READING

Students in Grades 3 and 4 will revise and practise reading behaviours and coaching. They will continue to build reading stamina through the C.A.F.É Reading Program with Read to Self and Read to Someone. Students will continue to be given an individual reading strategy during conferencing. They will work on their individual strategies throughout the term which will change as necessary.

Students will consolidate the following reading strategies during Term 4 CAFÉ lessons.

Comprehension:

Make connections: text-text

Make connections: text-world

Justify opinions about texts

Compare and Contrast (how the main character changes throughout the text)

Draw Conclusions & Make Inferences (the reason behind characters feelings/actions, point of view and symbolism within the text)

Find Word Meaning in Context

Find the main idea

Accuracy:

Flip the Sound

Guess or Trade a Word

Chunk & Blend

Monitor and self correct errors

Fluency:

Use character voices for dialogue

Pay Attention to Punctuation

Expand vocabulary:

Identify subject specific and technical vocabulary

Use dictionaries for word meaning

Use glossaries for word meaning

WRITING

Students in Grades 3 and 4 will revise and practise their writing behaviours and will continue the S.C.R.I.P.T.S Writing Program. Students will have individual writing strategies that they will work on during free choice writing time and in strategy groups.

The text types we will be examining are: poetry, scripts and plays.

Teachers will be working with students on the following areas of their writing during explicit teaching: developing plots, characters and settings and using precise language, e.g. onomatopoeia, rhyme and alliteration.

ORAL LANGUAGE

Students will practise the skills required to make a voice over and oral presentation for their inquiry project, e.g. making eye contact, projecting voice, varying tone and volume, maintaining appropriate pace and appropriate body language.

MATHEMATICS

Students in Grades 3 and 4 work in ability based groups for Number. These groups will be flexible based on the students’ needs. Here are some open ended tasks that link to the mathematical concepts we will be covering this term:

Geometric Reasoning:

Angle hunt

Walk around your house and try to find as many right, obtuse and acute angles as you can. Can you draw a picture using a variety of these angles?

Patterns and Algebra:

  1. I doubled a number and kept doubling so that the original number was doubled four times. What might the answer be?
  2. My dog is half my age. How old might I be and how old is the dog?
  3. Record a number sequence of at least eight numbers where each new number is five more than the previous number.

Location and Transformation:

Choose a shape/object/toy. Spin the spinner and either flip, slide or turn the object. Explain to someone how the transformation changed your shape/object/toy each time.

Location – two or more players

Print a map of your local area. Mark the possible ways you could get from your home to school. What directions would you give someone taking each route? For example, ‘Cross over the highway’, ‘drive straight’, ‘Turn left’.

Number and Place Value:

  1. Choose 4 different digits (e.g. 4, 7, 2, 8). How many different 4 digit numbers can you make?
  2. The answer is 15. What could the question be?
  3. How many numbers can you write with a 7 in the tens place? Start with 2 digit numbers then move to 3 digit numbers.
  4. Write down all of the odd numbers between 50 and 70.
  5. Make a fact family out of 2, 5 and another number. You may use addition or multiplication.
  6. Which times tables have an answer of 12?
  7. Sarah had 38 crayons. Some were pink and some were blue. How many pink crayons might she have had?

Time:

  1. What time might someone go to bed?
  2. List the activities you might do between 3.30pm and 7pm.
  3. A sport game takes 2 hours and 30 minutes to play. What time might it start and end?
  4. It takes Lisa 30 minutes to walk to school. What time might she leave her house? What time might she arrive at school?

Money:

  1. Kim had two notes and 5 coins in her purse. What combination of money might she have had?
  2. The answer is $1.45. What could the question be?
  3. I want to get $100 out of the bank. How many different ways could I make $100 using notes?
  4. I have 5 coins, 3 are the same. How much money do I have?

Chance:

Greedy Pig – two or more players.

  • To play this game you need an ordinary 6-sided die.
  • Each turn of the game consists of one or more rolls of the die. You keep rolling until you decide to stop, or until you roll a 1. You may choose to stop at any time.
  • If you roll a 1, your score for that turn is 0.
  • If you choose to stop rolling before you roll a 1, your score is the sum of all the numbers you rolled on that turn.
  • The player with the highest score wins.
  • Each player has 10 turns.

Fractions:

  1. How many different ways can you show one half? How about one quarter?
  2. A toy is on sale for one half of the original price. What might the price have been?
  3. One half of the students in a class have brown hair. How many students might be in the class?
  4. Bake a cake. Cut the cake into equal parts and record the fractions. For example, if you cut the cake into 4 equal parts, record the fractions for one quarter, two quarters (also one half), three quarters and 4 quarters (also one whole). Decorate your cake with decorations of your choice. Choose an even number of decorations and divide them into equal groups/parts. Make sure each part of your cake has an equal amount of decorations.

INQUIRY

Our Term 4 theme for Inquiry is ‘Creativity – The Sky’s the Limit’. Students in Grade 3 and 4 will investigate the Royal Flying Doctor Services and how they keep people safe. They will compare rural and urban communities. Students will research outback towns and medical emergencies. They will write a dramatic script based on a medical scenario.

Questions students will investigate include:

How, when and why was the Royal Flying Doctors Service founded?

How is life in rural communities different from that in urban communities?

What is creative writing and how can we use it to create a dramatic script?

What needs to be considered when constructing a creative design?

SOCIAL AND EMOTIONAL LEARNING

During Term 4, students will participate in tasks designed to help them understand how to be kind to others, how to have courage when feeling challenged and showing gratitude for what they have.