Grade 4 Grade Level Guide

G GUIDE LEVEL G E

Welcome!

It is my pleasure to welcome you to the American School of Madrid and more specifically, the Lower School.

Our division is made up of over 400 students which span in age from 3 to 11 years old We have students from around the world and students who have attended ASM for many years

Together, the Lower School students take care of each other, their school, and their community. Our school is a place where children make lifelong friends, work to solve problems, and can be creative. The four pillars of our mission statement help to guide our work and our community

In addition, the Lower School strives to ensure children experience childhood. Through our OPAL (Outdoor Play and Learning) program, our students have opportunities to freely design their own play experiences.

More information about what you can expect this year for your Grade 4 learner can be found in this grade level guide. Additionally, please be sure to review and continue to reference our Lower School Learning Program Site, located on the ASM website. There you will find all of the details and information about our school procedures and policies.

Of course, if you have any questions, please feel free to contact your child’s teachers or the Lower School Office. We are here to help you.

I wish you and your child a wonderful year in Grade 4!

Warmly,

Jen Munnerlyn

Lower School Director

Who’s

2023-24 Homeroom Teachers

4E- Meredith Erker

4D- Melanie Doty

4B- Arista Barragan

4C- Diana Cisneros

Specialist Teachers

Music- Jonathan Hunt/ Rory Reagan

Art- Elisa Sobelman/ Linda Phillips

PE- Daniel Martinez/ Jaime Sportun

Specials Teaching and Learning Assistant: Sydney Rastatter

Spanish Teachers

Lucia Hernanz, Katia Reyes, Feli Lopez, Iciar Olazabel, Daniella Carrillo, Juan Carlos Gallardo, Mamen Pretel, Mercedes Marine

Coordination of Support Team

Counselor- Angela Tang

Learner’s Support- Margaret LeGrand / Meredith Bosco, Richard Marshall, Katrina Bruening, Camila Reina

COST Teaching and Learning Assistants: Alma Castilla and Taylor McGilbra

ASM Philosophy and Beliefs

Mission statement

At the American School of Madrid, we empower lifelong learners to take on challenges and thrive, care for others in our diverse international community, and think globally and creatively toward a better future.

ASM Learning Beliefs

At the American School of Madrid, we believe Important

Learning

● Should be purposeful and relevant.

● Involves real-world experiences, risk and failure, self-reflection, and choice.

● Is a continuous process

● Requires pushing through challenges and perceived limits

● Is facilitated by skillful, caring teachers.

● Requires students to actively own their own learning.

● Takes place within a positive, supportive school community.

● Is supported by perseverance, problem-solving, self-reflection, time management, empathy, and collaboration.

● Requires creativity by teachers and students.

ASM’s Commitment to Diversity, Equity, Inclusion, and Justice

We, the American School of Madrid, stand for the rights of every individual to safety, belonging, and freedom from discrimination.

We as teachers, students, parents, administrators, staff, and board members hold ourselves accountable for actively working toward justice, repairing harm, and growing as lifelong learners.

We commit to recognizing and affirming all community members, with particular regard for those who are marginalized by identity including, but not limited to: race, color, ethnicity, religion, gender identity and expression, sexual identity, national origin, citizenship status, physical abilities, neurodiversity, socioeconomic status, and age.

Incidents of racism and all forms of bias or discrimination that result in the assault on an individual’s dignity and self-worth do not belong in our school. From revising schoolwide systems to defining individual responsibilities, we will continuously apply a critical and equity-based lens to improve our school’s policies and practices This includes the development and application of clear and consistent consequences for when acts of injustice occur

As a community bound by the primary objective of learning, we believe that our commitment to diversity, equity, inclusion, and justice will empower not only our students but all members to courageously advocate for a more just world.

The Grade 4 Experience

9-Year-Old Child Development Milestones

At age nine, children are poised for major transition as they stand on the cusp of adolescence. In Many ways,they can still be considered children but are becoming much more independent and able to handle certain responsibilities with minimal adult supervision ” VeryWell Family, 6 Sept 2019

Click for full article: Including physical, emotional, and cognitive development.

9-Year-Old Child Development Milestones

Assessment, Differentiation, and Student Support

Assessment

The work of all teachers is to meet each child where he or she is and then to move that child forward. Teachers are continually assessing student progress within the curriculum as evidenced by classroom-based and common grade-level assessments These assessment types identify learner progress in relation to themselves and where they started, to our curriculum and standards, as well as to the ASM class and grade-level group.

We measure student progress using a variety of externally-designed assessments including MAP test, Fountas & Pinnell Diagnostic Reading Assessment Benchmark K-5, Words Their Way Spelling Inventory, and beginning and end-of-year and math assessments from our core curriculum program Everyday Math.

