Mrs' Cards Class

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Mrs. Cards Class
Pine River Elementary School Fourth Grade
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Mrs. Cards Fourth Grade Class - 2010
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My Philosophy of Education

• Children possess different interests, styles of
  learning, experiences and life circumstances.
  Therefore, instruction must be differentiated to
  meet the needs of all learners.
• Children learn best when they can make a
  connection between the curriculum and their
  interests and life experiences.
• Children learn best when learning opportunities
  are natural and set in real-world contexts.
• Children will learn best when adults support and
  push them slightly beyond where they can work
  without assistance.
• Children are more effective learners when
  classrooms and schools create a sense of
  community in which students feel significant and
  respected.
• The central job of schools is to maximize the
  capacity of each student and promote lifelong
  learning.
• A partnership between teacher and parents creates
  the most successful learning environment for the
  student.

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Multiple Intelligences
Visual-Spatial
Musical
Logical-mathematical
Linguistic
Bodily-kinesthetic
Naturalist
Interpersonal
Intrapersonal
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Brain-based Learning

• a variety of multifaceted teaching methods

• positive social relationships in a respectful
  environment

• stability and familiarity combined with
  challenge, novelty, and discovery

• genuine, broad-ranged experiences

• active processing through reflection and
  metacognition

• low threat combined with high challenge

• positive and stimulating classroom and teacher

• each brain is unique

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Fourth Grade Standards
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Math

• Place Value
• Fractions/Decimals
• Addition/Subtraction/Multiplication/Division
• Measurement/Time/Money
• Geometry
• Graphs
• Probability

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• Development of Mathematics in Our Classroom
• Everyday problems and applications linked to all
  content areas
• Use of manipulative materials to develop
  understanding
• Problem-solving
• Communicating mathematical thinking
• Development of mathematical vocabulary
• Justification of thinking
• Cooperative group work

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EnglishLanguage Arts

• Narrative Text
• Informational Text
• Genre Study
• Research Skills
• Writing
• Word study
• Speaking
• Listening

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• Development of English Language Arts in Our
  Classroom
• Literature circles reading quality literature
• Independent reading and response
• Guided reading
• Writers Workshop
• Word Study
• Read Aloud
• Reading and Writing in all Content Areas
• Meaningful discussions about new ideas and
  substantive conversations about text
• The Literacy Café

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Science

• Structures of Life
• Magnetism and Electricity
• Sun, Moon, and Stars

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• Development of Science Concepts in Our Classroom
• Curiosity and questions about natural phenomena
• Hands-on investigations aimed at real discovery
• Students hypothesize to explain observations/data
• Reflections about concepts in writing and
  discussions
• Connect scientific conclusions to social issues
  and new questions
• Collaborative work involving the Scientific
  Method
• Development of science vocabulary

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Social Studies

• History of Michigan
• Geography of Michigan
• Cultures of Michigan
• Government
• Citizenship
• Current events
• Economics
• Public issues

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• Development of Social Studies
  Concepts in
• Our Classroom
• Rich content including concepts and terms from
  sociology, psychology, economics, political
  science, history, and geography with a focus on
  Michigan
• Emphasis on activities and discussions that
  engage students in inquiry and problem solving
  about significant human issues
• Students make connections to history, diverse
  social groups, and the environment
• Students learn about being responsible,
  expressive, and proactive citizens
• Fourth Grade Pioneering Program

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Homework

Any work not finished in class, special
projects/reports, and the meaningful practice of
skills are homework. This work needs to be
completed by the following day unless otherwise
indicated. Homework is the responsibility of the
student. If for some reason your child is unable
to complete his/her homework, please write a note
in the planner and an additional day will be give
for completion.
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Planners

• Each student has a homework folder and a student
  planner.
• All work that could be homework for some children
  are written on the assignment board, and everyone
  copies the board as it is written.
• All of the work listed on the assignment board
  should be taken home in the homework folder,
  whether it is completed or not completed.
• Parents are able to make sure that all work due
  the next day is completed.
• I check assignment books each morning for parent
  signatures and collect all homework from the
  children.

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Assessments

• district assessments
• daily assignments
• projects/presentations
• performance-based assessments
• tests
• teacher observations
• portfolios

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Grading Scale

• 100-93 A
• 90-92 A-
• 87-89 B
• 83-86 B
• 80-82 B-
• 77-79 C
• 73-76 C
• 70-72 C-
• 67-69 D
• 63-66 D
• 60-62 D-
• 59 and below E

Excellent
P Very Good P Satisfactory
P- Needs Improvement
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Lifelong Guidelines
I am respectful. I am trustworthy. I am
truthful. I am an active listener. I put others
up, not down. I always do my personal best.
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Discipline Plan
Step 1 Discussion between the student and
teacher (Most students correct poor behavior
choices after this step, and we all move on with
classroom business.) Step 2 Note/call to
parent(s) (When I notify you about your childs
behavior, the behavior has reached the point
where it is disrupting your childs performance,
other students, or the smooth running of our
classroom.) Step 3 The student misses recess or
a special project to work independently on
alternative curricular assignments. The parents
and Mrs. Lemmer are informed. (I very rarely send
a child to the office. If your child reaches
this step, s/he has become a serious disruption
to our class.)
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Your Growing Childtypical nine-and ten-year-olds

• Social/Emotional Development
• peer influence
• desire for responsibility
• interest in current events
• choice and independence are needed

• Neurological Development
• concrete thinking established
• critical/creative thinking skills
• hunger for real-life cognitive challenges

• Physical Development
• growth into pre-adolescent bodies
• fine motor skills refined
• increased strength and stamina

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Helpful Hints

• Provide a permanent, quiet place for your child
  to do homework.
• Ask your child about his/her day.
• Have your child pack his/her backpack.

• When you are talking, dont let your child
  interrupt.
• Limit TV time. Do a variety of activities.
• Have reasonably high academic and behavioral
  expectations.
• Do activities with your child.
• Offer praise linked to specific actions.
• Foster intrinsic motivation.
• Dont make learning a competition.
• Talk and listen to your child.
• Contact me as soon as you have questions or
  concerns.

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The Card FileOur Classroom Newsletter

• Class News
• Curriculum Highlights
• Upcoming Assessments/Projects
• Field Trips
• Published Biweekly

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Snacks

• Healthy snacks such as fruits,
  vegetables, and whole grain crackers are
  encouraged for our morning break. The students
  are also permitted to keep water bottles on their
  desks through the day.

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Important Information

• Rachel Card
• Phone [phone]
• E-mail rcard_at_ecsd.us
• Web Page
• www.ecsd.us/staff/rcard