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our fourth grade program

Language Arts

In Fourth Grade, the students’ research workshop focus on The Origins of Maryland, European-American Culture and African-American Culture guides much of their language arts experience. Now, as the majority of students read readily across curricular areas, the focus of Readers’ Workshop expands. Students frequently are called upon to summarize, analyze, interpret, synthesize and evaluate texts. They are asked to compare texts they have read, to events in their own lives, and to current or historical world events. This may take the form of research, writing reviews or evaluations of texts, or bringing texts to life through readers’ theater.

Organized instruction in guided reading continues, with students primarily using trade book literature and engaging in literacy circles or book talks to explore the content and features of texts. Teachers continue to introduce Rigby Literacy texts including classical, Newberry award-winning authors, primary resources and other materials.

The focus of strategies and skills introduced in this setting typically depends upon the children’s instructional reading level. The strategies and skills typically introduced in Fourth Grade are:

  • Self-extending stage: recognizing and discussing elements and purposes for text; comprehending text removed from experience; making inferences and critical comparisons; using range of strategies to make meaning; using broader vocabulary; using word identification strategies automatically to decode; reading silently for information and pleasure and orally with fluency and expression; using a dictionary/thesaurus for word meanings; using a table of contents, glossary, chapter headings or index to locate information
  • Independent reading stage: critically reflecting on and responding to text; reflecting on authors’ positions; comparing and contrasting viewpoints; integrating meaning and reflection while reading orally; synthesizing information across text; demonstrating broad vocabulary; select, use, monitor and reflect on appropriate strategies for different purposes; interrogating text; formulating and applying research strategies

Writers’ Workshop in Fourth Grade provides students opportunities to express themselves through written words. Several times each week, students gather for Writers’ Workshop. Teachers use whole group instruction, shared writing and mini-lessons with instruction based on Teaching the Qualities of Writing (Fletcher). Teachers introduce the processes and structure of Writers’ Workshop, the understanding of what a writer does and the ways a writer effectively conveys a message. Writers’ Workshop at this level emphasizes the importance of focusing sustained time on the writing process; learning to separate composing from revising and composing from editing; understanding ones’ voice, response and responsibility as a writer; and continuing to support the concept of children thinking of themselves as writers.

  • Skills and strategies related to productivity and purposeful writing include understanding the purpose of writing and generating topics willingly; composing personal writing about events in one’s life; working through portions of the writing process with independence, and revising writing by adding details into text.
  • Skills and strategies related to graphophonics and revision/editing processes include developing strategies for spelling unfamiliar words; appropriate spelling using developmental spelling and expected conventions for grade level; and understanding and beginning to use revision and proofreading as part of the writer’s process. Formal weekly spelling instruction and assessments continue in Fourth Grade, using the work of Richard Gentry as a guideline.
  • Skills and strategies related to handwriting include review and use of Handwriting Without Tears cursive and practicing for legibility.