PHYSICAL EDUCATION AND HEALTH

Physical education is part of a school-based program that promotes social, emotional, and physical well-being. The purpose of physical education is to develop and enhance gross motor skills, social and life skills, and the learner’s thinking and problem solving skills.

Fourth grade physical education encompasses teaching students the skills that foster participation in physical activities throughout life. Students will learn and apply movement concepts, health related fitness concepts, as well as social concepts. These skills and concepts are taught through a variety of activities and units including dance and movement, individual and team sports, and integration of other discipline areas.

The three domains of physical education include psychomotor, cognitive, and affective. Psychomotor skills include all physical movements from traveling to throwing and catching. Cognitive skills may include decision-making, learning rules of a sport, and/or creating strategies to become more successful. The affective domain encompasses teamwork, being prepared, respect for self and others, and good sportsmanship.

Health education is part of a school-based program that provides information to foster student skills, attitudes, and behaviors that will result in lifelong healthful decision-making. Health education promotes student physical, mental, emotional, and social well-being.

WORLD LANGUAGES

Students in grade four receive world language instruction two times in a six-day cycle, with a teacher who comes into their classroom. Students are assessed and a grade for world languages appears on their report card.

Effective communication in Spanish is the primary goal. Students are asked to use all four components of language: listening, speaking, reading, and writing, in order to be able to communicate in an effective manner. Spanish is often used in the classroom to teach language concepts. Pictures, stuffed animals, gestures, acting, and music help to convey meaning and reduce or even eliminate the necessity for direct translation. Homework is a written reinforcement of concepts taught in class. Periodic assessments are given to determine the students’ level of comprehension. All four language components are assessed during the marking period.

MUSIC

The curriculum for music in fourth grade is divided into three sections. All fourth grade students take the first section, general music. In this class, students will learn the basics of listening to, performing, writing, and appreciating music.

The second section of music offered to fourth graders is the choral program. This is a performing ensemble that meets twice a week before school. The chorus consists of students of all ages, grades and ability. The main focus of this ensemble is reading music and performing.

The last section of music available to the fourth grade is the instrumental program. There are two bands at this school currently, an advanced band and a beginner band. The beginner band is for all first year instrumental students. They perform one concert a year in the spring with the advanced band. The advanced band is available for anyone wishing to audition during the year. There are currently students in fourth, fifth and sixth grades in this ensemble. The advanced band performs two concerts, one in the winter and the other in the spring. All instrumentalists receive one music lesson a week during the school year.

ART

As youngsters enter the fourth grade, they embark upon an ambitious and exciting year in art class. Students acquire a knowledge of skills that will increase an aesthetic awareness in the visual arts. At the same time, they develop and define design through the use of perceptual, intellectual, and technological skills in the utilization of the art elements and media. Students develop a working knowledge of the elements of art criticism based on aesthetic criteria. As art students, the fourth graders are taught to identify and describe various art forms from different historical and contemporary periods and cultures. An appreciation and recognition of the impact of the visual arts in daily life is gained as well.

GLEN RIDGE BOARD OF EDUCATION

Ms. Betsy Ginsburg, President

Ms. Karen Eisen, First Vice President

Ms. Julie Raskin, Second Vice President

Mr. Tomas Agnew

Mr. John Cable

Ms. Regina Henry

Mr. Jeffrey Kobernick

Ms. Suzanne O’Connor

Ms. Gwen Schoenfeld

GLEN RIDGE SCHOOL ADMINISTRATION

Dr. Daniel Fishbein

Superintendent of Schools

Mr. Dirk Phillips

Principal, Ridgewood Avenue School

Mr. Michael Donovan

Assistant Principal, Ridgewood Avenue School

RIDGEWOOD AVENUE SCHOOL

Glen Ridge School District

FOURTH GRADE CURRICULUM FRAMEWORK PARENT BULLETIN

Dear Parents and Guardians,

A recent article in Education Week stated, “the family is the cradle of learning.” Research has shown repeatedly that student achievement improves when parents are involved in their children’s education by forming a partnership with the school community to help children succeed.

This curriculum bulletin was created to help develop that partnership and as a means to communicate an overview of the curriculum delivered during the academic year. The staff is encouraged to utilize strategies that appeal to multiple intelligences and learning styles and enable students to use higher level thinking skills.

We encourage you to keep in touch with the teacher through parent conferences, get involved by joining the Home School Association, and participate in Back To School Night, American Education Week, and as many activities as you can to be involved in your child(ren)’s school life.

I hope your child will have a successful and enjoyable school year.

Sincerely,

Dirk Phillips Principal

LANGUAGE ARTS

The study of language arts is an integral component to the fourth grade instructional program. Reading, writing, speaking, and listening are developed then maintained throughout all curricular areas. The 2007 edition of the Macmillan McGraw Hill series was recently adopted into the curriculum. This edition provides a literature-based program, which offers a variety of genres. Fourth graders are exposed to multicultural stories, various forms of fiction and non-fiction, plays, and poetry. Within the language arts curriculum, students will develop skills in comprehension, vocabulary, predicting, sequencing, comparing and contrasting, drawing conclusions, inference, cause and effect, character analysis, identifying story elements, and identifying main ideas and details.

