Program

Third and Fourth Grade

Love of Learning

Third and fourth graders are industrious and curious about the world around them. They begin to see themselves as part of a greater community, building empathy around social issues such as fairness and justice. They tend to learn better on their own as they gain mastery of basic skills and grow towards independence. They're gaining an understanding of key cognitive concepts such as multiplication, spelling patterns and beginning research skills and are able to think about more abstract concepts. (Yardsticks, Wood, C. 2007)

At the Phillips Brooks School our students are prepared for life long learning. We want each child to experience a fulfilling and successful educational experience. Children learn at their own rate of development and are encouraged to be responsible, independent, curious and active.

Our teachers work hard to help each child find his/her passions and strengths. We create a learning environment that addresses all learning styles. This is achieved by creating rich, experiential, cross-curricular units of study. When a new unit is introduced to our students, our teachers team with other faculty to integrate literacy, social studies, art, music, technology, and science when applicable. New concepts are explored from many dimensions so that students can develop a deep appreciation of that particular unit of study.

Third and fourth grade at PBS isn't just about academic learning. We work hard to set up our classrooms to support academic, social, and emotional growth in our students. As such, our primary goals as teachers here are:

To celebrate each child's strengths and acknowledge individual needs, helping students achieve success in and out of the classroom

To understand that our most effective teaching takes place when we know our students as individuals and have built climates of mutual trust and respect

Our day typically begins with a morning meeting. This is where students gather as a class each morning to greet one another, share news and warm up for the day ahead of them.

Depending on the day, children receive guided instruction in the areas of reading, word study, writing, mathematics, science, art, music, physical education, technology, music and more. All classrooms are set up in ways that encourage independence, cooperation, respect, and productivity.

The day typically ends with a reflective time where children think about and celebrate the school day.

Reading/Literature

We want students to be confident, competent readers who can comprehend books written at or beyond their developmental reading level. At these grade levels the goal of our reading program is to get students to read to learn, rather than learn to read. We want our students to become lifelong lovers of books and reading.

Reading instruction in third and fourth grades focuses increasingly on reading comprehension. Classroom activities are integrated so the learning of reading and writing mutually reinforce each other. A variety of genres are emphasized including myths, legends, poetry, fiction, non-fiction, historical text and current events.

Reading is taught in a workshop format. Students are presented with a reading strategy which they have an opportunity to practice with the teachers help, with small groups and partners, and independently. Students then practice the skills they learn in the workshop on books that are 'just right' for them, therefore raising their enjoyment of reading instruction as well as their comprehension and reading levels.

In third and fourth grades students will:

Share understanding of books through student-led teacher facilitated reading response groups and class discussions

Learn about and practice comprehension strategies such as vocabulary in context, making predictions, summarizing, asking questions and making analysis based on evidence from the text

Focus on texts that include topics, themes or issues from more than one perspective

Make connections to character's lives, evaluate character motives and consider the intent and perspectives of the authors

For a description of the various developmental reading stages, reference The Fountas and Pinnell 'Building an Effective Reading Process Over Time.'

Writing

Third and fourth graders grow as writers in many dramatic ways through out the school year. We want students to use writing to organize and present ideas, to present a point of view, and record personal impressions and experiences. Students write about things that interest them and use writing as a way to make sense of their world and share thoughts and ideas with others.

We set aside blocks of time each week that we refer to as 'Writing Workshop,' set up in a similar format as our Reading Workshop. Through these workshops students follow a writing process used by published authors of poems, short stories, and essay to publish their own writing.

In third and fourth grades students will:

Write for a variety of purposes, audiences and situations

Engage in a variety of experiences that include stories (personal narratives, imaginative, expository), summaries, reports, descriptions, poems and letters.

Learn how to gather information from different sources and write reports

Write first drafts, edit, revise their work, and make final draft with correct grammar, spelling, and punctuation

Keep a writing notebook or journal, which includes reflections on the student's work as an important facet of the writing program

For a description of the various developmental writing stages, reference the Fountas and Pinnell 'Building an Effective Writing Process Over Time.'

Word Study

Parts of our literacy instruction include spelling, vocabulary development, and grammar.

Grammar

Review basic grammatical rules, parts of speech and sentence structure

Apply rules of capitalization, grammar and punctuation through various weekly activities

Identify synonyms, antonyms, and homonyms as well as common figures of speech

Spelling and Vocabulary Development

Through the use of the Words Their Way© spelling program, students learn about the relationships of letters to sounds as well as the structure of words and their meaning to support them in reading and spelling

Strengthen the bond between reading and writing through purposeful reading, writing, listening and speaking activities

Listening and Speaking

Children who are effective communicators experience more success in school and in other areas of their lives. Helping children develop their listening and speaking skills will prepare them for life. At the Phillips Brooks School communication skills are taught, modeled, practiced, and improved on a daily basis across the curriculum.

