General Studies with Hilary

Dear 4th Grade Families,

I want to start with an important reminder:

We will close earlier beginning Friday, Nov. 6 until Friday, Jan 29

Kindergarten-1st grade – school ends at 1:45 pm

2nd-8th grade – school ends at 1:30 pm 

As well, please remember that Early Voting starts THIS Saturday, October 24! If you are able to vote in this election, talk with your 4th Grade about your voting plan. You can use this site to find your voting location (https://findmypollsite.vote.nyc/) 😊

Okay — to academics:

Your kids are just amazing! I cannot believe what we have accomplished already in 4th grade, as compared to 3rd. These kiddos finished their realistic fiction writing pieces last week and BOY are they amazing! One sad part of the pandemic is that you’re not able to flip through each story during dismissal, BUT your student is able to share their piece with you through Google Docs — isn’t technology wonderful?! These kids worked so hard to create engaging stories, and they are so powerful! Students explored the use of dialogue, and how that affects paragraphs in a story. We worked on characters, delving deeper into who the students are writing about, making them more human and descriptive. As well, they worked on how to be a proofreader, and edit a peer’s piece with accountability. In the end — stories that make you feel and think.

We are starting book clubs on Monday, and the students are grouped based on their levels. Each of the books groups will read is connected to a Native American nation, and their encounters with white settlers or explorers during the Colonial Period. This week we have been reviewing the different types of jobs a person might have. A student might be:

• wacky worder (trying to figure out the definition of words, based on context clues)
• travel agent (describing the setting and discuss WHY the author included that setting description)
• discussion director (asking open questions to the group to get the group thinking more deeply about the chapter)
• connector (making text-to-self, text-to-text, and text-to-world connections)
• key detail finder (locating sections that make them FEEL something, be it happy, sad, mad, confused, or humorous)
• illustrator (uses the words from the author to paint a picture for the group)

We are currently experimenting with a few different modalities, to see how we can continue rich conversations with a 6-foot distance between students. One method might be using breakout rooms on zoom. Another is using SeeSaw to respond to group members by video, typing AND recordings. A last method is taking advantage of nice weather and doing book club outside where students could sit in a large shape with their group to talk about the book. It will definitely look different from how book club was run last fall, but this 4th grade class is SO flexible and adaptable, that trying new things with them has worked so wonderfully!

Last week, we started our spelling curriculum, which is differentiated based on where each student is. Part of this curriculum is using technology, to help students with sorting — where they immediately get feedback on the sort. The other part of it will be having students practice WRITING the words. This is a method to help students to physically using their muscle memory to support them in remembering how to spell certain words.

Now to my favorite subject (not that I have favorites) — SOCIAL STUDIES! We are delving into Colonial America, learning about the differences between the Southern, Middle, and Northern/New England Colonies.

Students worked hard at learning how to map and use a legend. The maps we created — one for each section of colonies — showed important cities, goods that are farmed, goods that are hunted, and goods that are made. We then looked at a larger map, that included Europe and Africa, to discuss the Triangular Trade Route [also known as the Transatlantic Slave Route]. We looked at what each country contributed to other continents — either willingly or by force — and how this route helped stimulate the economy.

Finally, we explored the different religions in the colonies. Students are starting to see hints of what daily life was like in the 1600s, and how different it would be in the South with Presbyterians and Baptists, to the Middle Colonies with Quakers, to the Puritans in the North. After learning about life back then, we reflected on if we would be able to fit into the North, South, or Middle, based on our religious beliefs. Each area has their pros and cons. Talk with your student about which one THEY choose, and why!

Shabbat shalom, everyone!

Math with Justin

Hebrew with Tomer

In Hebrew heritage, the 4th graders start talking about the fall season, changes in the weather, and different animals that migrate in these periods. The students acted out and reported different weather as if they were weather reporters. We also had different conversations about animals when students describe different animals and their peers trying to cover the animal.

Judaic Studies with Phyllis

Art with Iviva

Fourth graders started a new, multi-week project integrating their social studies unit on colonial America. We started by reviewing what we know about the American colonies, and viewed several different flags from the colonial era, including the 13 stars and stripes, and George Washington’s headquarters flag during the American Revolutionary War. Students analyzed the symbols on these flags, interpreting their meaning, and began to think of symbols that would represent their life stories. We talked about our families’ countries of origin, and things we like to do. Students then began designing flags incorporating these ideas. First drafts are on paper; we are excited to transfer our designs onto fabric next week.

Music with Heidi

Fourth Graders have started to learn about Bandlab, the Digital Audio Workstation we will be using in Music class. We began by learning basic music production skills and utilizing musical loops.  Students were very excited to review the vast number of different styles of music they could play with, and they were full of ideas on how to arrange instrumental patterns to create an original 8-bar class piece. Next week, they will begin to create their own pieces on their Chromebooks. Please make sure they bring headphones/earbuds on Tuesday to use in class. And ask them to let you hear their work on Tuesday evening!