Building Self-Reliant, Confident Thinkers: A Message from the Fourth Grade Team
As teachers, we see every day how capable children truly are when given the chance to think, explore, and solve problems for themselves. Yet in a world that often moves fast and offers instant answers, it can be easy for adults to step in too quickly. Our role—as parents, teachers, and mentors—is not just to protect or correct, but to train our children in self-reliance, confidence, and thoughtful decision-making. These qualities don’t develop by accident; they grow through practice, patience, and trust.
When your child comes to you with a question, try first to ask what they think. Discuss their ideas before giving the “right” answer. This simple shift teaches them that thinking is a process, not a performance. When children make their own meaning by connecting new ideas to what they already know, learning takes root and stays for life.
We can encourage these habits by:
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Modeling curiosity – Show that wondering, questioning, and investigating are part of everyday life.
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Promoting a growth mindset – Remind children that mistakes are not failures but opportunities to grow. Help them use positive self-talk: “I can figure this out,” or “I don’t know yet.”
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Balancing freedom and responsibility – As children demonstrate responsibility, give them matching privileges: managing time and personal things, solving small conflicts, or studying and organizing their own materials. This builds trust and confidence.
At the same time, we want children to know they are not alone. Self-reliance doesn’t mean isolation. Our kids need adults and communities to guide them through the deeper questions of truth, right and wrong, and wise decision-making. These are the places where we walk beside them, offering perspective and moral grounding.
Together, by balancing independence with guidance, we help our children grow into thoughtful, resilient young people—ready to think deeply, act wisely, and contribute meaningfully to the world around them.
***Mrs. Heisler here, and I am posting W4 a bit early this week due to a planned absence. You can always view past blog posts by clicking "older posts" at the bottom of this page!
We are in week 4 already! Soon our mid-quarter progress reports will be upon us for select scholars.
-Make sure students are studying regularly throughout the quarter: review History chapters read in class, review Science books and spiral notes, study Roots definitions flash cards, study multiplication flash cards on missed problems from Rocket Math tests, and reading 6-8, 150 page or more books with journal entries.
NEWS:
No School Tuesday 11/11 in celebration of Veteran's Day.
Beowulf Poem due Friday- 11/7
CURRICULUM:
ELA:
The first poem of Quarter 2 is "Beowulf" and your children have received a copy to practice over break. Listen to it in Old English here.
Beowulf background- Beowulf was a Danish warrior before there was a Denmark. Written between 700-1000 AD, takes place in roughly 925 AD. Beowulf serves the king Hrothgar, and helps him get rid of an ogre who was a descendent of biblical Cain. He then defeats the ogre’s mother, a water witch, and is finally mortally wounded defeating a dragon once he becomes king for a time. Scyld Scefing (Shield Sheafson) was the great-grandfather of Hrothgar, an orphan who became king because of his skill as a Viking warrior. Vikings would have fought in plain clothes with a wooden shield and sword, meant to end a fight in one or two blows. The mead hall mention in the poem has also been found.
**Scholars will read "Beowulf" in its entirety in 8th grade at CPA.
LITERATURE We are reading more chapters of Robin Hood this week. This is to complete the tale and set us up for Robin Hood Essays at the end of Quarter 2. Be sure your students have the correct edition of Robin Hood for all of quarter 2.
We continue our COMPOSITION program with practicing the Narrative Element- author's perspective (ie. first person, second person, third person). Red Spiral notes will be required for a homework assignment on Author's Perspective. Scholars will read a passage from "Phantom Toll Booth" and write a summary and dictation for a grade.
In GRAMMAR, we review notes in the red spiral on Predicate Nominatives and conclude with an open-note quiz and then begin Predicate Adjectives. Students should refer to these notes to do homework and writing assignments to include these types of sentences in summary and essay writing for the remainder of the year. Scholars will begin Predicate Adjectives in Chapter 6 and complete lessons A,B, and C. A predicate adjective re-describes the subject. For example: The thunder was frightening. Frightening is the predicate adjective.
Transitive and Intransitive Verbs
In LATIN AND GREEK ROOTS our roots are -ance (state or quality of) and -ence (state or quality of). Their derivatives are: annoyance, defiance, dominance, elegance, perseverance, radiance, tolerance, maintenance, patience, convenience, diligence, consequence, persistence, conference, coincidence. Scholars should study their 24 Roots Cards every day for 5-10 minutes.
For PHILOSOPHY, we will discuss Marcus Aurelius's view on the little things bothering us.
Math:
In Math, we will begin with Chapter 5 concepts which is our first chapter on Fractions. Scholars will compare fractions with unlike numerators and denominators, compare and order three fractions, relate tenths to fractions, and begin adding fractions with like denominators. Chapter 4 test corrections are due one week from receiving them.
Math Test Corrections:
Students will attach a separate piece of paper to their graded math tests and write the problem number of each problem missed. They will re-do the problem correctly and show their work. They will also write a short sentence about why they missed that problem. Students can earn up to 5 points for their corrections. Students who missed no problems, do not need to submit corrections.
Khan Academy Help for Comparing Fractions
History:
In History, we will read chapters 18, 19, and 20 in the History Book about Parliament, The Hundred Years War and Joan of Arc. Your child should be able to share with you about these chapters and answer the big question at the beginning of each. Students will complete a graded homework on Monday and graded classwork on Thursday.
Science:
This week in Science, scholars will explore how waves carry information through codes and signals, learning to identify and compare analog and digital signals. They will decode and create binary messages using flashlights and binary charts to see how light and sound waves can be used to communicate. By the end of the week, students will review all unit concepts through the Wave Masters Review Game and complete a written Comprehension Check explaining everything they’ve learned about waves and communication.
How Exactly Does Binary Code Work?
Previous Weeks' Videos for Review:
Sound and Light Travel in Waves
Is Light a Particle or Wave- Quantum Mechanics
Transverse and Longitudinal Waves 1
Transverse and Longitudinal Waves 2
Longitudinal and Transverse Waves
Light Waves, Invisible and Visible
How Light is Absorbed, Reflected, Refracted
Transverse and Longitudinal Review
Concave and Convex Lens Demonstration
Remember, the blog is updated weekly. Be sure to come back frequently to see any upcoming events or changes in fourth grade.