In third and fourth grades students will:

Use appropriate volume

Listen attentively while making eye contact

Sit quietly using attentive posture in both large and small groups

Show respect for speakers and listener

Ask thoughtful and relevant questions

Respond to questions in a developmentally appropriate manner

Give directions and instructions

Follow oral multi-step directions individually and cooperatively

Summarize major ideas by using supporting evidence in spoken presentations and discussions

Make narrative formal and informal presentations

Deliver oral summaries of articles and books that contain the main idea of the event or articles and many significant details

Recite brief poems or dramatic dialogue using clear diction, tempo and volume

Mathematics

The goal of our math program is to develop and establish skills in children that will enhance their appreciation of how we use math in our everyday lives and the ability to do so themselves. At the Phillips Brooks School we use multiple math programs to support our goal.

The program begins with the premise that students can, and must learn more mathematics than has been expected in the past. There are six mathematical content strands. The content strands are operations and computation; numeration; patterns; functions and algebra; data and chance; measurement and reference frames; and geometry. Of special importance is that each strand is addressed at all grade levels of the program. Each grade level builds on and extends concept understanding so that students approach each new challenge from a firmly established foundation.

This program includes hands-on activities and games that focus on mental math skills to develop number sense and fluency. Students are expected to explain their problem solving strategies using their own words and illustrations. Children learn there is more than one way to get the answer.

Art

The goal of our PBS Art Program is to provide an environment that stimulates the growth of artistic perception, creative expression, aesthetics and cultural awareness. Artistic perception is developed as young artists respond to the world around them and learn to 'see more.' Creative expression is enhanced by the application of artistic process and skills, the understanding of elements and principals of art and design, and by using a variety of media and tools. Students will gain a sense of their personal aesthetics and learn to communicate opinions and insight, using visual arts vocabulary, in dialogue with their teacher and other students. The cultural and historical dimension of our arts program is strengthened by connections with music, science, social studies and literature. Our young artists enjoy working on individual projects and collaborating with others, in a positive environment where process is valued over product.

In third grade students will:

Mix and apply tempera paints to create tints, shades and neutral colors and use these in painting to create shadows and highlights

Create an imaginative clay sculpture based on organic forms

Create a work of art emphasizing line, shape, and pattern using a selected printing process

Weave a simple basket or wall hanging out of natural materials

Create an imaginative landscape using only black and white

Create a piece of art inspired by another art form

Draw a portrait that reflects a knowledge of symmetry

Create a drawing or painting using color to affect the mood

In fourth grade students will:

Use additive and subtractive processes in making simple sculptural forms

Use one-point perspective to create the illusion of space

Use contrast (light and dark) expressively in an original work of art

Use complementary colors in an original composition to show contrast and to communicate an idea or mood

Identify and describe how foreground, middle ground, and background are used to create the illusion of space

Draw by observation an item or animal from nature, using lines and patterns to represent texture

Describe and draw the proportions of the face

Use art related vocabulary to access ones own work and the work of others

Use art related vocabulary to discuss the elements of art

Library

Through stories and book talks, the library fosters an appreciation of traditional and current literature, as students are exposed to the best of fiction and nonfiction books. Older students begin to use the library for research-incorporating reference sources, databases, and the Internet. We organize weekly lessons around themes of cultural literacy, information literacy and classroom collaborations. Please visit our virtual library at http://thepbs.org/.

The Third Graders appreciate stories from Native American tribes, and historical fiction and nonfiction works about Early America, Westward Expansion and the Civil Rights Movement. They also use the library to research projects about topics from around the world.

Fourth Graders also use our library for research, incorporating reference materials, primary sources, databases and the Internet. They enjoy hearing tall tales, legends and Greek myths, as well as stories that relate to immigration study in the classroom. Time in the library offers the students of Phillips Brooks an opportunity to enjoy and share books with friends in a relaxing atmosphere.

American Library Association standards are consulted when planning information literacy goals for these grade levels. They may be seen at: http://thepbs.org/pages/aboutus.html

Music

The music department at PBS provides students with the opportunity to develop their inherent musicianship and prepare for life-long participation in the performing arts. We strive to balance intellectual components with aesthetic awareness while nurturing skilled, creative and flexible musicians. Music classes incorporate a broad spectrum of music pedagogy including the philosophies of Carl Orff and Zoltan Kodaly. Students are guided through a sequential process of learning, using pentatonic song material, speech, movement, and ostinati, as well as introducing instrumental parts through speech and/or body percussion. Performance practice is an integral part of the music program. Performances allow students to demonstrate skills, develop confidence in expressing themselves in front of an audience, foster a positive feeling of an ensemble with their peers, and experience the joy of performing. PBS graduates are insightful and creative musicians with a love for music.

In third grade and fourth grade, we focus on four main themes. They are Rhythmic Learning, Melodic Learning, Instrumental Learning and Music History.

