4th Grade English Syllabus

 

Welcome to Fourth Grade English Language Arts!                                Box stating,

Going over the classroom expectations will not only help your children be successful, it will also ensure them a year of learning and fun. 

Communication

If you (students and parents) have any questions throughout the school year, please contact me at cmwylie@mpsaz.org (preferred)    or    480-308-7417. Even if it’s in the middle of the night or on the weekend, email me. I will see your email and respond to you promptly.

Course description

English Language Arts encompasses reading, writing, and language skills. Those subjects are taught simultaneously and your child will receive one grade for the class.Image of a book

Course objectives

  • Reading Literature

    • Proficiently and independently read a wide variety of literature

    • Use key details to determine a theme of a text

    • Use details from texts in order to make inferences, to make comparisons, and to connect ideas

    • Refer to the text when asking or answering a question

    • Explore the differences between poems, plays, and stories

    • Determine the meaning of key words and phrases in a text

    • Compare how similar ideas and themes are presented in texts from different cultures

  • Reading Informational Text

    • Proficiently and independently read a wide variety of grade-level appropriate informational texts

    • Determine how the structure and presentation helps to organize the ideas and details in the text

    • Determine the central idea of a text and how key details contribute to that central idea

    • Locate evidence in the text to support answers and opinions

    • Make connections between a series of historical events, scientific ideas or steps in technical procedures

    • Compare, contrast, and integrate information from multiple texts or sources

    • Find the meaning of key vocabulary words in informational texts

    • Use various text features, such as glossaries, icons and indexes, to locate key facts and information

    • Apply a variety of strategies to comprehend, recount and paraphrase grade level informational text

  • Writing

    • Write opinion and explanatory pieces that include evidence to support ideas, linking words, and a conclusion

    • Write narratives that include a clear sequence of events, descriptive details, dialogue, and words that indicate a change in timeImage of a hand writing

    • Revise writing based on feedback from adults and peers

    • Conduct short research projects that address different parts of a topic

    • Gather information from sources to answer a question

    • Produce writing that is organized for specific task, audience and purpose

  • Speaking and Listening

    • Collaborate in discussions through effectively speaking and listening in a variety of settingsImage of people talking

    • Prepare for a discussion by reading and studying the required materials

    • Paraphrase information from a wide range of sources

    • Orally report on a topic or text

  • Language

    • Demonstrate mastery of grade level conventions (grammar, capitalization, punctuation, and spelling)

    • Construct paragraphs that include an introduction of the topic, supporting details, and conclusion

    • Use knowledge of Greek and Latin prefixes, suffixes, and roots to determine the meaning of unknown words

    • Determine the meaning of unknown words using root words, prefixes, suffixes, context clues, and dictionaries

  • English Language Arts Student Skills

    • Demonstrate academic independence

    • Build strong content knowledge

    • Respond to the varying demands of audience, task, purpose, and discipline

    • Comprehend as well as critique

    • Use technology and digital media strategically and capably

    • Understand other perspectives and cultures


Materials Needed:

  • Laptops

    • We will utilize district laptops for note taking, reading, writing, research, projects, and presentations. This will allow all students access to current notes, handouts, assignments, and projects from both school and home. 

    • Please make sure your child’s laptop is fully charged each day and that the charging cord comes to school each day for emergency charging. It would be a great routine to charge the laptop overnight. (For when we are back to in-person school.

  • Earbuds or headphones

  • 3 subject notebook

  • 2-pocket folder to put loose papers from our class

  • Lined notebook paper

  • Highlighters

  • Colored pencils

  • Glue stick

Grading Practices

All teachers at Mesa Academy have committed to the following grading practices in alignment with the MPS strategic goal.  Mesa Academy teachers have agreed that implementing school-wide, consistent grading practices will allow for greater clarity, communication and transparency for students and parents.  You may want to download the Synergy ParentVue app to your phone for convenient access to the MPS Portal/ParentVue.  Please communicate any questions or concerns regarding grades or grading practices to your student’s teacher. 

 

  • Zeros

    • Zeros may be marked as “missing” (or “incomplete” or “absent”) to act as a placeholder until the end-of-quarter deadline.

    • Students may be referred to the counselor to attend the Success Center to provide support with getting work submitted.

    • Zeros will remain as a zero (assuming all reasonable effort has been made to get completed work in from the student) with a “missing” label after the quarter deadline.

  • Late Work:

    • Students are expected to complete all assignments by the posted deadlines.  Late work will be accepted for no more than one week after the assigned deadline, unless previous arrangements have been made with the teacher.

    • Late assignments will not be accepted for any assignments after the late work deadlines.  

    • In the grade portal:

      • Assignments will be marked as "missing" with zero credit given until the assignment is submitted.

      • Once submitted, assignments will be marked as "late".

      • Late work will be graded by the teacher after all on-time work is graded and recorded.

  • Redos/retakes

    • Students who seek to redo or retake an assignment or assessment will contact their teacher to request a retake.

    • The teacher will determine which preparation activities (ie. using a different study technique or fixing their mistakes) would benefit the students to promote success on the redo/retake.

    • The student will then complete the preparation activities and contact the teacher for approval before the redo/retake is permitted.

    • After the redo/retake has occurred, the student will see their new score in the Portal (unless the new score is lower). The highest score earned will be entered in the Portal.

  • Homework

    • Teachers will assign homework that deepens students’ understanding of standards and expectations and is aligned to learning standards.

    • Homework can be utilized as a formative assessment that focuses more on the process than on the final result.

    • Homework can be used for feedback on student progress and improvement towards mastery of standards.

    •  Homework provides students additional practice toward mastery of standards that may or may not be included in the gradebook.

  • Assessments

    • Summative assessments will measure student achievement and progress.

    • Ongoing and daily common formative assessments will guide instruction.

    • The teacher will use assessments to provide quality, timely feedback to students and parents.

    • Student grades will be based on a body of evidence aligned to standards.

    • Assessments will provide multiple ways for students to demonstrate proficiency.

    • The focus will be on quality of assessments, not quantity.

  • Behavior-driven Grading

    • Behaviors will be reported separately from academic grades.

    • Behavioral expectations will be taught explicitly (i.e. honor code, responsibility, honesty, respect, etc).

    • The teacher will provide positive reinforcement and ongoing descriptive feedback on classroom conduct.

    • The teacher will provide additional supports and interventions for students not meeting expectations.

    • No extra credit will be given.

Classroom Expectations (we will discuss these in class and together come up with examples):

  • Respect yourself, others, and property

  • Be trustworthy

  • Be responsible for your own learning

    • be prepared

    • be organized

    • actively listen and be open-minded to others’ thoughts and ideas

    • participate in discussions and activities

    • be a risk-taker

    • follow directions the first time

    • stay on task

    • plan out assignments and projects over the given period of time (no procrastinating)

  • Work to achieve your personal best


Rewards used to positively reinforce students’ choices that allow us to maintain a safe and respectful learning environment:

  • Thumbs up

  • Specific praise

  • Positive notes or emails

  • Fun academic games or activities

Consequences for classroom disruptions or disrespectful behaviors:

  • A private reminder of the appropriate behavior needed for student success

  • Repeat interruptions - parents/guardians contacted

  • If disruptive behavior continues, the student will sit in a different classroom until the teacher can have a private conversation with him or her

  • Severe or frequent inappropriate behaviors may require a conference between the student, teacher, parents, and possibly administrators.

  • Behaviors that put anyone in harm’s way require immediate administration intervention.


You did it, you read through to the end! 

Remember, I’m here for you and want to help you succeed. It’s going to be a great year! 

Sincerely,

Ms. Tina Wylie