Grade 4 students take the Measures of Academic Progress (MAP) test at ASM. This test is a standardized test students in Grades 3-5 take on a computer. It is also an “adaptive test” meaning the questions change based on how the child answers them A few important items to note: The test is a snapshot in time. Over time, and after multiple tests, the results are interesting because they show the learning progress of a student in Reading, Language Usage and Mathematics. Students and teachers do not prepare for the test. Instead, this assessment allows us to take this particular moment in-time to survey where students are, in order to compare that information with our own, essential, classroom data

We compare a child’s progress in the classroom with these externally-designed assessment targets. If the results of a student's growth show significant discrepancies between these multiple types of assessments, teachers will conduct additional assessments and begin a differentiation plan, as needed Continued concerns about progress will result in the student being referred to our Learners Support and/or EAL teachers for support

Differentiation and Student Support

ASM operates under a Multi-Tiered System of Support. Our intention is that our teaching resources support differentiated instruction for the range of learners we find in every classroom We use consistent progress monitoring to inform our teaching and thereby determine the level of support or enrichment our students may need at a given point in time. Based on data-informed progress

monitoring, classroom teachers differentiate curriculum to engage various types of learners and learning styles.

The ASM Lower School also has a Coordination of Support Team (COST) that includes Counselors, Learning Support teachers, English Language development teachers and Administration This team reviews data and student progress with grade level teams When determined necessary, the COST team collaborates with teaching teams to design responsive intervention plans with academic, behavioral, social emotional or english language development goals for students.

ELD: English Language Development

The ELD program in the Lower School provides support services to multilingual learners from Grade 1 to Grade 5 by supporting students to develop their English language skills and access academic learning. Students are assessed in the fall and/or spring to determine their level of English proficiency in oral, reading, and written skills.

Who gets assessed?

New students – Students entering ASM who speak a language other than English as a primary home language will be assessed using the World-Class Instructional Design and Assessment (WIDA) assessments within two weeks of starting school. Depending on their score, they will then be assessed once or twice a year to measure their growth in English.

Multilingual learners who score below a 3 on the WIDA assessment– students who receive Tier 3 ELD services as a result of scoring below a 3 on any domain (Speaking, Listening, Reading or Writing) or in the composite score will be assessed twice a year in order to more closely measure their growth and support needs.

Multilingual learners who have not reached a 5.5 composite score in the WIDA assessment will be assessed once a year in the spring to measure their yearly growth in English.

Guidance- School Counselors

School Counselors collaborate with classroom teachers and staff in order to create and maintain an environment that encourages both academic and social-emotional learning. They promote developmentally appropriate student behavior using Responsive Classroom as a model for classroom management and school-wide expectations.

They engage in ongoing consultation with students, teachers, parents, and ASM’s administration to address student learning differences, social-emotional development, emotional literacy, and behavioral functioning in order to meet individual student needs.

They deliver standards-based classroom lessons to all students as part of a comprehensive counseling program. Counselors also deliver individual and group school counseling to students who may need more support regarding their social and emotional health and well-being. They are also generally the first to respond and provide support to students who are in emotional crises and child protection-related situations

Additionally, the counselors participate in orientation and departure programs for Lower School students and their families in order to support students’ transition and adjustment.

Communication of Growth and Achievement

In the Lower School, student growth is communicated via a process which ensures parents are aware of growth and development everyday.

Assemblies, Informances, Learning-In-Action Parent Partnership Events

Throughout the year parents will be invited on campus to participate in their child’s learning life. These opportunities will be a mixture of celebrations, presentations, learning engagements, and the opportunity to see classrooms in action.

Digital Learning Portfolios on Seesaw

Our students and staff regularly post photos, videos and announcements on Seesaw This learning portfolio provides a real-time window into student learning and growth as it relates to the grade-level curriculum and goals

Student, Parent, and Teacher Learning Conferences

Two times per year, students, parents, and teachers meet to celebrate and discuss student goals, progress and next steps.

Grade Level Guides

Grade Level Guides provide detailed information about the overall program at the grade level including what students are expected to learn and be able to do during the year.

Report Cards Three times per year, student growth is summarized and shared with families via our Lower School report card This report card represents students' performance in relation to standards, benchmarks, and widely-held developmental expectations

Home Learning

Practicing skills learned in class, extension or application of concepts already learned, as well as integration of a variety of skills in a single assignment or project, are among the purposes for homework at ASM. Homework also helps students develop good study habits and learn how to manage their time and materials

That said, research shows that homework does not necessarily contribute to increased learning. Therefore, our goal is to provide students with homework while also ensuring that they have time for extracurricular activities, to play outside, and to be with their family and friends The vast majority of learning will take place inside the classroom with other students and your child’s teacher

The time it takes each child to complete work varies. Our intention is that most students will spend an average of 10 minutes per grade on homework each night:

Grade 1- 10 minutes

Grade 2- 20 minutes

Grade 3- 30 minutes

Grade 4- 40 minutes

Grade 5- 50 minutes

*Students in the Native Spanish Program will receive more homework due to added requirements of this program. If parents feel their child’s homework is excessive, they should contact the teacher.

These guidelines for homework time include time to read independently. All LS students from Kinder 3 to Grade 5 are expected to read every night for 5 to 30 minutes depending on their age. Developing an independent reading habit is extremely important. Independent reading should be reading that is relatively easy ‘Just right’ books are books children can read on their own quickly and smoothly

WIN Time

To ensure that all students have the opportunity to review and practice or advance on skills important to their growth, all students in Grades 1-5 engage in WIN Time for 50-minutes every 6-days. This period occurs at a set time each week in the grade-level schedule and instruction is provided by the classroom teachers, Spanish teachers, and COST team The large number of adults involved in WIN time ensures small groups of children can work on specific, targeted skills necessary for their growth and development in the academic areas of math, reading, writing, and Spanish. Students are flexibly grouped based on the most important opportunity for growth.