In the area of writing, students learn to write in clear, concise, organized language that varies in content and form for different audiences and purposes. They also learn to implement the writing process, which includes prewriting, drafting, revising, proofreading and publishing. Students will learn to focus on Ideas and Content, Organization, Voice, Word Choice, Sentence Fluency, and Conventions while working through the writing process.

In the areas of speaking and listening, youngsters learn to speak for a variety or purposes and audiences and listen interactively in diverse situations to information from a variety of sources.

MATHEMATICS

The University of Chicago’s Everyday Mathematics series addresses the age-old question “When am I going to use this in the real world?” Each lesson focuses on a real world issue, from determining the percent of deforestation occurring between 1990 and 2002, to comparing the various heart rates of mammals.

Everyday Mathematics uses a spiral approach to learning. Concepts are not simply presented in one lesson never to be seen again. They reappear throughout the year to ensure that students are retaining mastery of the skill. In addition, the concepts taught in math class relate to those presented in other areas such as science and social studies so your children can see they are not learning skills in isolation.

The thirteen units covered in the fourth grade Everyday Mathematics curriculum include: Naming and Constructing Geometric Figures; Using Numbers and Organizing Data; Multiplication and Division; Number Sentences and Algebra; Decimals and Their Uses; Map Reference Frames; Measures of Angles; Fractions and Their Uses; Chances and Probability; Big Numbers, Estimation and Computation; Reflection and Symmetry; Percents; Mammals: An Investigation; Perimeter and Area; Rates; and Three-Dimensional Shapes and Volume

SCIENCE

The fourth grade science program involves the study of four exciting, hands-on, interactive units of study in the form of scientific modules.

Students will classify characteristics of living things and recognize the basic needs of plants and animals. They will understand adaptations and systems.

Students explore permanent magnetism, electric circuits (series and parallel), and electromagnetism through free exploration and systematic investigations in the Magnetism and Electricity Module. They observe and compare electric and magnetic phenomena and organize their observations on a graph.

Youngsters delight in carrying out a number of exciting experiments in the Weather and Climate module. Earth’s atmosphere, effects of changes in the air on weather and the water cycle will be explored. Students will predict weather as they observe seasons and climate.

Fourth graders will study how moving water, wind and ice shape the land. Topics such as the natural resources and conservations efforts will be researched. The consequences of producing and disposing of trash will be investigated.

SOCIAL STUDIES

The fourth grade social studies program features an exciting and varied curriculum. Students learn about the Garden State as they study both the geography and geology of New Jersey, and New Jersey’s past and present. Utilizing the textbook You, New Jersey, and the World by renowned author John Cunningham, students learn about the uniqueness of our state. Known history begins with the arrival of the Lenape Indians. Our state has experienced the full sweep of exploration, colonization, revolution, industrialization, and the intense excitement of the twentieth century. Youngsters delight in learning about the colorful mosaic of New Jersey. Over one hundred ethnic groups have found a home here in the nation’s fifth smallest state. Students quickly learn that New Jersey is a representation of the United States, highlighting both the contradictions and extremes that are modern America. The Garden State possesses magnificent suburban communities along with decayed urban centers. Sprawling farmlands exist along with overcrowded highways. Grimy factories dating back to industry’s infancy are prevalent in our state, as are gleaming super-structures housing the marvels of high tech.

An exciting addition to support the Social Studies curriculum is Our Country’s Regions. Students will expand their knowledge of the regions of the United States. In the context of their exploration, students will investigate major historical events and the key geographical and natural resources of each region, as well as the history and economy of each area studied.

Students gain an appreciation for their own freedoms through exposure to primary documents such as the United States Constitution and Declaration of Independence. Students will discuss revolutionary leaders such as Thomas Jefferson and Benjamin Franklin and evaluate the impact that such individuals had on our nation’s history. Students will also consider the significant impact of women and African Americans on our state and nation. Throughout the Social Studies program, students will develop the critical thinking and social skills necessary for effective citizenship in the democratic society of our classrooms, school and beyond.

LIBRARY

Appreciation for the printed word is a priority at the Ridgewood Avenue School library. Reading as a pleasurable pastime is encouraged. During class, stories, poems, and essays are read and discussed. The value of reading magazines and newspapers is also emphasized.

Additionally, the librarian provides instruction for all grades in research skills and computer skills. It is also an “open library” in that teachers and students may use the resources within whenever necessary. Students are scheduled for library at least one period every six-day cycle.

Starting in the third grade, students begin developing their research skills. They use dictionaries, almanacs, encyclopedias, and atlases. Gradually, they become more comfortable with finding answers on their own. By the time they are sixth graders, students should be quite comfortable using print sources as well as databases and the Internet.

At all levels, emphasis is placed on the accuracy and reliability of information sources. Information literacy grows significantly during their years at Ridgewood Avenue School.