Colina Contacts - Kyrene School District
Fourth Grade
with Ms. Smith
A Guide to Fourth Grade with Heather Smith, Room 46
2017-2018
Colina Contacts
Colina Office 480-541-2600
Colina Absence/Attendance Line 480-541-2601
Cafeteria (Ms. Nahar) 480-783-2696
Library (Mrs. Spake) 480-541-2686/2687 (voice messaging)
Music (Mrs. McCleve) 480-541-2639 (voice messaging)
PE (Mr. Moser) 480-541-2694 (voice messaging)
Art (Ms. Wolinski) 480-541-2631 (voice messaging)
Heather’s Direct Line 480-541-2746
Heather’s e-mail: mhsmith@
Website:
( ( Schools ( Kyrene de la Colina ( Classrooms ( Fourth Grade: Ms. Smith)
IMPORTANT
This handbook is three-hole punched and fastened with only one ring in order to facilitate adding or exchanging pages.
It is recommended that the handbook be placed in a three-ring binder for convenient reference. Please do not place it inside your child’s notebook, as you may need to access information while your child is at school. We also want to reinforce organization of your child’s notebook.
FOURTH GRADE
A guide to Fourth Grade with Ms. Smith, room 46
CONTENTS (index style)
Behavior Management 23-26
Class Meetings 24
Class Rules 25
Class Schedule 5
Class Spreadsheet 25
Classroom Communication 6-7
Classroom Reassignment 25
Colina Contacts 2, 7
Conversation Starters 9
Classroom Phone & Student Phone Use 6
Dismissal Plans 7, 29-30
Donation Items 28
English Language Arts 8-15
Homework 17-21
Homework Support 19-21
Homework Support Websites 21
Learn Zillion 16, 21
Love & Logic 22
Mathematics 16
Phone Numbers 2, 7
7
Snacks 26
Spelling 10, 12-15
Supply List 27
Vocabulary Development & Games 8-9
Volunteering 31
Water Bottles 26
Writing, Six Traits of Writing 11
CLASS SCHEDULE
CLASS SCHEDULE
This is a generic representation of our daily schedule. The schedule for enrichment classes (Art, Computer, Library, Music, PE) is below.
7:40 LINE UP (We line up near the “intermediate” basketball court.)
7:45 Attendance, Pledge, Preamble to Declaration of Independence
8:00 Extended Learning Experiences: Science, Social Studies, Health
8:15 Reading Instructional Focus Groups
8:45 Enrichment Classes
9:35 Extended Learning Experiences: Science, Social Studies, Health
10:05 English Language Arts Block
11:05 Lunch Recess
11:25 Lunch (Eating)
11:50 English Language Arts Block (continued)
1:00 Math Instructional Focus Groups
1:30 Math Block
2:25 Jobs, Homework Chat
2:35 Dismissal
WEDNESDAY DISMISSSAL TIME IS 12:35.
ENRICHMENT CLASS SCHEDULE
CLASSROOM COMMUNICATION
CLASSROOM COMMUNICATION
CLASS FOLDERS
Each student is asked to bring a 2-inch, D-ring binder/notebook; a red, plastic folder; a blue, plastic folder, and a set of 8-tab subject dividers. We will label the red folder pockets as “IMPORTANT PAPERS TO TAKE HOME” and “IMPORTANT PAPERS TO BRING TO SCHOOL” and the blue folder pockets as “COMPLETED WORK” and “SCHOOL & PTO NEWS.”
Students are directed to check their notebooks each morning for “Important Papers to Bring to School” (homework, notes to the teacher, lunch checks, etc.).
EMAIL
We receive frequent requests from the Colina office to forward information to parents. PLEASE SEND AN EMAIL TO ME AT mhsmith@ WITH YOUR NAME AND YOUR CHILD’S NAME in the body, so that I can add you to my “contacts.” (District guidelines prohibit use of student names in the subject line.)
THE CLASSROOM PHONE & STUDENT USE
Our direct classroom line is 480.541.2746. The direct line into our classroom is answered by a voice messaging system. Although I check for messages throughout the day, if you need to get an immediate message to your child during school hours, it is best to call the office line (480.541.2600).
The students are permitted to use the classroom phone to verify after-school plans and lunch arrangements (not to make new plans or arrangements). Students also occasionally call from the classroom when they are feeling ill. Their calls for PE attire or forgotten objects (library books, homework, lunches) are limited. (Colina School has adopted a “no call” policy for these issues and I try to abide by it.) Please let me know if you prefer that your child not be permitted to contact you during the school day.
CLASSROOM COMMUNICATION
Receive class reminders via text by enrolling for free in . On a Smartphone, open your web browser and go to rmd.at/grbhb. If you don’t have a Smartphone, text @grbhb to 81010. Visit to learn more.
DISMISSAL PLANS
It is important that I have written confirmation of your child’s dismissal plans. If you haven’t already done so, please complete the “Dismissal Plans” form. (This was sent home on “Meet Your Teacher” night. There is also a copy in handbook on page 29.) This facilitates getting each child to the proper location at the close of the school day.
If your child’s dismissal/after school care plans change weekly, I will provide you with extra dismissal planning sheets or you can send me a schedule of your own. As the year progresses, there will be changes in many dismissal routines to accommodate Cub Scouts, Brownies, Chess Club, etc. You can send me an email or write me note as these changes occur, rather than filling out a whole new sheet.
