Sixth Grade Mathematics Syllabus



School Year 2015 – 2016

|Course Name |4th Grade Advanced Reading |Course Code | |

|School Name |Brockett Elementary School |Teacher Name |Dr. Hudson |

|School Phone Number |678.874.2602 |Teacher Email |quonias_d_hudson@dekalbschoolsga.rg |

|School Website | |Teacher | |

| | |Website | |

Course Description

Fourth grade students expand and deepen their knowledge of reading, writing, and speaking as well as their understanding of using various types of technology to aid in presentations. Fourth grade students are reading and comprehending various genres. Students also read and understand informational texts from other subject areas and technical texts at the high end of the 4-5 text complexity band independently and proficiently. Fourth grade students can understand and learn from the text presented in various print and digital forms. Students are writing about what they are reading as a way to show understanding of the texts. Fourth grade students are summarizing the texts and having engaging in discussions about what was read. Fourth grade students are making connections between the text of a story, drama, and visual or oral presentation of the text. Students continue to develop opinion pieces, informative/explanatory, and narrative writing. The writing continues to develop by incorporating technology into the writing. Fourth grade students engage in collaborative discussion and have prepared for the discussion ahead of time by researching the topic being addressed. Students paraphrase information read aloud or presented in diverse media and formats. Fourth grade students continue to demonstrate the command of the conventions of Standard English in both speaking and listening, but also transferring this knowledge into writing. Students in fourth grade have separate standards for reading, writing, speaking, listening, and language. These standards need not be a separate focus for instructions and often several standards can be addressed by a single rigorous task. (Georgia Department of Education Grade 4 Guidance Documents, 2012).

Curriculum Overview

The following academic concepts will be covered. THIS IS ONLY A GUIDE AND IS SUBJECT TO CHANGE.

|CURRICULUM OVERVIEW |

|Unit 1 – Fourth grade can be challenging for many students. There is a noticeable increase in the level of inferential thinking required of students |

|once they reach the intermediate grades. The purpose of this unit is to introduce students to the rigors of fourth grade while providing inspiring |

|examples of individuals who overcame obstacles in their lives and made noteworthy contributions to the world. |

|Unit 2 – The purpose of this unit is to engage students in a closer examination of the craft of writing and the structure of both informational and |

|literary texts. Students will begin to use skills from the previous unit as they site established facts when writing opinion pieces and informational|

|writing that are the products of research. Students will also begin to look more closely at language and how it is used. The theme of this unit |

|“Stories of the Earth and Sky” is meant to support teaching and learning about Native Americans and ecosystems in social studies and science |

|respectively. |

|Unit 3 – In this unit, fourth grade students will learn about heroes of the past and present by studying the accomplishments of historical figures and|

|individuals who have contributed to society in contemporary times. Students will deepen their comprehension of both informational and literary texts |

|by studying the way a writer integrates knowledge and ideas to create a text or other means of sharing information. |

|Unit 4 – In this unit, students will read literature staring non-human characters. The texts selected for this unit provide an excellent opportunity |

|to explore how characters influence stories. At this point in the year, most of the fourth grade standards have been taught and reviewed. This unit |

|serves as a final review as the academic year ends. |

BOARD-APPROVED INSTRUCTIONAL MATERIALS

|Textbook | Houghton Mifflin Harcourt StoryTown |

|Online book and/or resources |www-k6. |

|Online student access code (school specific) |Username: 4classdekalb |

| |Password: dekalbstudent4 |

GRADING SYSTEM: The DeKalb County School District believes that the most important assessment of student learning shall be conducted by the teachers as they observe and evaluate students in the context of ongoing classroom instruction. A variety of approaches, methodologies, and resources shall be used to deliver educational services and to maximize each student’s opportunity to succeed. Teachers shall evaluate student progress, report grades that represent the student’s academic achievement, and communicate official academic progress to students and parents in a timely manner through the electronic grading portal. See Board Policy IHA.