Grade 4 Field Trips

In the Lower School we make learning come alive by connecting to the local community and engaging in real-life learning. Each year field trip opportunities are designed by teachers to ensure the curriculum is enhanced and students’ current interests (and available opportunities within the community) are considered

It is important for students to be on-time to school to attend a field trip. Coordination of late arriving students requires involvement from the Lower School Director and the grade-level team leader In some cases, if a child is tardy to school, joining the field trip late will not be an option

Mutual Respect and Anti-Bullying Statement

ASM’s Commitment to Diversity, Equity, Inclusion, and Justice

We, the American School of Madrid, stand for the rights of every individual to safety, belonging, and freedom from discrimination.

We as teachers, students, parents, administrators, staff, and board members hold ourselves accountable for actively working toward justice, repairing harm, and growing as lifelong learners.

We commit to recognizing and affirming all community members, with particular regard for those who are marginalized by identity including, but not limited to: race, color, ethnicity, religion, gender identity and expression, sexual identity, national origin, citizenship status, physical abilities, neurodiversity, socioeconomic status, and age

Incidents of racism and all forms of bias or discrimination that result in the assault on an individual’s dignity and self-worth do not belong in our school. From revising schoolwide systems to defining individual responsibilities, we will continuously apply a critical and equity-based lens to improve our school’s policies and practices. This includes the development and application of clear and consistent consequences for when acts of injustice occur.

As a community bound by the primary objective of learning, we believe that our commitment to diversity, equity, inclusion, and justice will empower not only our students but all members to courageously advocate for a more just world.

Definition of Bullying and Harassment

Bullying is unwanted, aggressive behavior among school-aged children that involves a real or perceived power imbalance The behavior is repeated, or has the potential to be repeated, over time. Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding something from a group on purpose.

Often, kids who bully use their power- such as physical strength, access to embarrassing information, or popularity- to control or harm others Power imbalances can change over time and in different situations, even if they involve the same people.

Harassment is behavior towards a person that causes mental or emotional suffering, which includes unwanted contact or attention (can be repeated or one time). These unwanted contacts and/or attention can include racist remarks or gestures (offensive comments about countries of origin or physical appearance) and derogatory comments about sexual orientation or gender identity (real or perceived).

Bullying or Harassment Examples:

Verbal Harassment and Bullying includes speaking or writing mean things in any language

● Teasing

● Name-calling

● Taunting

● Threatening to cause harm

● Targeting based on country of origin or race

Social Bullying- hurting someone’s reputation or relationships

● Leaving someone out on purpose

● Telling other children not to be friends with someone

● Spreading rumors about someone

● Embarrassing someone in public

● Comments based on sexual orientation or gender identity

Physical harassment and bullying- hurting a person’s body or possessions

● Hitting/kicking/pinching

● Spitting

● Trapping/tripping/pushing

● Taking or breaking someone’s things

● Unwanted physical touch

● Making mean or rude hand gestures

Sexual Harassment and Bullying

● Inappropriate sexual comments

● Unwanted sexual attention (including comments about body parts and appearance)

● Unwanted romantic attention

Cyberbullying- using online mediums (apps, social media, email, blogs, etc.) to bully/harass/intimidate others

● Sending or posting cruel messages or images

● Threatening others

● Excluding or attempting to exclude others from activities or organizations

● Starting or passing on rumors about others

● Sending angry, rude, derogatory, or vulgar messages directed at a person or persons privately or to an online group

● Sending or posting harmful, untrue or cruel statements about a person to others

● Pretending to be someone else and sending or posting material that makes that person look bad or places that person in potential danger

● Sending or posting material about a person that contains sensitive, private or embarrassing information, including forwarding private messages or images; and/or engaging in tricks to solicit embarrassing information that is then made public.

Grades 1-5 Family and Student Mutual Respect and Anti-Bullying Agreement

(Signed by the student and parent at the start of the year.)

Each student in the Lower School has a right to:

● Learn in a safe and friendly place

● Be treated with respect and dignity

● Receive the help and support of caring adults

By signing this pledge, the STUDENT agrees to be a good ASM community member by:

1. Valuing student differences and treating others with respect and dignity.

2. Being an upstander and engaging positively with peers.

3. Reporting honestly and immediately all incidents of bullying or harassment to an adult at school.

4 Being alert in places round the school where there is less adult supervision such as bathrooms, corridors, stairwells, and on the bus.

5. Supporting students who have been or are subject to bullying.

6. Modeling good behavior for younger students and supporting them if bullying occurs.

7. Participating fully and contributing to school discussions dealing with bullying

8. Adhering to these guidelines in class, in the hallway, at lunch, on the playground,at ASAs and on the bus.

9 Being a part of the solution by participating in conflict mediations and repairing conversations

By signing this pledge, the FAMILIES agree to be good ASM community members by:

1. Encouraging students to value student differences and ensuring all family members are informed about expectations for mutual respect and anti-bullying policies.