If your child’s dismissal plans change for an irregular occurrence (such as a play date, a birthday party, or a visit from a relative), PLEASE contact me to let me know! It can be a message on my voice mail, a message at the front office, an email – even a note on a paper towel! District policy requires that I send students home in the manner that parents have previously written, unless I receive some other form of notification. Many students don’t remember there’s been a change until we are walking out the door – it is very difficult to dismiss the class and call a parent to verify a change in plans at the same time. Please help me with this. ϑ
COLINA CONTACTS
Colina Office 480-541-2600
Colina Absence/Attendance Line 480-541-2601
Cafeteria (Ms. Nahar) 480-783-2696
Library (Mrs. Spake) 480-541-2686/2687 (voice messaging)
Music (Mrs. McCleve) 480-541-2639 (voice messaging)
PE (Mr. Moser) 480-541-2694 (voice messaging)
Art (Ms. Wolinski) 480-541-2631 (voice messaging)
Heather’s Direct Line 480-541-2725
Heather’s e-mail: mhsmith@
Website:
( ( Schools ( Kyrene de la Colina ( Classrooms ( Fourth Grade: Ms. Smith)
ENGLISH LANGUAGE ARTS
ENGLISH LANGUAGE ARTS
The Arizona Career and College Ready Standards include Literature and Informational Text, Foundational Skills, Writing Standards, Speaking & Listening Standards, and Language Standards. A term that is now frequently used is “Text Complexity.” This refers not only to the level of vocabulary included in a selection, but also the complexity of ideas contained within a given text. Colina is using CKLA/Amplify () materials to address language arts standards.
provides incredible information about the use of “Lexiles” to identify students’ reading abilities. It indicates that Lexile levels 630L to 910L are appropriate for fourth grade students.
The fourth grade team works together to meet the individual needs of the students. Students are evaluated throughout the school year using a variety of assessments. Kyrene uses Dynamic Measurement Groups: DIBELS Next®. While results are typically reported to us as “Benchmark” (On grade level), “Strategic” (Some intervention needed), or “Intensive” (Much intervention needed). Students are placed with a reading instructor (One of the fourth grade teachers or the Kyrene Academic Intervention Coach assigned to Colina) based on his/her instructional needs as determined by these assessments, as well as teacher input.
Reading Group activities may include phonics activities, phonemic awareness activities, fluency, reading aloud, comprehension strategies, discussing material that was read independently, vocabulary development, and occasionally editing writing.
THE IMPORTANCE OF VOCABULARY DEVELOPMENT
Exposure to increasingly complex vocabulary will increase your child’s reading ability. To support your child’s vocabulary development, try some of the following:
• Have engaging conversations with your child! (A few conversation “starters” are provided on next page.)
• Narrate what you are doing and why you are doing it. (While driving: “The solid lines mean no passing.” While doing laundry: “I wash the dark clothes together because sometimes the colors ‘bleed’ and may change the color of lighter colored garments.”)
• Use some challenging words in your discussions. (Don’t “translate” everything into “kid language.”)
• Choose a common adjective (big, small, good, bad, nice, fun, etc.) and see how many synonyms you and your child can generate.
• Play a “Thesaurus Game” (next page)
ENGLISH LANGUAGE ARTS
THESAURUS GAMES
• Materials: paper, pencil, thesaurus or laptop (The Synonym Finder)
• Write ten adjectives that describe your personality, physical appearance, temperament or character. Next, use the thesaurus to find a synonym for each of your ten adjectives. Watch DOG, please make sure the synonym works as the adjective replacement. If it doesn’t, please EXPLAIN why it doesn’t work.
• Alternative version: Write a list of ten words to describe your teacher, your pet, one of your parents, one of your siblings, the school, etc.
• Alternative version: Write a very descriptive list of as many adjectives and phrases as you can think of to describe a person or a place. Your partner uses your list to guess the person or place you have described. (Example: red, noisy, kids running around, sizzling sounds, “fried” smell, sticky floor = McDonald’s)
CONVERSATION “STARTERS”
1. If you could have a wild animal for a pet, what would it be? How would you handle meeting its needs and recreating its natural habitat?
2. What is the worst job you can think of having? What would be horrible about it? Can you think of at least one good thing about it? Why do you think ANYONE does this job?
3. What is the best job you can think of having? What is so great about it? What type of knowledge, abilities, and training does a person need for this job? What is one thing that might not be so fun about that job?
4. If someone secretly did something nice for you, what would you want it to be?
5. If you could have a super power, what would it be and why?
6. If you could spend an entire day with one person, who would it be and what would you do? Why that person?
7. What do you think is the best way for teachers to handle it when a student doesn’t do his/her homework?
8. What would be a fair consequence for a student who was bullying you?
9. What is the nicest thing you have ever done for someone? Why did you do it? Would you do something like that again?
10. When is it OK to cheat? Would it be OK if someone other than you cheated in the same instance?
11. Why do you think it is required by law that a person be 16 years old to drive?
12. Why do you think it is required by law that a person be 16 years old to get a job?
13. Why do you think it is required by law that children attend school?
14. Is it ever OK to tell a lie? What about telling someone you like his/her new hair-style, when you really don’t like it? If some lies are OK to tell, what makes it OK to tell them?
ENGLISH LANGUAGE ARTS
SPELLING
The Colina fourth grade will be using the spelling instructional strategies included in the CKLA/Amplify English Language Arts program. Within the CKLA/Amplify program, some spelling lessons focus on identifying spelling patterns within a given list of words. The students participate in activities to reinforce the spelling of each word and are given a pronunciation chart, a definition, an example sentence, and additional information; depending upon the word list. There is a home activity sheet to be completed on the day of the direct spelling instruction. Aside from the activity sheet, there is NO FORMAL SPELLING HOMEWORK. The students take a traditional spelling test a few days later.
“Invented spelling” is appropriate for parts of homework (obviously NOT the spelling homework! (), although accurate spelling is the desired outcome. Sometimes children become frustrated when trying to complete a writing assignment and spell everything correctly, as well. If your child asks for spelling assistance during the completion of a homework assignment, I recommend that you “sound out” applicable words with your child and have him/her record the sounds. This will provide you with valuable information regarding your child’s logical or illogical choice for letter sounds. If your child requests assistance with a sight word/word that can’t be sounded out, ask, “What do you have so far?” or “What do you have for the first letter? Then what?” Many times, it turns out a child can actually spell the word. ( After a homework assignment is completed, I recommend that you encourage your child to circle or underline words that s/he would like checked for spelling, so that you can give the correct spelling for those specific words. Please do not demand that your child correct all spelling in a writing assignment. Exact spelling is only necessary for specific spelling homework.