Chorus

Chorus is open to students in Grades 3-5. The purpose of the chorus is to promote a love of singing in an ensemble setting. Through a broad repertoire of music, students develop an understanding of intonation, diction, proper breathing and expression. We work together to better understand music theory and history. The students expand their singing range and, in time, reach an advanced level of proficiency in the standards of music education. The Chorus performs throughout the year at PBS events, choral festivals and community events.

Physical Education

Physical Education at the Phillips Brooks School is based on building both physical and social skills. Physical skills are gained through a progression of activities based on skill level. Working with a partner or in a small group, students develop a sense of community, teamwork and sportsmanship, while overcoming challenges, increasing skills, and playing together. Key to social development is gaining an understanding of how to work both independently and in groups during physical activities. PBS graduates have developed a sense of fair play and sportsmanship, which contributes to the development of personal ethics, and that leads to making responsible lifelong decisions.

Students strengthen their locomotor and manipulative skills through games and fitness activities. They also develop sportsmanship and teamwork qualities that help in after school sports games. Students also able are also able to demonstrate respect for individual differences in physical abilities.

In third grade students will:

Participate regularly in physical activity that increases breathing and heart rate

Participate in activities with goals for personal improvement

Apply safe practices and follow physical education rules and procedures

Jump rope continuously jumping rope in a forward turning motion and a backward turning motion

Hand dribble a ball while continuously moving around obstacles

Throw and catch an object with a partner, increasing the distance from the partner and maintaining an accurate throw that can be easily caught

Participate in physical fitness assessment to measure and record improvement in individual fitness

In fourth grade students will:

Participate regularly in physical activity that increases breathing and heart rate

Participate in activities with goals for personal improvement

Apply safe practices and follow physical education rules and procedures

Jump a self-turned rope

Throw and catch an object with a partner while both partners are moving

Catch a ball above the head, below the waist and away from the body

Participate in physical fitness assessment to measure and record improvement in individual fitness

Science

The science program encourages a curiosity about the world and emphasizes hands-on experience and observation. We seek to enable students to develop an intuitive understanding of the concepts of science. The program goal is to create a safe environment where the student feels encouraged to ask questions, explore, seek answers, test ideas and enjoy science. We use inquiry, creative problem solving skills, investigation and experimentation to explore scientific concepts. Students keep a journal to record important vocabulary words, questions and data from experiments, conclusions, diagrams and concepts learned. Third grade classes meet twice a week for forty minutes and fourth grade classes meet three times per week.

In third grade students will explore:

Force and motion

Light, lenses and telescopes

Astronomy: the solar system

California wetlands

Chemistry - chromatography, acids and bases

Marine mammals

Botany

Aerodynamics

Magnetism and electricity

In fourth grade students will explore:

Roller coaster physics

Skeletal and muscular systems

Electricity - circuits, motors, electromagnets

Chemistry - Periodic Table, atomic structure, properties, and mystery powders

Invertebrate classification and tide pools

Water properties

Oceanography

Archimedes' Principle

The San Francisco Baylands

Technology

The goal of the technology program is to integrate authentic and age appropriate technology skills into all areas of the curriculum. Learning is enhanced through a variety of technological media.

In third grade students will:

Use the mouse and/or keyboard effectively to move around the computer screen and search for information

Demonstrate proper posture at the keyboard

Continue to develop effective touch-typing keyboarding skills

Be introduced to word-processing and its tools

Use word-processing programs to produce drafts

Use simple search engine to find information from teacher approved websites

Open teacher approved websites and locate information such as text and pictures

Download selected information from web based sources

Create slides (for example, PowerPoint) to accompany a research report and/or presentation

In fourth grade students will:

Use the mouse and/or keyboard effectively to move around the computer screen and search for information

Demonstrate proper posture at the keyboard

Continue to develop effective touch-typing keyboarding skills

Use word-processing programs to produce drafts, pictures, and graphs

Open teacher approved website and search for information

Begin to distinguish between accurate and inaccurate online information

Use technology tools for research and problem solving

Use spreadsheet software to organize data and create charts and graphs

Create Web pages that convey information with links and graphic

Create video documentation using video editing tools

Spanish

The Spanish program strives to create confident language learners who will
continue to expand their knowledge of the language and of the
Spanish-speaking cultures beyond their tenure at PBS. The lessons are
designed to target all four-language skills: listening, speaking, reading
and writing, in a developmentally appropriate way. The lessons are also
tailored to address the needs of students with individual learning styles.
For visual learners, a special emphasis is placed on the use of visual aids
such as posters, pictures, and objects. For students with a solid math-logic
inclination, special emphasis is placed on the review of basic to
intermediate grammar paradigms that focus on the structural components of
the language. For students with a kinesthetic and a musical (aural)
disposition, there are plenty of opportunities to chant and move to the
rhythm of the melodies taught in class by clapping, dancing and following
the songs with musical instruments. Students are also encouraged to use
puppets to engage in dialogues, perform short skits or narrate simple
stories. In addition, learning takes place by engaging in games and
activities that encourage participation and a safe environment for the
students' language skills to strengthen and develop effectively.