2 Working in partnership with the school to encourage positive behavior, valuing differences and promoting sensitivity to others

3. Discussing regularly with their children their feelings about school work, friendships, and relationships.

4. Informing homeroom teachers of changes in their children’s behavior or circumstances at home that many change a child’s behavior at school.

5 Alerting the child’s homeroom teacher immediately if any bullying or harassment has occurred.

6. Supporting their children in participating in conflict mediations and repairing conversations

Consequences for Harassment and Bullying Behavior

Incident 1: The student is sent to the Lower School Director after teacher interventions are no longer successful or if there is any type of physical interaction.

The student will:

1. complete a reflection form which will be sent home

2. participate in a guided conversation with all involved

3. meet with the counselor

Incident 2: The student is sent to the Lower School Director and parents will be contacted.

The student will:

1. complete a reflection form

2. lose recess time

3. participate in a guided conversation with all involved

4. meet with the counselor

Incident 3: The student is sent to the Lower School Director and the parent is contacted to pick the child up from school.

*Returning to school will require a mediated meeting with the Lower School Director, counselors, homeroom teacher, parents, and the child.

*Continued need to send a child home may result in a Behavior Contract.

Spanish law requires the American School of Madrid to report all bullying incidents to the Comunidad de Madrid.

According to our school policy and agreements, the students/families and staff of the Lower School agree to join together to consistently practice mutual respect, keep our school a safe place, and stamp out bullying.

Grade 4 Areas of Learning

Responsive Classroom

ASM believes that in order to be successful in and out of school, students need to learn a set of social and emotional competencies cooperation, assertiveness, responsibility, empathy, and

self-control and a set of academic competencies academic mindset, perseverance, learning strategies, and academic behaviors. To live this belief, the Lower School utilizes a student-centered, social and emotional learning approach to teaching and discipline called Responsive Classroom. Responsive Classroom consists of a set of research, and evidence-based practices designed to create safe, joyful, and engaging classrooms and school communities for both students and teachers The six principles that guide this approach are:

1. Teaching social and emotional skills is as important as teaching academic content.

2. How we teach is as important as what we teach.

3 Great cognitive growth occurs through social interaction

4. How we work together as adults to create a safe, joyful, and inclusive school environment is as important as our individual contribution or competence.

5. What we know and believe about our students individually, culturally, developmentally informs our expectations, reactions, and attitudes about those students.

6 Partnering with families knowing them and valuing their contributions is as important as knowing the children we teach

These are the core practices found at the heart of each ASM Lower School classroom community:

● Morning Meeting Everyone in the classroom gathers in a circle for at least fifteen minutes at the beginning of each school day and proceeds through four sequential components: greeting, sharing, group activity, and morning message.

● Establishing Rules Teacher and students work together to name individual goals for the year and establish rules that will help everyone reach those goals

● Energizers Short, playful, whole-group activities that are used as breaks in lessons

● Quiet Time A brief, purposeful and relaxed time of transition that takes place after lunch and recess, before the rest of the school day continues.

● Closing Circle A five- to ten-minute gathering at the end of the day that promotes reflection and celebration through participation in a brief activity or two

● Interactive Modeling An explicit practice for teaching procedures and routines (such as those for entering and exiting the room) as well as academic and social skills (such as engaging with the text or giving and accepting feedback).

● Teacher Language The intentional use of language to enable students to engage in their learning and develop the academic, social, and emotional skills they need to be successful in and out of school

● Logical Consequences A non-punitive response to misbehavior that allows teachers to set clear limits and students to fix and learn from their mistakes while maintaining their dignity.

● Interactive Learning Structures Purposeful activities that give students opportunities to engage with content in active (hands-on) and interactive (social) ways.

OPAL: Outdoor Play and Learning

Children in the Lower School are guaranteed a high-quality play experience. In fact, we believe that the time spent playing is just as important as the time spent learning inside the classroom setting. Play provides opportunities for children to develop skills in physical activity, socialization, co-operation, coordination, resilience, creativity, and imagination Of course, it is also the most enjoyable part of a child’s day!

The ASM Play Landscape, consisting of Don Quijote Park, Sancho Panza playground and the Lower Field is different from a regular playground. Our students have 100s of items to play with (in a fantastic natural setting) rather than simply a playground with a few items to play upon

Our OPAL program is grounded in the theory of loose parts which states that “it’s the loose parts in our environment that empower our creativity. Loose parts are materials with no specific set of directions that can be used alone or combined with other materials, therefore can be used in any way that children choose and can be adapted and manipulated in many ways. Loose parts can be natural or synthetic Loose parts are materials that can be moved, carried, combined, redesigned, lined up, and taken apart and put back together in multiple ways.”1

Staff at ASM are trained by OPAL (Outdoor Play and Learning) to offer high-quality play experiences for children.

Play is not what we do after learning OPAL is learning time!

