Back to School NightMr. Harter’s Class

B209

Back to School NightMr. Harter’s Class

• 4th Grade Curriculum – Reading– Anchor Standards• Key Ideas and Details• Craft and Structure• Integration of Knowledge and Ideas• Text Complexity

– Content Standards• Fiction• Non Fiction

Back to School NightMr. Harter’s Class

• 4th Grade Curriculum – Writing– Anchor Standards

• Text Type and Purpose• Production and Distribution of Writing• Research to Build and Present Knowledge• Complexity of Writing

– Content Standards• Write opinion pieces, informative / explanatory texts, and

narratives• Produce clear and coherent writing• Utilize technology

Back to School NightMr. Harter’s Class

• 4th Grade Curriculum – Speaking and Listening– Anchor Standards• Comprehension and Collaboration• Presentation of Knowledge and Ideas

– Content Standards• Engage in collaborative discussions• Report on a topic or text, tell a story• Utilize technology to add recordings and visual displays

to presentations

Back to School NightMr. Harter’s Class

• 4th Grade Curriculum – Language– Anchor Standards• Conventions and standard English• Knowledge of Language• Vocabulary Acquisition and Use

– Content Standards• Demonstrate command of the conventions of standard

English grammar• Demonstrate or clarify meaning of unknowns and

multiple meaning words and figurative language

Back to School NightMr. Harter’s Class

• 4th Grade Curriculum – Math– Math Practices• Make sense of problems and persevere in solving them• Reason abstractly and quantitatively• Construct viable arguments and critique the reasoning

of others• Model with mathematics

Back to School NightMr. Harter’s Class

• 4th Grade Curriculum – Math– Math Practices• Use appropriate tools strategically• Attend to precision• Look for and make use of structure• Look for and express regularity in repeated reasoning

Back to School NightMr. Harter’s Class

• 4th Grade Curriculum – Math– Content Standards• Understand place value for multi digit whole numbers• Use the four operations with whole numbers to solve

problems• Understand fraction and fraction equivalence• Solve problems involving measurement and conversion

of measurement• Draw and identify lines and angles and classify shapes

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• 4th Grade Curriculum – Science– Food chains and food webs– Ecosystems– Rocks and minerals– Slow changes on Earth– Electricity– Magnetism

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• 4th Grade Curriculum – Social Studies– Geography of California– Early people in California – Early history to statehood– Growth and development since 1850– California government

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• 4th Grade Curriculum – Other– PE– Music– Art

Back to School NightMr. Harter’s Class

• Classroom Values– Confidence– Drive / Grit– Perseverance– Teamwork / Collaboration– Responsibility– Respect– Caring– Fairness

Back to School NightMr. Harter’s Class

• Do our children have a growth mindset or a fixed mindset?

Self-Theories Entity v Incremental

Incremental (Growth Mindset)

I believe that intelligence is not fixed My intelligence can be improved through learning

I thrive on challenge I throw myself into difficult tasks I am self-confident

I have learning goals I like feedback on my performance so I can improve I react to failure by

trying harder I engage in self-monitoring

I can ignore the low aspirations of my peers

About 40% of US students hold an incremental theory of ability

Carol Dweck - Self-Theories: Their role in Motivation, Personality and development, Psychology Press, 1999

Self-Theories Entity v Incremental

Entity (Fixed Mindset)

I believe that intelligence is fixed I was born bright/not very bright

I don’t like challenge I don’t want to risk looking stupid I am vulnerable

I like easy performance goals and being told I’ve done well

I react to failure by switching off and avoiding the issues

I tend to conform to the low aspirations of my peers

Carol Dweck - Self-Theories: Their role in Motivation, Personality and development, Psychology Press, 1999

About 40% of US students hold an entity theory of ability

Easy praise is not the answer - it makes the situation worse

How do we move entity learners towards becoming incremental learners?

•Praise our children in the right way

•Praise effort, resilience and hard work – not intelligence (ie do not tell children how clever they are)

•Concentrate children on improving their own performance (in small achievable steps)

•Remind children that if the work is not hard they are not learning (helps them to accept high challenge)

•Keep stressing that intelligence is not fixed, but is improved by effort & hard work (we all learn at different rates & in different ways)

Back to School NightMr. Harter’s Class

• Classroom Management– Classroom environment should be conducive to

effective learning– All children should feel comfortable in the

classroom– All children should feel physically and emotionally

safe

Back to School NightMr. Harter’s Class

• Food and Drink Policy– Students are allowed to eat and drink anytime

during the day. Just clean up after yourself– No soda, avoid sugary drinks (stains carpet)– No peanut or nut snacks

• Students can use the restroom at anytime. One student at a time, sign out.

Back to School NightMr. Harter’s Class

• Parental Help– Drivers / Chaperones: Please complete the

required forms no later than October 1st

– Classroom help – limited to parties

• Party food – prefer home made

Back to School NightMr. Harter’s Class

• Student and Parent Resources– Webpage• Weekly practice and test schedule• Scanned copies of worksheets• History and science notes• Sample history and science test questions• Dreaded word problems

– Jupiter grades• Weekly report of child’s progress• Listing of missing assignments