The spelling grade appears as part of “Conventions” in the Writing area of the Progress Report.
ENGLISH LANGUAGE ARTS
THE SIX TRAITS OF WRITING
These Six Traits of Writing and brief descriptions are listed below. Instructing and scoring with the Six Traits allows teachers to focus on specific aspects of an individual student’s writing to increase improvement. We will often score papers for one specific trait to heighten awareness of each trait.
The Six Traits
Ideas & Content: A message that makes sense, more than one statement on the same topic, details, new information, a strong main idea.
Organization: Use of an introductory device (such as a title), use of words to suggest a beginning (once, one day, yesterday, etc.), use of words that connect ideas (meanwhile, however, then, next, etc.), use of words that show a sense of conclusion (at last, finally, when it was all over, etc.), more than one sentence about the same idea.
Voice: Text that makes the reader feel like laughing or crying, text that makes a connection to a personal memory, text the reader wants to share with others, text that makes it easy to identify the author.
Word Choice: Words the reader can read and make sense of, words that replace old standards (something other than “good,” “nice,” “fun,” “cool,” “neat,” “really,” “very,” etc.), strong verbs, words that paint a picture, sensory words (to help the audience hear, smell, feel, or touch the moment), a stretch to use a new or unusual word, the right word at the right moment.
Sentence Fluency: Use of varied sentence beginnings, a mix of statements and questions, a mix of long and short sentences, a complex or compound sentence mixed in with simple sentences, use of connecting words (however, then) that link sentence together,
Conventions: Phonetic spelling on more difficult words, correct spelling of simple words and high frequency words, end punctuation that is correct or mostly correct, capital letters for names, capital letters to begin sentences, correct use of periods and question marks, use of exclamation points, use of commas in a series, experimentation with more sophisticated punctuation marks (parentheses, semicolons, colons, dashes, ellipses, etc.).
WRITING IN FOURTH GRADE
The Arizona College and Career Ready Standards offers the following areas of focus for fourth grade writing:
• Write opinion pieces on topics or texts, supporting a point of view with reasons and information. This will include comparing and contrasting information.
• Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
• Write narratives to write real or imagined experiences or events using effective technique, descriptive details and clear event sequences.
ENGLISH LANGUAGE ARTS
The 200 Most Commonly Misspelled and Misused Words
| |careful |equipped |immediately |naturally |possible |secretary |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| |category |exaggerate |incidentally |necessary |practical |separate |
| |ceiling |excellent |independent |neighbor |prefer |shining |
| |cemetery |except |intelligent |neither |prejudice |similar |
| |certain |exercise |interesting |noticeable |presence |sincerely |
|absence |chief |existence |interfere |occasion |privilege |soldier |
|accommodate |citizen |expect |interpretation |occurred |probably |speech |
|achieve |coming |experience |interruption |official |professional |stopping |
|acquire |competition |experiment |invitation |often |promise |strength |
|across |convenience |explanation |irrelevant |omission |proof |studying |
|address |criticize |familiar |irritable |operate |psychology |succeed |
|advertise |decide |fascinating |island |optimism |quantity |successful |
|advice |definite |finally |jealous |original |quarter |surely |
|among |deposit |foreign |judgment |ought |quiet |surprise |
|apparent |describe |forty |knowledge |paid |quit |temperature |
|argument |desperate |forward |laboratory |parallel |quite |temporary |
|athlete |develop |friend |length |particularly |realize |thorough |
|awful |difference |fundamental |lesson |peculiar |receive |through |
|balance |dilemma |generally |library |perform |recognize |toward |
|basically |disappear |government |license |permanent |recommend |tries |
|becoming |disappoint |grammar |loneliness |persevere |reference |truly |
|before |discipline |guarantee |losing |personally |religious |twelfth |
|beginning |does |guidance |lying |persuade |repetition |until |
|believe |during |happiness |marriage |picture |restaurant |unusual |
|benefit |easily |heroes |mathematics |piece |rhythm |using |
|breathe |eight |humorous |medicine |planning |ridiculous |unusually |
|brilliant |either |identity |miniature |pleasant |sacrifice |village |
|business |embarrass |imaginary |minute |political |safety |weird |
|calendar |environment |imitation |mysterious |possess |scissors | |
-
ENGLISH LANGUAGE ARTS
High Frequency Words
Students exiting entering fourth grade are expected to read/recognize these 350 words.
