Welcome to Term 4 2019!
We hope you had a restful break and are ready for another jam packed term! The teachers in Grade 4 are Rachel Lehrner, Sarah Psomotragos, Tayla White and Garrison Grigg
Term Four is where we consolidate and continue to challenge the students’ reading skills through inferencing, making connections, predictions, questioning, grammar study and how author’s my ‘hook you in’ to want to read on. We constantly refer back to the idea that ‘good readers are good thinkers’ and focusing on deeper level thinking skills to develop more sophisticated comprehension skills. As students become better readers, their comprehension skills need to continue to deepen and build to be able to read and understand more complex texts. We are challenging our readers to think deeply and choose books that challenge them as a reader.
We urge parents to keep up regular communication with their child about the type of book they are reading and perhaps posing the question: How is that book challenging you as a reader? Might just get them thinking about choosing another book!
‘Just Right Books’ or I PICK books are important to have each day at school. We encourage each student to consider the level of difficulty in each book, with regard to the vocabulary and also the plot. Students use these books during daily Read to Self time when they practise becoming a better reader. Each student also participates in guided reading sessions, working alongside their teacher to consolidate strategies.
In Term 4, students are confidently using the Writer’s Workshop process to develop their skills in writing a range of text types for various purposes. Our writing focus for this term will be on persuasives, narratives and poetry.
The term has begun with a focus on persuasive writing, in which students are learning to express an opinion for a widening range of audiences. Individual interest and choice are fundamental to students becoming independent writers, therefore students will be given the opportunity to discuss a topic or communicate a message that is important to them.
We encourage peer editing during most writing time and students are developing their ability to provide constructive feedback to others on spelling, punctuation, grammar, vocabulary and the development of ideas. Teacher conferencing and needs-based groups occur during sessions, enabling teachers to identify strengths and areas for improvements. Students develop an individual writing goal with the support of their teacher, which they use to focus their efforts during writing sessions.
Spelling and Handwriting:
Our school’s spelling program for middle and senior students is the Soundwaves Spelling program. Soundwaves builds on students’ prior knowledge gained through the ‘Letters and Sounds’ program taught in Prep to Grade 2, and Soundwaves learning in Grade 3. The children learn graphemes (letter combinations that form a sound) and their respective phonemes (the sound that the letter combinations make). This builds knowledge of word patterns and the ability to spell new vocabulary. In the classroom, students will participate in both online learning via the Soundwaves website as well as paper and games-based Soundwaves learning activities.
Mathematics teaching will focus on the following areas:
Students will consolidate their mathematical knowledge by relating what they learn to real life problems and to other areas of the curriculum. They are encouraged to use a variety of strategies to solve mathematical problems.
The Grade 4 teachers will work with students to develop skills and concepts through explicit teaching in both whole class and small focus groups. Mental calculation and the teaching of efficient strategies is a priority. Students are encouraged to develop skills in estimation and use materials to explore and develop a deep understanding of mathematics concepts. Students’ understanding of Mathematics is assessed using standardised tools and rich assessment tasks.
You can support your student at home by practising their times tables or multiplication facts as well as completing weekly mathletics tasks.
Integrated: Digital Technologies
This term, we are excited to share a new inquiry unit with the Grade 4 students. Over the course of the unit, students will be exposed to a real world problem, discuss how technology can be helpful in solving real world problems and then have the opportunity to create a digital solution to that problem. We will have a focus on Sustainability, specifically Waste, and will be sharing information about our waste problem, recycling, biodegradability, plastics and how we are involved in this process. Students will have the chance to develop skills using digital technology to then apply to solve a waste-related problem. We are looking forward to seeing students’ creativity and critical thinking shine.
eSmart is a framework for schools to implement a whole-school culture and behaviour relevant to the smart, safe and responsible use of digital technologies. This eSmart framework promotes strategies for dealing with a broad range of cyber-risks. Albert Park Primary School maintains an eSmart program, which has been in operation since 2009, to build our students’ capacity to make wise choices and limit irresponsible risk-taking, as well as promoting good interpersonal relationships. As a community, we need to embrace the positives of technology for teaching practice and enhancing our students’ learning, as well as its role in positive relationship building.
Each class continues to follow the eSmart agreement and practise being eSmart in the classroom. These licences grant the children to use our ICT in accordance with the safety practices we have in place at APPS. We take online safety seriously.
Social and Emotional Learning
This term students will be learning the themes of problem solving in relationships and friendships and no bullying. We are beginning a new program from the Department of Education next year titled, Resilience, Rights and Respectful Relationships. We have chosen a few lessons to begin teaching this year. Our school wide work in the Kindness Project will continue over this term and into next year as well. Acts of kindness are still being spotted and hero-ed around the school in an effort to continue to ‘shine a light on kindness’ at APPS.
Student Diaries and Absences
Student diaries are an invaluable tool for collaborating between the school and the home. Parents are encouraged to use their child’s diary to communicate important information to their teacher, such as to request a time for a meeting. Students are required to bring them to school each day and home each night. They are checked daily.
All school absences, including late arrivals and early departures, need to be communicated directly to the office.
In Grade 4, students are set up to 30 minutes of homework nightly on Monday, Tuesday, Wednesday and Thursday. (Not Friday or the weekend). A week’s homework includes:
We thank you for your continued cooperation in ensuring that your child spends time completing their homework. If you experience any difficulty accessing the internet or lack technology to access the website, please let us know and we will make other arrangements. If you have any questions regarding homework requirements, please do not hesitate to speak to your child’s teacher.
Dates for Your Diary
These dates were correct at the time of publication, however, please check the school Website for any updated calendar events and possible date changes.
Last day of term 4- Assembly at 1.00pm,
school finishes at 1.30 pm