At ASM we believe that play is a process which is:

1. Freely chosen by the child

2 Directed by the child

1 PlayWales org, Sept 2020

3. For the child’s own motivations and reasons

4. Offered and available in all weather conditions

ELA: English Language Arts

Children in ASM’s upper elementary (Grades 3 - 5) continue to develop their foundations of English literacy through authentic and meaningful reading, writing and word study experiences aimed at increasing independence and agency. Our learners expand their repertoire of literacy skills, strategies, and competencies at ASM in order to master the globally-recognized expectations outlined in the Common Core State Standards The English literacy teaching and learning experiences of ASM are designed to prepare students for life outside the classroom and are directed not only by the above mentioned standards but by student interest and need as well.

ASM utilizes a balanced literacy workshop approach when teaching English Language Arts which looks like rich language and print based learning opportunities across the school day: read alouds, reading and writing workshop with independent practice, word study, interactive writing, and close reading. This research-based approach allows teachers to identify where each learner is on the continuum of literacy development and then match learning experiences to their individual areas of focus in whole and small group settings (like book clubs), as well as in peer partnerships, and one-on-one teacher/student supports

Grade 4 - English Language Arts Teaching and Learning

Domain Strand

Reading Foundational Skills

Areas of Focus and Development

Know and apply grade-level phonics and word analysis skills in decoding words Read with sufficient accuracy and fluency to support comprehension

Literature Make inferences from the text, determine a theme, summarize the text, describe story elements, analyze craft and structure choices made by author, compare and contrast the point of view of different stories and themes, make connections between texts, read and comprehend literature at grade 4 complexity

Informational Text

Make inferences from the text, determine the main idea, summarize the text, determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area, describe the overall structure of a text, compare and contrast in texts, integrate knowledge and ideas, read and comprehend informational texts at grade 4 complexity.

Writing Text Types and Purposes

Production and Distribution of Writing

Research to Build and Present Knowledge

Speaking and Listening

Compose narrative (develop real or imagined experiences using effective technique), informational (introducing a topic, teaching facts), and opinion (stating an opinion, supplying reasons) pieces across the year

With some guidance and support from peers and adults, plan, develop, organize, produce, revise and edit writing for various tasks and purpose

Conduct short research projects that build knowledge about a topic

Language

Range of Writing Write routinely over extended time frames (research, reflection, revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

Comprehension and Collaboration

Presentation of Knowledge and Ideas

Conventions of Standard English

Knowledge of Language

Vocabulary Acquisition and Use

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

Report on a topic or text, clearly speaking at an understandable pace, and add visual displays when appropriate.

Demonstrate command of the conventions of standard English grammar & usage when writing or speaking as well as conventions of standard English capitalization, punctuation, & spelling when writing.

Use knowledge of language and its conventions when writing, speaking, reading, or listening

Explore word relationships and determine or clarify the meaning of unknown and multiple-meaning words at fourth grade level as well demonstrate understanding of figurative language Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases.

Mathematics

Children in ASM’s lower school construct their mathematical understandings, skills and practices through a balanced math workshop approach A balanced math program includes a variety of instructional approaches: fluency and automaticity practice, number talks, explicit and direct instruction with modeling (both by teachers and students), independent practice, collaborative work, rich task and real-world problem solving, differentiated instruction which reaches and challenges all learners and is informed by on-going assessment for learning. Our learners engage in these meaningful and authentic experiences as an avenue to explore and make sense of math in their everyday life.

Math fact fluency and skill practice are parts of our approach to math teaching and learning as are conceptual, procedural, and problem-solving skill development ASM’s math program, supported by the utilization of the core curricular resource Everyday Mathematics, is aimed at all students mastering the globally-r emphasizes and values the development of mathematical practices which research indicates prepare students for higher level math success and establish transferable skills that serve in all aspects of life: problem solving, reasoning, communication, representation, connections, comprehension, flexibility, accuracy, and a productive disposition.

Grade 4 - Mathematics Teaching and Learning

Domain Areas of Focus and Development

Operations and Algebraic Thinking

Numbers and Operations in Base Ten

Number Operations and Fractions

Uses operations with whole numbers to solve problems

Gains familiarity with factors and multiples

Generalizes and analyzes problems

Understands place value for multi-digit whole numbers

Uses place value understanding and properties of operations to perform multi-digit arithmetic

Extends an understanding of fraction equivalence and ordering

Builds fractions from unit fractions

Understands decimal notation for fractions

Measurement and Data Solves problems involving measurement and conversion

Represents and interprets data

Geometry

Mathematical Practices and Real World Applications

Science

Draws identifies, and utilizes lines and angles

Makes sense of problems and persevere in solving them Clearly communicates mathematical thinking Models with mathematics

Clearly constructs arguments and critiques the reasoning of others

ASM uses the Next Generation Science Standards to engage students in scientific learning. Students explore the disciplines of physical science, life science, earth and space science, and engineering design practices Science units are taught once per a trimester and alternate with social studies units. Science content is taught in homeroom classes for 3 blocks of time during the 6 day cycle.

Grade 4 - Science Teaching and Learning

Domain Areas of Focus and Development

Physical Science Energy and Waves

The study of energy; the speed of an object and its relation to its energy; the transfer of energy from place to place; changes in energy from object collisions; the conversion of energy from one form to another

Life Science Life Structures, Senses, and the Brain

Earth and Space Science

The study of molecules and organisms; the structures of plants and animals; the processing of responding to information with senses and the brain.