|Words 1-25 |Words 26-50 |Words 51-75 |Words 76-100 |Words 101-125 |
|Read by end of |Read by middle of 1st |Read by end of 1st |Read by end of 1st quarter|Read by middle of 2nd |
|kindergarten |grade |grade |of 2nd grade |quarter of 2nd grade |
|the |or |will |number |new |
|of |one |up |no |sound |
|and |had |other |way |take |
|a |by |about |could |only |
|to |word |out |people |little |
|in |but |many |my |work |
|is |not |then |than |know |
|you |what |them |first |place |
|that |all |these |water |year |
|it |were |so |been |live |
|he |we |some |call |me |
|was |when |her |who |back |
|for |your |would |oil |give |
|on |can |make |now |most |
|are |said |like |find |very |
|as |there |him |long |after |
|with |use |into |down |thing |
|his |an |time |day |our |
|they |each |has |did |just |
|I |which |look |get |name |
|at |she |two |come |good |
|be |do |more |made |sentence |
|this |how |write |may |man |
|have |their |go |part |think |
|from |if |see |over |say |
ENGLISH LANGUAGE ARTS
High Frequency Words – continued
|Words 126-150 |Words 151-175 |Words 176-200 |Words 201-225 |Words 226-250 |
|Read by end of 2nd quarter |Read by end of 3rd quarter |Read by end of 2nd grade |Read by middle of 1st |Read by end of 1st quarter|
|of 2nd grade |of 2nd grade | |quarter of 3rd grade |of 3rd grade |
|great |put |kind |every |left |
|where |end |hand |near |don't |
|help |does |picture |add |few |
|through |another |again |food |while |
|much |well |change |between |along |
|before |large |off |own |might |
|line |must |play |below |close |
|right |big |spell |country |something |
|too |even |air |plant |seem |
|mean |such |away |last |next |
|old |because |animal |school |hard |
|any |turn |house |father |open |
|same |here |point |keep |example |
|tell |why |page |tree |begin |
|boy |ask |letter |never |life |
|follow |went |mother |start |always |
|came |men |answer |city |those |
|want |read |found |earth |both |
|show |need |study |eye |paper |
|also |land |still |light |together |
|around |different |learn |thought |got |
|form |home |should |head |group |
|three |us |America |under |often |
|small |move |world |story |run |
|set |try |high |saw |important |
ENGLISH LANGUAGE ARTS
High Frequency Words – continued
|Words 251-275 |Words 276-300 |Words 301-325 |Words 326-350 |
|Read by middle of 2nd |Read by end of 2nd quarter|Read by middle of 3rd |Read by end of 3rd grade |
|quarter of 3rd grade |of 3rd grade |quarter of 3rd grade | |
|until |idea |stand |sure |
|children |enough |sun |become |
|side |eat |questions |top |
|feet |face |fish |ship |
|car |watch |area |across |
|mile |far |mark |today |
|night |Indian |dog |during |
|walk |real |horse |short |
|white |almost |birds |better |
|sea |let |problem |best |
|began |above |complete |however |
|grow |girl |room |low |
|took |sometimes |knew |hours |
|river |mountain |since |black |
|four |cut |ever |products |
|carry |young |piece |happened |
|state |talk |told |whole |
|once |soon |usually |measure |
|book |list |didn't |remember |
|hear |long |friends |early |
|stop |leave |easy |waves |
|without |family |heard |reached |
|second |body |order |listen |
|late |music |red |wind |
|miss |color |door |rock |
MATHEMATICS
MATHEMATICS
Kyrene District has adopted Engage NY ( ) as our core math program and will supplement with the Investigations Mathematics program to address the Arizona Career and College Readiness Standards. In addition to the traditional written practice, these programs include a variety of visual/illustrated strategies; as well as “mental math” strategies. Students spend much time employing a variety of mental math strategies, such as rounding to the nearest ten or hundred, skip counting, decomposing numbers, etc. Your child’s Student Planner/binder will include a glossary to help you with some of the terms and strategies. You may also benefit from visiting some of the websites listed within these links:
Memorizing “basic facts” (single digit addition and subtraction facts) is a worthwhile part of mathematics. A few of the online resources available for this include:
• Math Facts Basketball:
• Math Bingo:
• Math Flashcards:
ZEARN – Zearn () is a terrific, online program for math instruction, practice and reinforcement! I have “created accounts” for each of the students in our classroom. Every child is currently placed on Grade 4 Mission 1: Add, Subtract, and Round. If your child has advanced mathematical skills, s/he will quickly proceed to increasingly difficult lessons. If your child is struggling, I am able to change the settings to give him/her access to lessons at a previous grade level.
LEARN ZILLION – Learn Zillion ( ) is a great resource for figuring out how your child does math!
HOMEWORK
HOMEWORK
. . .and the Kyrene District guideline of 60 minutes three days a week. . .
According to Robert J. Marzano, Debra J. Pickering, and Jane E. Pollack, authors of Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement, “. . . homework for young children should help them develop good study habits, foster positive attitudes toward school, and communicate to students the idea that learning takes work at home as well as at school.”
I view homework as an opportunity for review and a means of checking student progress for parents. Homework should also introduce and build strong study practices. As students receive varying degrees of assistance at home, I am unable to take a true “grade” on homework. Working with your children every day, I have a good gauge on their capabilities. Homework allows parents to experience their children’s successes and struggles first hand. I want homework to be meaningful and informative, not a battle – and, not simply something I “check off”!
In the interest of increasing student responsibility and in response to parent frustration with homework, I am attempting something new this year! We will adjust as needed. ( Students with online capabilities will be assigned to achieve 80% on a Ready Theory () assignment (Students take a placement test on Read Theory and are given reading passages at their current reading levels) AND complete one Zearn () lesson for homework. Students who are not able to access the internet will be given written assignments.
It is critical that children are involved in reading nightly. Most homework assignments will require meaningful reading. We will work with the school-wide “Reading Wall” program to track at home reading. This enables your child to earn free books!
If your child does not bring his/her homework and does not have a note from you, s/he may be required to participate in the “Study Hall.” Students in Study Hall will be required to complete their homework during recess or free time. This is meant only to be logical consequence, rather than a punishment. If your child receives homework from Special Education/Resource, accommodations will be made to prevent “Homework Overload.”
HOMEWORK
THE HOMEWORK BAG/BOX FOR THE CAR
It seems parents are busier than ever and some of the easiest time to capture with their children is in the car. I recommend keeping a bag or box of supplemental instructional tools in it, particularly flashcards. These flashcards can include Commonly Misspelled Words, Spelling Words, Noun/Verb/Adjective/Adverb, and math facts.
Have your child read the word to you. You spell it back to him/her and s/he tells you whether or not you are correct AND spells it back to you. With math facts; have your child call out a math problem to you. You give the answer. Your child tells you whether or not you are correct AND repeats the entire problem and answer back to you.
