use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases; Choose words and phrases for effect; Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases; Distinguish shades of meaning among related words
Demonstrate command of the conventions of standard English grammar, capitalization, punctuation, and spelling
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing texts
S T E M : M a t h
Thinking
Numbers & Operations in Base 10
Numbers & Operations - Fractions
Geometry
Measurement & Data
Mathematical Processes
Gain familiar ty with factors and multiple
General zes and analyzes problems
Understands place value for multi-digit whole numbers
Uses place value understanding and properties of operations to perform mu ti-digit arithmetic
Extends understanding of fraction equ valence and ordering
Builds fractions from unit fractions
Understands decimal notation for fractions
Draws, identifies and utilizes lines and angles
Solves problems involving measurement and conversion
Represents and nterprets data
Make sense of problems and persevere in solving them
Construct viable arguments and critique the reasoning of others
Model with mathematics
Attend to precision
CORE LITERACIES
S T E M : D e s i g n & T e c h n o l o g y
Opportunities to build understanding of programming structures are integrated across the year The main topics of Grade 4 are:
What is decomposition?
What is a variable?
What is local reasoning?
Through projects during year, students are introduced to the different design tools at ISB and the design process
We emphasize using technology responsibly and effectively for communication , collaboration and creation Becoming proficient and postive members in a digital world is a primary goal
S c i e n c e & S o c i a l S t u d i e s
Trade & GlobalizationGeography & Economics Earth & Space SystemsApplied Sciences
Understanding how climate and other factors can lead to specialization of products, which often requires an interdependence on trade to meet the needs of the population
Students explore how innovation can give one group advantages over another and economic self-interest can create conflicts and the ways that Fair Trade can help our world be more equitable
Through exploring earth systems, students develop an understanding of how earth’s surface changes over time as a result of natural processes and human activity, such as erosion, volcanoes and earthquakes
Students also explore earth’s place in our solar system
for LifeEnvironmental Science
Students develop the understanding of how living things depend on the same limited resources for survival Through case studies from around the globe, students explore examples of where limited resources are being used or spoiled faster than they can be replenished, with this use becoming unsustainable.
CORE LITERACIES
T r a n s f e r a b l e S k i l l s
Strand Key Questions
Collaboration
Thinking
Self-Management Research
How do I share my ideas and build on the ideas of others?
How can I find the best evidence for my questions?
How does information from different sources connect to each other?
How do I set effective goals and where am I now in achieving them?
Personal Inquiry
Areas of Focus & Development
Participate in an Academic Discussion Listen to understand, rather than reply
Record Evidence
Select the evidence that is most useful to record
Reason Across Multiple Examples Identify Similarities & Differences
Set Effective Goals
Seek and use feedback as part of the process of monitoring goals
Each year, students have the opportunity to follow their own personal Inquiry into an area of interest or passion, further developing Character and Transferable Skills. Through this process, students develop planning and resilience skills and overcome challenges and reflect on their own growth. This process culminates in a Showcase where students share their learning with the school community.
To learn more about Personal Inquiry in the Elementary School, watch this video.
LANGUAGES PROGRAM
L a n g u a g e s P a t h w a y s
Students, who have demonstrated proficiency in English, access either the Dutch or French language. Additional languages are offered as part of the ISB+ program, based on demand.
ISB follows the Common European Framework for Languages.
French Discovery A1
Foundations A1.2
Consolidating A2.1
Building A2.2
Independent B1 / B2 / C1
Grade 5 & 6
Social Studies in French option
English Proficiency
Dutch Indpendent B2 / C1
ISB+ Plus Languages
Open to all regardless of English Proficiency
SPECIALIST PROGRAM
P h y s i c a l E d u c a t i o n & H e a l t h V i s u a l & P e r f o r m i n g A r t s
The Physical Education and Heath program focuses on the following areas:
Motor Skills & Movement Patterns
Concepts, Principles, Strategies & Tactics
Understanding Healthy Lifestyles
Get Up & Move
Reflects on personal social behavior in physical activity
Accepts “players” of all skill levels into the physical activity
Exhibits etiquette and adherence to rules in a variety of physical activities
The Arts program focuses on the following areas:
Creating & Performing and
Responding & Connecting to visual and musical artworks
Combines travelling with manipulative skills of dribbling, throwing, catching and striking
Throws to a moving partner with reasonable accuracy
Applies the concept of open and closed spaces
Strategies for using feet to find firm footings
Maintaining balance, including counterbalance
Using arms, hips and eyes to climb efficiently
Parkour / Gymnastics
Balances on different bases of support on apparatus
Transfers weight from feet to hands varying speed and using large extensions (e g mule kick, handstand, cartwheel)
Combines locomotor and movement concepts
Net Games
Underhand-volleys, using a mature pattern, in a dynamic environment Strikes with a two-hand overhead pattern, sending a ball upward while demonstrating four of the five critical elements of a mature pattern
Applies the concepts of direction and force when striking an object
Fourth grade students learn about the use of line, shape, color in the use of different media to create drawings, paintings, collages, and relief prints The focus is on realism, Surrealism, and the use of symbols to communicate a chosen idea about a global issue Students respond to artworks by interpreting them with contextual information and by applying criteria to judge multiple artworks
Units in Grade 4 are:
Line, Shape, Color: Still-Life Drawing & Painting
Surrealism: Collage
Printmaking & Symbols: Social Justice Poster
Grade 4 Performing Arts incorporates skills of keeping a steady beat, movement, ostinato and canon while performing hand drums, mallet percussion, and non-pitched percussion instruments (shakers)
Major topics in fourth grade are: standard rhythmic vocabulary rehearsal cues mallet instruments learning to read written music notation on the music staff
FIELD TRIPS & HOME LEARNING
Field Trips
Home Learning
Typical Assignments
Independent Reading
All ES students should spend at least 20 minutes per evening with a good book
Mathematics
ES students will have a Problem of the Week that they can work on independently
We value perseverance as much as solving the problem We expect all students to make a concentrated effort for at least 20 minutes and be able to show their attempts