Earth/Space Science- Earth Features and Processes

The study of the effects of weathering; using maps to describe patterns; exploring natural resources and their environmental impact; compare solutions to reduce impact of Earth processes.

Engineering Design Engineering practices are embedded into science units throughout the year. Students define problems with criteria for success and constraints, compare multiple solutions to a problem, and plan and carry out tests to identify ways something can be improved

Science Skills Plan and conduct investigations

Make observations to construct scientific understanding

Understand concepts in physical, life, and earth/space sciences

Use engineering design practices to solve problems

Social Studies

ASM uses the C3 Framework to engage students in an inquiry based approach for social studies

Students explore the disciplines of history, economics, geography, and civics, and the inquiry process of asking questions, evaluating sources, and taking action. Social Studies units are taught once a trimester and alternate with science units. Social Studies content is taught in homeroom classes for 3 blocks of time during the 6 day cycle.

Grade 4 - Social Studies Teaching and Learning

Domain Areas of Focus and Development

Reduced Inequalities

Ancient Civilizations

The study of migrants; explore what are human rights; the reasons different people migrate; how migration has changed people’s lives; the supports and challenges that impact migrants.

The study of history and culture; observing contributions made by early civilizations that shaped the present, the transportation of people, things, and ideas; cause and effect relationships between people, places, ideas, and events.

TBD: Updated Unit

As the lower school works to refine our teaching practices in social studies, it gives us the opportunity to update our units to be more engaging for our students. There will be more to come on this unit in the near future. See the regular newsletters sent through Seesaw for more information during the year

Social Studies Skills Develops questions and plans inquiries.

Applies concepts in civics, economics, geography, and history. Evaluates sources and uses evidence. Communicates conclusions and takes informed action.

Spanish Language Program

At ASM in the Lower School all students in K1- Grade 5 benefit from learning Spanish.

In K1 and K2, students are immersed in the Spanish language through a play-based curriculum which emphasizes oral language development and early engagement with the alphabet, reading, and writing.

Beginning in K3, students are placed in a specific language program based on their abilities and on their background knowledge of the language Regular assessments determine student level and placement each year

Native Spanish Program

At ASM in the Lower School the Native Spanish program is for native speakers who speak Spanish as a mother tongue at home The program follows the curriculum established by the Spanish Ministry of Education. Students in this program express themselves in an appropriate manner in a variety of situations both linguistically and culturally. Students learn both Spanish language and culture through social studies.

The Native Spanish program includes:

● A native Spanish teacher

● Curriculum mandated by the Ministry of Education

Grade 4 - Native Spanish Teaching and Learning

Domain Students will be able to

Oral Communication:

speaking and listening

Use pronunciation and intonation when speaking orally adjusting to the situation, the type of text, the rhythm and the vocabulary used

Reading

Comprehension of Short Texts

Written

Comprehension: Writing

Knowledge of the language

Read aloud and silently with adequate rhythm using correct intonation and respecting the punctuation marks.

Read literary texts and informative texts silently and understand their content by summarizing them and responding to questions about them.

Compose narrative texts (biographies, personal diaries and stories) using 100 or more words and including descriptions of people

Distinguish between the prefixes and suffixes in words Distinguish between simple, compound and complex words

Spanish as a Foreign Language Program

At ASM in the Lower School the Spanish as a foreign language program is for all students in the lower school who are not native Spanish speakers.

The main objective of this program is to introduce students into the Spanish culture and enable them to achieve a level at which they will be able to participate in everyday activities using the Spanish language with sufficient fluency and accuracy.

The Spanish as a Foreign Language program includes:

● A trained Spanish teacher

● Units designed to engage students in conversations about everyday life The following topics will be covered through the year: school, family, nature, the country of Spain and its celebrations/traditions.

● Students learn through role-plays, games, songs, stories, and creative work

● Several levels which allow students to continue to progress in their language learning and development

Spanish Foreign Language (SFL) Expectations

Grade 4 - A1

Speaking- A1

I can use basic greetings

I can present myself, name, age, where I am from, who my friends are

I can ask others about themselves

I can state my likes

I can express my basic needs

I can say when I don’t understand and ask how you say something in Spanish

I can ask questions and make statements about the topics we are studying in my classroom

Listening - A1

I can understand everyday expressions and questions dealing with simple and concrete everyday needs and follow speech

I can understand questions and instructions in the classroom and show that I understand by answering and following short, simple directions

I can understand vocabulary for colors, days of the week and months, numbers and dates

I can understand the names for familiar objects and classroom vocabulary

I can understand the names for fall vocabulary and school subjects

I can understand words, phrases and traditions associated with different holidays and festivals celebrated during the school year

Reading - A1

I can understand and answer questions about very general ideas about what we have read

I can read the familiar names, words, simple phrases and instructions on the classroom charts and cards we have in the classroom

I can independently read very short simple texts, putting together familiar names, words and basic phrases

I can independently and fluently read and comprehend books at the expected level for A1 at my grade

Writing- A1

I can write my name, the date and any other information requested by my teacher on my school papers

I can write correctly write many of the vocabulary words we have studied in each unit

I can write about the monster description

I can write a simple sentence about my weekend

Grade 4 - A2

Speaking A2

I can describe myself, my family and other people and where I live, with some detail.