I am willing to invest the time creating these flashcard sets in class, if you are willing to commit the time to working on them in the car.
Please let me know if you would like me to prepare materials for you to engage your child in the car.
AT HOME
Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement offers the following recommendations for parents:
• Set up a consistent, organized place for homework to be done.
• Encourage, motivate, and prompt your child, but do not sit with him/her and do the homework with him/her. (This would not apply to reading with your child!)
• If your child is practicing a skill, ask him/her to tell you which steps are easy for him/her, which are difficult, or how s/he is going to improve.
• When bedtime comes, please stop your child even if s/he is not done.
HOMEWORK POLICY FOR EXTENDED ABSENCES
Trips can be valuable learning experiences. The learning that takes place in the classroom cannot be replicated with worksheets or packets. Rather than sending your child with worksheets:
1. Keep a written journal or make a poster about memorable experiences, include illustrations or pictures to share with the class about the time spent out of school.
2. Talk about locations, track distances, note directions, mountains, valleys, rivers, etc. using a map.
3. Have your child count out money and figure out change due for meals and items that you purchase.
4. Go to Lakeshore Learning and find a workbook your student would enjoy working in.
5. Collect books for your child to read and discuss with you by identifying the main idea, characters, beginning, middle, ending of the story.
HOMEWORK – READING SUPPORT PAGES
HOMEWORK – WRITING SUPPORT PAGES
HOMEWORK – SPELLING SUPPORT PAGES & GENERAL HOMEWORK SUPPORT WEBSITES
HOMEWORK SUPPORT WEBSITES:
Engage NY:
Fact Monster:
Khan Academy:
Learn Zillion:
Read Theory:
YouTube (Really! Go to YouTube and search a homework topic!):
Zearn:
BEHAVIOR MANAGEMENT
BEHAVIOR MANAGEMENT
. . . and the goal of being self-managed
The main goal of the Behavior Management Programs in my classroom is to foster decision-making abilities and a sense of responsibility in my students. These programs are explained in greater detail below.
LOVE & LOGIC
Love and Logic is a philosophy founded in 1977 by Jim Fay and Foster W. Cline, M.D. Its intent is to empower parents and teachers with practical techniques to raise responsible children and to easily and immediately change their children’s behavior. Their techniques are highly compatible with The Four Bs. The basic premise of Love & Logic is, “Feel free to do anything that does not cause a problem for yourself or others.” For more information, please visit .
“THE FOUR Bs”
The Three Bs are generated from the Character Counts Program. Colina refers to these frequently. They are as follows:
Be Kind
Be Respectful
Be Responsible
Be Safe
THINK
Mrs. Brunner reminds the students to “THINK” every day on the announcements. This is an acronym to encourage all of us to think before speaking and ask ourselves, is it:
True?
Helpful?
Inspiring?
Necessary?
Kind?
BEHAVIOR MANAGEMENT
EMOTIONAL GUIDANCE SCALE
The idea of an Emotional Guidance Scale typically comes into play when a student is struggling negative feelings. As adults, we know it is not effective to be told “Calm down” when we are in the midst of a meltdown. By using an Emotional Guidance Scale, children are taught to work at “moving up the scale” a step at a time, rather than attempting to go from feeling hopeless to feeling joyful all at once.
We have an area in our classroom that we call “The Hokey Pokey Clinic” (“to turn yourself around”) where students may reflect on their current placement on the Emotional Guidance Scale and do a quiet activity to move up the scale.
Emotional Guidance Scale
Joy/appreciation/empowered
Enthusiastic/eager/excited
Optimistic/positive expectation
Hopeful
Content
Bored
Frustrated/irritated/impatient
Overwhelmed
Blaming others
Hate/extreme anger
Hopelessness
BEHAVIOR MANAGEMENT
CLASS MEETING
Class Meetings begin by giving “Compliments.” Each class member’s name is written on a tongue depressor, referred to as the “Compliment Sticks.” Each student is given a Compliment Stick and is responsible for complimenting the person whose stick s/he is holding. The students are encouraged to compliment each other on behaviors that have been noticed. Compliments are given by stating the person’s name, then the compliment. Students respond to compliments by saying thank you, then using the name of the person who gave the compliment.
Following Compliments, we discuss the “Agenda.” The Agenda is a piece of paper on which students write their names and the name(s) of the person(s) with whom they have had a problem that they were unable to resolve without assistance. I facilitate the discussion of the agenda. A student begins discussing a problem by addressing the other person(s) by name and stating, “I felt (hurt, angry, left out, annoyed, etc.), when you (called me a name, took my pencil, didn’t let me play, kept talking to me, etc.).” I then ask the students involved what they consider to be a fair solution. A solution is NOT a punishment. All students involved must reach an agreement regarding the solution. Examples of fair solutions are things such as giving a compliment after hurting someone’s feelings, replacing a broken item, or agreeing to a plan to remind a person not to disturb others by talking during work time. It takes practice to be able to suggest fair and reasonable solutions. The other class members may offer ideas for fair solutions if requested or needed. If the students involved are unable to agree upon a solution within a few minutes; the problem is “tabled” and remains on the agenda until the following Class Meeting, when it will be discussed again.
Students may write on the Agenda, but ask to discuss their problem privately (either with me at a later time or simply with the person involved). This is always permitted.
A student is not “in trouble” if his/her name is on the agenda. If a student’s name frequently occurs on the agenda (more than two or three times within a week), that student and I begin to look at reasons as to why such is occurring. (Is the student attempting to solve problems before writing them on the Agenda? Is the student writing others’ names on the Agenda in order to “get back” at them? Is the student having great difficulty controlling his/her behavior on the playground?)
BEHAVIOR MANAGEMENT
THE CLASS SPREADSHEET
The Class Spreadsheet includes the first and last initials of each student in our class. It has five columns, one for each day of the week. The Class Spreadsheet is used for monitoring student behavior in the classroom.