|GRADING CATEGORIES |*GRADE PROTOCOL |

|Formative Assessment (Pre-Assessment) – 0% |A 90 – 100 ~P (pass) |

|Assessment During Learning – 25% |B 80 – 89 ~F (fail) |

|Guided, Independent, or Group Practice – 45% |C 71 – 79 |

|Summative Assessment or Assessment of Learning– 30% |D 70 |

| |F Below 70 |

Notes:

*English Learners (ELs) must not receive numerical or letter grades for the core content areas in elementary and middle school during their first year of language development. A grade of CS or CU must be assigned. This rule may be extended beyond the first year with approval from the EL Studies Program. English Learners must receive a grade for ESOL courses.

~Elementary schools will utilize P (pass) and F (fail) in Health/Physical Education, Music, World Languages, Visual Arts and Performing Arts.

|DISTRICT EXPECTATIONS FOR SUCCESS |

|STUDENT PROGRESS |Semester progress reports shall be issued four and a half, nine and thirteen and a half weeks into each |

| |semester.  The progress of students shall be evaluated frequently and plans shall be generated to remediate |

| |deficiencies as they are discovered. Plans shall include appropriate interventions designed to meet the needs of|

| |the students. See Board Policy IH. |

|ACADEMIC INTEGRITY |Students will not engage in an act of academic dishonesty including, but not limited to, cheating, providing |

| |false information, falsifying school records, forging signatures, or using an unauthorized computer user ID or |

| |password. See the Code of Student Conduct - Student Rights and Responsibilities and Character Development |

| |Handbook. |

|HOMEWORK |Homework assignments should be meaningful and should be an application or adaptation of a classroom experience. |

| |Homework is at all times an extension of the teaching/learning experience.  It should be considered the |

| |possession of the student and should be collected, evaluated and returned to the students. See Board Policy IHB.|

|MAKE-UP WORK |When a student is absent because of a legal reason as defined by Georgia law or when the absence is apparently |

|DUE TO ABSENCES |beyond the control of the student, the student shall be given an opportunity to earn grade(s) for those days |

| |absent. Make-up work must be completed within the designated time allotted. See Board Policy IHEA. |

|SCHOOL EXPECTATIONS FOR SUCCESS |

|CLASSROOM EXPECTATIONS |All discovery students are expected to come to class prepared with the materials they may need for class |

| |(assignments, notes, books, etc.). Assignments and/or tasks should be completed according to the rubric, |

| |criteria, guidelines, and/or directions provided by the teacher. Students are also expected to show respect and|

| |model good behavior to their peers and adults. Furthermore, all discovery students are expected to complete a |

| |major project in the Spring (more information will be provided at a later date). |

|MATERIALS AND SUPPLIES |All discovery students will need the following items: 1-inch binder (portfolio), dividers, journal or |

| |composition book, color-specific folder, pencil, and a flash drive (3rd, 4th, & 5th grade students only). |

|EXTRA HELP |If you have any questions or would like to discuss your child’s progress, don’t hesitate to contact me. Please |

| |feel free to email me at quonias_d_hudson@fc.dekalb.k12.ga.us or call at (678) 874-2602. Unfortunately, I |

| |cannot hold impromptu conferences before or after school, but I am available for conferences with an advance |

| |notice. |

|PARENTS AS PARTNERS |I am always excited for parent volunteers to assist with special projects and field trips. Please complete the |

| |contact form that was sent home with students, as well as sign up as a parent volunteer if you would like to |

| |help out or chaperone. |

PLEASE SIGN BELOW AND RETURN

I have read the syllabus.

Student Signature___________________________________________________________

Parent/Guardian Signature____________________________________________________

Date_____________________________

Additional information to support continued contact. (If you have completed and returned a student information sheet, you do not have to complete the bottom portion of the syllabus.)

|Information |Parent/Guardian |

|Day Time Phone Number | |

|Cellular Phone Number | |

|Home Phone Number | |

|Email Address | |

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