I can ask somebody to repeat and clarify what they said.

I can describe my hobbies and interests in a simple way using complete sentences.

I can give short basic descriptions and describe past and future activities and personal experiences (Last weekend….I On my last holiday….. Next week I am going to….

I can talk about my schooling, where I have studied, and what I think about school using simple vocabulary.

I can ask for attention to speak and indicate when I am following someone else’s conversation or presentation with appropriate body language and short comments.

I can explain my daily routine at home and at school in simple complete sentences.

I can participate in role-play situations about places like the home, shops, restaurants or in travel situations.

Writing

I can write explanations about what I like or dislike about something.

I can write short, basic descriptions of events and activities past and present.

I can spell many common words, including writing familiar nouns, adjectives and verb endings correctly.

I can write about current and past activities and personal experiences(from daily life, holidays, vacation trips etc) and tell what was special about them.

Listening- A2

I can understand enough to manage simple, sustained, routine conversations without too much effort.

I can catch the main point in short, clear simple messages, directions and announcements given by my teacher.

I can generally identify the topic of discussion around me.

I can generally understand clear, standard speech on familiar matters, although I might have to ask for repetition.

I can understand language used in places like homes, shops, restaurants or travel situations that I might hear in videos or during role playing situations.

I can understand the essential information in short, age-appropriate videos dealing with predictable everyday matters which are spoken slowly and clearly.

I can identify the main points of videos, TV programs and presentations related to special events, holidays and the topics we are studying when there is some visual material that supports the commentary.

Reading- A2

I can ask and answer questions about appropriate grade and language level fiction and non fiction texts read aloud to me.

I can independently read and find specific information in everyday written material in my classroom such as anchor charts, signs, advertisements, menus and schedules.

I can read and identify specific information in simple written material such as my teacher’s class messages, letters from family and friends, and short articles describing events.

I can understand simple written instructions for class activities, crafts, games

I can independently and fluently read and comprehend books at the A2 level

Grade 4- B1

Listening- B1

I can start, maintain and end face-to-face conversations on topics that are familiar or of personal interest.

I can explain and give reasons for my plans, intentions and actions.

I can repeat back part of what someone has said to confirm that we understand each other. I can ask them to clarify or elaborate on what they have just said.

I can express and respond to feelings such as surprise, happiness, sadness, interest and indifference with some detail.

I have enough vocabulary to express myself accurately on age-appropriate academic and personal interest topics.

I can use some typical native Spanish speech patterns, expressions and cultural routines (such as how people greet each other).

I can talk about noteworthy occurrences, holidays and traditions, future, past and present, by asking for information and identifying and describing events.

I can retell a story, book or film, make predictions, and describe my reactions.

Writing- B1

I can write messages describing what I need, my questions, or any problems I have, etc.

I can describe basic details of occurrences related to the history of holidays, traditions, or to current events in writing

I can write personal letters describing experiences, feelings and events in detail

If given time to review my writing, I can write with correct spelling and grammar within the expectations for my age and my language level.

I can write brief reports about topics studied or topics of personal interest, with factual information and some descriptive detail.

Reading- B1

I can understand straightforward texts, read to me or that I read on my own, related to the topics we are studying in my class.

I can identify the vocabulary I do not understand within a text, find out what the new words mean, and learn the new meanings.

I can locate and understand specific information in stories and non-fiction texts to complete an assignment.

I can figure out the meaning of new reading vocabulary just by paying attention to the context it is used in.

I can identify the most important ideas and supporting details in fiction and non-fiction texts on familiar subjects, including information about holidays and traditions.

I can understand and follow clearly written straightforward instructions for a task or game.

I can understand the overall meaning of age-appropriate poetry, song lyrics, and class messages, and participate in related class activities, readings and presentations.

Visual Arts

The visual arts are an integral part of everyday life, permeating all levels of human creativity, expression, communication and understanding They range from traditional forms embedded in local and wider communities, societies and cultures, to the varied and divergent practices associated with new, emerging and contemporary forms of visual language.

In the Lower School, we celebrate the visual arts not only in the way we create images and objects, but also in the way we appreciate, enjoy, respect and respond to the practices of art-making by others from around the world

Theories and practices in visual arts are dynamic and ever-changing, and connect many areas of knowledge and human experience through individual and collaborative exploration, creative production and critical interpretation.

Students in Grade 4 receive 100 minutes of Art instruction every six days. This includes creating art, learning about real artists, and responding to artworks both created by professional artists as well as those created in our classrooms. At ASM, visual art teaching and learning is based on the National Core Art Standards.

Frequently, teachers and students will post information about visual art learning on Seesaw. At various times throughout the year, parents are invited to art shows where students showcase their learning.