If a student is talking during instruction, I place a “t” in the column for that student. If a student is walking around the classroom when s/he should be working, I place a “w” in the column for that student.
The students may use the Class Spreadsheet to monitor their own behavior. I refer to the Class Spreadsheet when I am completing progress reports and for informational purposes. If a chronic problem is indicated on the Class Spreadsheet, I privately bring it to the student’s attention and we discuss a plan of action.
CLASSROOM REASSIGNMENT
Students who are having difficulty completing their work due to inattention (i.e. “fooling around”) or whom are disrupting the class in some way may be sent to another classroom to complete their work or get their behavior under control. In these instances, the students are expected to return to our classroom upon completion of their work or at the moment they feel able to control themselves.
Occasionally, a student may simply feel distracted in our room and be unable to complete his/her work. This student will be OFFERED the CHOICE of working in another room.
CLASS RULES: “THE WAYS OF OUR CLASS”
Love & Logic
All feelings are accepted in this classroom. All behaviors are not.
1. I will treat you with respect and kindness, so you will know how to treat me.
2. Feel free to do anything that doesn’t cause a problem for you or anyone else.
3. If you cause a problem, I will ask you to solve it.
4. If you can’t solve it, or choose not to; I will do something.
5. What I do will depend upon the special person and the special situation.
6. If you feel something is unfair, tell me quietly and politely. Tell me (Or write me a polite note), “I’m not sure that’s fair,” and we will talk when we are both able.
SNACKS AND WATER BOTTLES
SNACKS
The students are permitted to bring snacks to school. We will have a few minutes to have snacks in the classroom in the morning.
Please remind your child to bring only one or two healthy and energizing snacks (acceptable snacks are listed below) each day. I keep an apple slicer/corer (and usually have cinnamon available) to encourage children in this direction. If your child brings an “unaccepted” snack, s/he will be permitted to eat it with his/her lunch.
Dr. Sousa (author of How the Brain Learns) states that “Water is essential for healthy brain activity and is required to move neuron signals through the brain. He also believes that “Eating a moderate portion of food containing glucose (fruits are an excellent source) can boost the performance and accuracy of working memory, attention, and motor function.” Although, various nutritionists recommend a protein and a healthy fat always accompany the ingestion of a carbohydrate. (fruits & vegetables) So, there you have it!
It is a good idea for your child to accept responsibility for bringing his/her snack to school.
ACCEPTED SNACKS SNACKS TO ENJOY AT LUNCH
any type of fruit cookies
any type of vegetable anything with chocolate
cheese anything with marshmallows
yogurt/”Go-gurt” candy
trail mix without chocolate chips
roll of deli meat “Froot Loops” cereal
shelled edamame Lucky Charms cereal
Total cereal Frosted Flakes cereal
Wheaties cereal anything that might be a “dessert”
Life cereal any RED drinks (school rule)
nuts (Unless we have a severe allergy in our classroom.)
WATER BOTTLES
Students are encouraged to bring water bottles that CLOSE (to prevent spills) to school. There is only one drinking fountain in the classroom, so most students find bringing their own water bottle to be very convenient.
SUPPLY LIST
SUPPLY LIST
It would be very helpful if your child could bring the items listed below.
EVERY FOURTH GRADE TEACHER
Please make certain your child’s backpack will fit inside an 11”w x 6”h x 15”d cubby when full. Backpacks larger than that may be kept at home.
• letter size clipboard
• 2-inch, D-ring binder
• 8-tab subject dividers
• plastic pencil box
• 2 sets of highlighters in five colors
• 2 packages wide-ruled notebook paper, 3-hole punched
• #2 pencils, sharpened, even better if they have your name on them!
• 12-count colored pencils
• fine-line (“skinny”) Expo/dry erase markers
• one set of headphones for your child for computer use
• Ream of astrobright color or white copy paper
SUPPLIES SPECIFIC TO SMITH
• One red, plastic, two pocket folder
• One blue, plastic, two pocket folder
• Canvas shopping bag to use as a book bag in the classroom
• Facial tissue (Kleenex)
• Disinfecting wipes (Clorox Wipes)
WE WILL REQUEST OTHER ITEMS AS NEEDED THROUGHOUT THE YEAR
DONATION ITEMS
DONATION ITEMS
Parents are often interested in donating items to the classroom. We will typically request donation items that we are seeking in the classroom newsletter as the need arises (items such as Kleenex, Band-Aids, Clorox Wipes, etc.) We have created a “Wish List” on , as well. You can find it by selecting “Wish List,” (tab at top of page) “Find a Wish List or Registry,” (at side of page) then entering “mhsmith@.” There is also a link from our web page: . The items listed on the Amazon page are all new, but we would be just as delighted with used items that you find around your house! Some donation request items are:
• AA batteries
• Bath & Body Works Wallflower Fragrance Plugs (We have refills)
• Connect Four game
• Dual-hole pencil and crayon sharpeners
• Electric three-hole punch
• Fine line dry erase markers (The kids seem to go through these faster than humanly possible!)
• Fine line highlighters in multiple colors
• Glue gun sticks
• Jenga game
• PaperPro One Finger Prodigy Desktop Staplers
• Perfection game
• Round, heavy duty magnets (3/4”)
• Toysmith Light-Up Rail Twirler (Amazon)
DISMISSAL PROCEDURES
Student Name _________________________
Dismissal Procedures
(If this changes weekly, please request extra blank forms to complete as the year progresses.)
