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Miss Doyle Fourth Grade Ivy Academia Charter School Back to School Night.

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Presentation on theme: "Miss Doyle Fourth Grade Ivy Academia Charter School Back to School Night."— Presentation transcript:

1 Miss Doyle Fourth Grade Ivy Academia Charter School Back to School Night

2 Tonight’s Agenda Ivy’s Mission and Vision Statement Fourth Grade Curriculum Entrepreneurial Education Grading Policy Homework Classroom Expectations and Discipline What Can You Do To Help Your Child Succeed? WELCOME PARENTS!

3 Our Mission Statement: Supported by an active and unified community, Ivy Academia educates and empowers our students with rigorous academics and real-life entrepreneurial skills necessary to succeed in the 21st century. Our Vision Statement: Ivy Academia will be the model of entrepreneurial education nationwide.

4 Math Textbook: Everyday Mathematics Common Core Edition – McGraw Hill 2012 Language Arts Textbook: CKLA – Common Core Edition – Amplify/ Core Knowledge Supplemental Texts: Social Studies Textbook: California Grade 4 – Published by Harcourt Brace Science Textbook: California Science Grade 4: Published by Macmillan McGraw-Hill Text Books

5 By the end of grade four, students will understand addition, subtraction, multiplication, and division of whole numbers. They will describe and compare simple fractions and decimals. They will understand the properties of, and the relationships between, plane geometric figures. They will collect, represent, and analyze data to answer questions. MATHEMATICS CURRICULUM

6 Key Concepts: All organisms need energy and matter to live and grow. Living organisms depend on each other and their environment to survive. Rocks and Minerals reflect the processes that formed them. Waves, wind, water, and ice shape and reshape the Earth’s land surface. Scientific progress is made by asking meaningful questions and conducting careful investigations. Electricity and Magnetism are related effects that have useful applications in everyday life. SCIENCE CURRICULUM

7 Reading: Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading. Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). In addition to their regular school reading, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). Students read and respond to a wide variety of significant works of children’s literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). LANGUAGE ARTS CURRICULUM

8 Writing/Speaking/Listening: Students write clear, coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions). Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0. Students write and speak with a command of standard English conventions appropriate to this grade level. Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation. Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. LANGUAGE ARTS PT 2

9 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California. Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods. Students explain the economic, social, and political life in California from the establishment of the Bear Flag Republic through the Mexican-American War, the Gold Rush, and the granting of statehood. Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s. Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution. SOCIAL STUDIES CURRICULUM

10 Ivy Academia is a K-12 Entrepreneurial Charter School that recognizes that the U.S. education system can and should do more to prepare our young people to succeed in the rapidly evolving 21st century. Skills such as global literacy, problem solving, innovation and creativity have become critical in today’s increasingly interconnected workforce and society. Ivy Academia employs a cross-curricular approach to encourage entrepreneurial thinking and focuses on the core attributes of real entrepreneurship. Ivy students are taught a variety of entrepreneurial skills throughout the course of their education. Each grade focuses on individual skills that students need to become successful entrepreneurs. ENTREPRENEURSHIP EDUCATION

11 In fourth grade, our students incorporate their top business skills along with their creative and critical thinking skills by learning about marketing and customer service. They learn the concepts, processes, and systems needed to determine and satisfy customer needs, wants, and expectations, meet business goals and objectives, and create effective marketing and advertising for middle school businesses. FOURTH GRADE ENTREPRENEURS

12 Grades are based on the following system: 90% - 100% = A 80% - 89% = B 70% - 79% = C 60% - 69% = D Below 59% Failing 10% Homework 30% Tests 30% Projects 30% Assignments/ Classwork/ Participation Student citizenship and effort will also be evaluated based on the following system: E = Excellent S = Satisfactory N = Needs Improvement U = Unsatisfactory GRADING POLICY

13 Students will be expected to do daily homework in math, reading and spelling. It will generally be due the day after it is assigned. By doing homework daily, students are given a chance to review and practice the skills that we are working on in class, and they are learning how to become organized individuals. Homework is an essential part of my instructional program. It is an extension of the learning experience that children have during the school day. This year we have moved online for almost all homework. Computer Lab Times: 7:30 – 8 am 3 – 4:30 pm HOMEWORK POLICY

14 Discipline is necessary for a child’s emotional well-being and security. The classroom rules are enforced in our room, and I consistently use positive reinforcement to encourage and reward appropriate behavior. Positive reinforcement includes individual rewards (tickets, verbal praise, special helper, etc.) and whole class rewards (PAT timer). These rewards include things like popcorn parties, free time and extra credit points. If your child continually has to be reminded to demonstrate appropriate behavior, you will be notified and they will be disciplined appropriately (ex. Clip moved on behavior chart, campus beautification, detention, parent/teacher conference). If this behavior continues, Mrs. Butler, our school Dean, will be notified. Every student gets a fresh start at the beginning of each day. CLASSROOM EXPECTATIONS

15 Be Responsible Be Respectful Be Safe Follow our class made Room 255 Constitution Follow all of Ivy Academia’s Rules CLASSROOM RULES

16 Provide a good breakfast for your child. Students need “brain food” for all they have to learn this year. Start the school day off right by getting your child to school on time: by 8:10 a.m. Pack a healthy lunch for your child everyday. They will need to replenish their energy throughout the day. Water for walks as well. Enforce a reasonable bedtime for your child. Students in fourth grade need about 10 hours of sleep each night. Limit t.v. watching, video/computer game playing (“screen time”) to 1 hour maximum per day. Encourage your child to start all reports and projects on the day they are assigned. Encourage routines for hoemwork! WHAT CAN PARENTS DO TO HELP? HERE ARE SOME TIPS THAT PARENTS CAN DO TO HELP THEIR CHILD BE SUCCESSFUL IN SCHOOL:

17 Do not over-do extra curricular activities during the school week. Your child may feel overwhelmed and have trouble completing homework assignments. Enforce the Ivy dress code by providing your child with the correct clean uniform each day of the week. Mondays and Wednesdays are our regular P.E. days and students may wear their P.E. clothes to school. Fridays are always formal dress days. Communicate with your child’s teacher! If you have any questions, email me. I will respond within 48 hours. Stay updated with homework, projects, and important events. Visit our classroom website weekly at Follow the link to Miss Doyle’s Fourth Grade Website. I update with info in the announcement section as soon as I know it and the homework calendar is updated every week! PARENT TIPS CONTINUED


19 Here’s to a fantastic new school year!

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