Grade 4 - Visual Art Teaching and Learning

Domain Students will be able to

Creating Work together to set goals and create artwork that is meaningful Use art materials, tools and equipment safely Make changes to artwork based on insights gained through group discussions

Presenting Understand how past and present technologies have affected the way artwork is presented and saved

Choose the best way to display my artwork

Responding Compare ideas about a work of art before and after using a similar media Use context clues to discuss the meaning of a work of art

Connecting Create a work of art that reflects their own community’s cultural traditions Use context clues to figure out information about when and where a work of art was created

Music Music is a fundamental form of both personal and cultural expression. It allows us to express our feelings and ideas about ourselves and our place in the world Through music, students can appreciate and understand aspects of their own culture as well as the culture of others.

By utilizing the whole child approach, students are given the skills of mindfulness to implement breathing and controlled poses to help them focus on self awareness and the impact of their emotions.

Students in Grade 4 receive 100 minutes of Music instruction every six days. This includes time singing, playing instruments, composing melodies, learning dances, and collaborating with other musicians. At ASM, music teaching and learning is based on the National Core Art Standards In Grade 4, students begin stringed instruments with the ukulele, perform in large multi-part ensembles, identify instruments in the orchestra, write melodic notation, and begin digital musicianship by arranging and composing original works.

Frequently, teachers and students will post information about music learning on Seesaw. At various times throughout the year, parents are invited to participate in music “informances” which allow students to showcase their learning in authentic ways In addition, more formal performances are part of the curriculum

Grade 4 - Music Teaching and Learning

Domain Students will be able to

Creating Develop skills through performance, notation, exploring, imitating and recognizing elements of music. Mastery is demonstrated by using the voice, varied string, wind and percussion instruments, and movement

Improvise rhythmic, melodic, and harmonic ideas, and explain connection to the specific purpose and context (such as social and cultural)

Create melodies and perform music to communicate ideas to an audience

Evaluate, refine, and document revisions to personal music, applying teacher provided and collaboratively developed criteria and feedback to show improvement over time

Performing Celebrate musical understanding with the school community and parents on regular occasions by using the voice, instruments, and movement

Responding Demonstrate and explain using vocabulary (such as dynamics, tempo, and timbre) how various types of music connect to or influence the performers or listeners of music

Evaluate musical works, group, and individual performances utilizing a specific rubric

Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and form) in music selected for performance

Physical Education

At the American School of Madrid, Physical Education and Health is both an integral and essential part of the total educational program. PE supports the development of a child’s physical, social, and mental well-being both inside and outside the classroom.

Students in G1-G5 receive 100 minutes of PE instruction every six days This includes time engaged in physical activities and discussing age-appropriate concepts related to PE and Health

We believe that offering a wide range of diverse activities paired with the discussion of concepts related to both PE and Health empowers each student to embrace life-long activity and wellness in a way that is effective and meaningful for them. At ASM the curriculum is derived from the SHAPE America National Standards for Physical Education, the Center for Disease Control’s standards for Healthy Schools and the Ontario Health and Physical Education curriculum.

Frequently, teachers and students will post information about PE learning on Seesaw.

Grade 4 - PE Teaching and Learning

Domain Students will be able to

Social and emotional learning skills

Resolve conflicts

Identify and manage emotions

Cope with challenging situations

Develop and maintain healthy and caring relationships

Practice respectful behaviors, develop responsibility

Active living Create positive habits relating to daily and lifelong physical activity

Develop personal safety and injury prevention skills

Recognize the value of physical activity for health, enjoyment, challenge, self-expression and or social interaction

Movement competence Develop locomotor and manipulative skills

Understand and apply concepts, strategies and tactics related to games and movement

Healthy living Understand and make positive choices regarding physical health, mental health and the wellbeing of others.

Technology

ASM uses the ISTE Standards to guide technology integration across subjects and in the daily lives of students to enhance learning. The main objective of our technology integration program is to empower students by fostering confidence and skills in the use of computer and computer applications.

Devices

Grade 4 students have 1:1 laptops. Usage includes device care; typing; reading digital books and information; Google applications; educational apps/websites

Seesaw

Students and teachers use Seesaw as a digital portfolio to celebrate and document student learning and to strengthen the home and school connection for our families. Students will use Seesaw to share their creativity, show their understanding, build technological skills, develop pride in their work, and reflect on their learning.

Technology Instruction

Digital citizenship guided by Common Sense Media: how technology makes you feel; safe websites/applications; Coding: Dash & Dot, Green screen

Other technologies used Promethean board; document camera; shared iPads

Learning Commons/Library

The LS Learning Commons space and program serve to foster and develop a love of reading and give our students access to information and ideas, helping them to become critical thinkers, global citizens and life-long learners. The Learning Common’s collection is developed by the librarian to support ASM’s curricula as well as the intellectual growth, personal development, individual interests and recreational needs of all our students Instruction by the librarian, in collaboration with classroom teachers, follows the American Association of School Librarians Standards Framework for Learners

Book Borrowing

Grade 4 students come once every six days with their classroom teacher to select books for personal reading. At the start of the year, students check out four books per visit although this limit can be flexible and will progress depending on student needs (school holidays, special projects, etc.).

Research/Inquiry Instruction

In collaboration with classroom teachers, the librarian supports students in strengthening research skills and information literacy with print materials and curated online resources. In Grade 4 this mainly occurs during the ELA Writing unit: Research to Build and Present Knowledge and in the Social Studies units.

6-Day Schedule for the Year