Please fill in the dismissal information for your child and indicate day(s) of the week your child is dismissed in each manner. If your child will be doing something different for the first day of school, please indicate this, as well. (
_____Meet friend or sibling on school grounds. Who and where:
_____________________________________________________________
___Every day ___Mondays ___Tuesdays ___Wednesdays ___Thursdays ___Fridays
_____”Curb-side”/”drive-through”
___Every day ___Mondays ___Tuesdays ___Wednesdays ___Thursdays ___Fridays
_____Parent park and walk up. Location to find parent:
_____________________________________________________________
___Every day ___Mondays ___Tuesdays ___Wednesdays ___Thursdays ___Fridays
_____Ride bus. Bus # ___ Depart bus at ________________________
___Every day ___Mondays ___Tuesdays ___Wednesdays ___Thursdays ___Fridays
_____Kyrene Kid’s Club
___Every day ___Mondays ___Tuesdays ___Wednesdays ___Thursdays ___Fridays
_____Daycare van. Name of daycare provider: ____________________
___Every day ___Mondays ___Tuesdays ___Wednesdays ___Thursdays ___Fridays
_____Other: ________________________________________________
___Every day ___Mondays ___Tuesdays ___Wednesdays ___Thursdays ___Fridays
DISMISSAL PROCEDURES
Do you pick up your child after school?
Please write your child’s last name on a “placard” and place it in a visible location in the front windshield of your vehicle. Please let me know if you need more placards for additional vehicles for your family.
This streamlines the “curbside” pick up process and reduces wait time for both you and your child.
[pic]
VOLUNTEERING
VOLUNTEERING
There are a variety of volunteering opportunities in our classroom. As volunteering opportunities arise, a note will be sent home in the class Newsletter. If you are interested and able to volunteer at that time, you will mark the appropriate line and sign your name. The volunteering opportunities that appear in the Newsletter are activities such as field trips, guest readers, and class parties.
Please complete and return this page of this handbook if you are interested in volunteering on a regular basis or in any of the other volunteer opportunities listed.
Parent name ____________________________________________________________
Student name ___________________________________________________________
____Cool Coyote Slips This can be done at home. It involves writing each child’s first and last name, Smith, and a month on a slip of carbonless paper. This helps me ensure to find an opportunity for every child to earn a “Cool Coyote” every month.
____DiscoveRoom! The Discovery Room will include a variety of science inquiry activities and will be open during lunch. We are seeking enthusiastic parent volunteers to guide children in using and putting away equipment properly to maximize learning.
_____Library Volunteer Contact Mary Spake (mspake@ , 480-541-2628) or Sharon Lotz (slotz@, 480-541-2628) if you would like to assist in the library by sharpening pencils, making copies, or shelving books.
_____Party Coordinator (December) Fourth graders have the option of “ordering out” for breakfast for our December party. The party coordinators will make arrangements with the manager of the breakfast provider at least a week in advance of the party and collect money from the students several days prior to the party. The party coordinators will also pick up the breakfast at the breakfast provider and deliver it to school on the day of the party.
_____PTO The PTO has a wide variety of volunteering opportunities to support your child’s education. Also, the PTO is offering all kinds of incentives/prizes for volunteering with the PTO, in the classrooms, at home; even for attending Family Dinner Nights and other school events! Watch for more information soon!
_____Watch D.O.G.S. The “D.O.G.S.” part of Watch D.O.G.S. is an acronym for “Dads of Great Students.” This program seeks to encourage dads to be active at school. To volunteer with Watch D.O.G.S. visit the Colina website ( or , Kyrene de la Colina, Colina Watch D.O.G.S. in the menu on the left)
PLEASE enroll in SignUpGenius () to simplify volunteering for special events.
We have reviewed Ms. Smith’s Fourth Grade Handbook.
(Parents read the handbook & discussed what they felt was necessary with their child.)
student name __________________________________________________________
parent name ___________________________________________________________
____We have no questions at this time.
____We would like the following topics/pages to be discussed on Curriculum Night.
________________________________________________________________
________________________________________________________________
____We would like a phone call to discuss our questions about the following topics/pages:
________________________________________________________________
________________________________________________________________
____We would like to schedule a conference to discuss our questions about the following topics/pages:
________________________________________________________________
________________________________________________________________
-----------------------
Wednesday
8:45-9:30 Library with Mrs. Spake
*Please bring your library books.
Tuesday
8:45-9:30 Music with Mrs. McCleve
Monday
8:45-9:30 PE with Mr. Moser
*Please wear suitable footwear.
Friday
11:55-12:40 Art with Ms. Wolinski
Thursday
8:45-9:30 STEM Lab with Mrs. Cormier
*STEM = Science, Technology, Engineering, Mathematics
READING WORD STRATEGIES
When stuck on a word, ask yourself. . .
• Does this sound like good language?
• Do I need to sound out the word?
• Do other words give me clues?
• Do I need to go slow and reread?
• What is happening here?
• What have I read before like this?
• What do I know about this?
• What is the author telling me?
READING COMPREHENSION STRATEGIES
Before, during, or after reading. . .
Think about the reading
• Beginning, middle, end
• Characters, setting, plot
• Main idea, details, vocabulary
Make connections
• Text to self
• Text to world
• Text to text
Visualize
• Take “pictures” of the selection
• Tape-record it in your mind
• Show a movie in your head
Ask questions
• I wonder . . .
• What if . . . ?
• How come . . . ?
Infer
• Make predictions or conclusions
• Use the text for support
• Use examples from your life
Determine Importance
• What is the main idea?
• What are the details?
• What do I want to learn?
Watch what you are doing
• Monitor for when you get lost
• Reread
• Use one of these strategies
READING VOCABULARY
1. Adjective – word describing a noun
2. Adverb – word that describes verbs, adjectives, or other adverbs
3. Antonym – word with opposite meaning of another word
4. Author’s Purpose – reason for writing
5. Cause – reason that something happens
6. Cause & Effect – how one thing leads to another
7. Character – person (or anything that acts like a person) in a story
8. Comparison – way in which two things are the same and different
9. Conflict – main problem in a story
10. Conjunction – word that connects two parts of a sentence
11. Context Clue – hint from words around a word
12. Contrast – Way in which two things are different
13. Detail – information about the main idea
14. Drawing a Conclusion – Putting inferences together to understand
15. Effect – what the cause makes happen
16. Fact – claim that is always true and can be proven true
17. Figurative Language – words specially used to be more descriptive
18. Graphic Organizer – Drawings/charts (Like Thinking Maps) that help organize information
19. Graphic – visual aid to help you understand the words
20. Heading – bold or large words starting a new section, explaining it
21. Homograph – words spelled alike but with different meanings
22. Homophones – like-sounding words with different meaning and spelling
23. Idiom – a phrase that doesn’t make sense, yet people understand it
24. Inference – Ideas or clues to help you figure out what is happening
25. Informational Report – a report with facts and details about a topic
26. Main Idea – the topic of a passage
27. Metaphor – Comparison between two different things
28. Narrative – story
29. Noun – person, place, thing, or animal
30. Opinion – belief that cannot be prove true for everyone at all times
31. Personification – animal or object that behaves like a person
32. Plot – events in a story, including conflict and resolution
33. Prediction – guess about what may happen, based on text clues
34. Prefix – group of letters before a root word
35. Pronoun – takes the place of a noun (He, she, they. . .)
36. Resolution – story ending , when the conflict is over
37. Response – written opinion about what is read, supported by text
38. Sequence – order in which things happen
39. Setting – time and place in which the story happens
40. Simile – compares two things, using the words “like” or “as”
41. Skim and Scan – quickly look through a passage for a key word
42. Speaker – character who is telling the story
43. Suffix – group of letters after a root word
44. Summarize – state the main idea and important details of a selection
45. Synonym – word with the same or similar meaning as another word
46. Verb Tense – verb form, depending on time (past, present, or future)
47. Theme – main lesson of a selection
48. Web – graphic with main topic in the center and details around it
BEGINNINGS
You could start your writing with. . .
A simile – “She was as smart as. . . “
A metaphor – “He was a clever monkey.”
Alliteration – “A stunning student. . . “
An idiom – “It was a snap to. . . “
A question – “Have you ever wondered . . .”
A belief – “I have always felt sure. . .”
A single word – “Brains. That’s all I. . .”
A good fact – “The encyclopedia says. . .”
A sound – “Ka-blam! . . . “
A quote – “Martin Luther King, Jr. once said, ‘. . . ‘”
ORGANIZATION
Try these transitions and conjunctions to organize your writing and boost sentence fluency!
Conjunctions
and, or, but, for, because, when, if, then
Transitions
INTRODUCTORY PARAGRAPH: first, in the beginning, to start
MIDDLE PARAGRAPHS: also, additionally, furthermore, then
CONCLUDING PARAGRAPH: summing it up, in conclusion, ultimately, finally
WORD CHOICE
Some synonyms for commonly used words
Sad – depressed, gloomy, miserable, unhappy, mournful
Happy – glad, jovial, joyful, cheerful, delighted
Mad – furious, enraged, livid, fuming, irate, seething
Good – awesome, cool, wonderful, fantastic, excellent
Nice – pleasant, delightful, kind, thoughtful, charming
Beautiful – lovely, glamorous, attractive, elegant, gorgeous
Big – huge, gigantic, enormous, massive, immense
Walk – strut, hobble, march, plod, stroll
Run – rush, bolt, jog, dash, scurry
Said – replied, stated, exclaimed, responded, remarked
Laugh – cackle, chuckle, giggle, snicker, chortle
Very – truly, surely, especially, chiefly, incredibly, extremely
Like – enjoy, adore, admire, appreciate, love
SIX + 1 TRAITS OF WRITING
Ideas
• Think of an interesting purpose, details, and message. (Small idea, great details)
Organization
• Give your idea a good beginning, middle, and end; going from one to the other easily
Voice
• Write so your words sound like you, your ideas and feelings. Let readers really understand YOU.
Word Choice
• Use interesting words that makes pictures in readers’ minds. (Trying using a thesaurus)
Sentence Fluency
• Shape sentences differently, some short and some long.
Conventions
• Work on capitals, commas, and periods. Spell your best.
+1 Presentation
• Write neatly or use word processor. Make it look good! (
SPELLING WORDS
A – about, actually, again, a lot, almost, always, another, anyone, August
B – basically, beautiful, because, before, believe, buy, by
C – can’t, character, Colina, coming, could, country
D – December, described, determined, didn’t., doesn’t, don’t
E – each, enough, especially, everybody, everything, except, exactly
F – favorite, February, first, foolish, forty, Friday, friend, furious
G – getting, giant, girl, government, great, guaranteed, guess
H – half, having, hear, heard, hole, honor, horror, hour, house
I – I’m, impossible, instead, into, it’s, its
J – January, July, June
K – knew, know
L – language, laugh, let’s, literature, little
M – making, March, meant, minute, Monday, myself
N – natural, necessary, new, November
O – obey, October, off, offer, often, once, one, only, other, our, own, owner
P – packet, people, piece, private, probably, prove, purpose
Q – quickly, quiet
R – raise, read, ready, really, rely, require, resist, right
S – said, Saturday, separate, September, since, school, something, sometimes, success, Sunday
T – teacher, terrible, that’s, their, then, there, they, they’re, thought, threw, through, Thursday, to, tonight, too, trouble, truly, Tuesday, two
U – unaware, under, unfortunate, until, unusual, use, used, usually
V – vacuum, vegetable, very, violence, vocabulary, volunteer
W – wear, weather, Wednesday, we’re, went, were, what, when, where, w[pic] |
- !,24TU^_cx•hether, which, who, whole, with, won, won’t, wouldn’t, write
X –
Y – yawn, year, yellow, yesterday, young, your, you’re, yummy, young
Smith
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