Grading
Grades will be averaged using the following formula:
Tests (40%)
Tests will be given at the end of each unit of study, approximately once every two weeks. I will make every effort to avoid giving tests on Friday, to avoid overwhelming the students, as they already have vocabulary and reading tests on Fridays. There will be no homework on test days. My tests will be a combination of multiple choice, open answer, and open-response. Open-answer will require that students show their work and open-response will require students to explain or prove their thinking.
Homework (20%)
Students will have homework every night except test nights. Because students will have tests approximately every other Thursday, this will include Fridays, though I will keep these assignments to a minimum in length. Generally, the Friday home learning will be a Reading Works sheet that is useful in preparing them for the type of thinking that will be required on the K-PREP testing. I will take a percentage grade on these that will average into the homework grade, so I would advise checking over these carefully. On other days, the home learning will most often be in the Homework Practice book, and we will generally complete the odd numbered items in class to prepare the students for each type of question asked. For the most part, the students will have around 10-15 problems per night. These assignments will be checked for completion and effort and will be given 10 points daily for a good-faith effort. They will be input into the computer after the 10th assignment for a possible total of 100 points every three weeks. Students will grade and correct their own papers as we go over them to learn from their mistakes.
Quizzes (20%)
Quizzes will be given about half-way through each unit to assess the students' skills prior to taking the more heavily-weighted tests. I will grade the quizzes and return them by the next day to allow you time to work with your child on skills that still need mastery before the unit test. Weekly Study Island assignments will count as a quiz grade, to allow students more opportunities to help their grade through effort and independent practice.
Notebook (20%)
Students are to copy notes from the board into their 5-subject notebook 2-3 times per week. These notes can be helpful in completing home learning and in helping you to understand the procedures as they have been taught in class. They are also to keep a log of their progress on daily "speed drills".
Behavior Plan
From time to time behavior problems will arise that need to be addressed to keep the learning environment free from distractions. Below is a summary of the behavior plan used by the 4th grade. We strongly support the idea that every child has the right to learn in a safe environment and that no student should be allowed to interfere with that right.
Marks - Marks are divided into two categories (1-point and 2-point) based on the level of disruption caused by the behavior. Examples of 1-point marks are irresponsibility (not bringing necessary materials to class or being fully prepared for that class), talking (at inappropriate times or voice level), out-of-seat (at inappropriate times or recurring often), inattentive (not listening or disrupting others), incomplete work (homework or classwork greater than 50% but less that 100% complete or not completed according to directions/ this can also be random marking of answers on papers), and disobedient (minor lapses in following class rules or procedures). Marks of this nature are not dealt with in as much severity as long as they are not occurring too frequently. Bear with the students for a few irresponsibility marks in the first few weeks of school, as they are adjusting to preparations for changing classes.
2-point marks are more severe in nature, and thus count double on the weekly behavior chart. They are for more disruptive behaviors or those behaviors that can prevent the learning of the student and those around him/her. Such examples are missing work (work less than 50% complete or effort), defiance (intentional refusal to follow class rules or procedures), violence, foul language, and misbehaviors in cafeteria or restrooms (such as throwing food, standing on toilet seats, graffiti, or rough-housing).
Behavior Reports - Behavior reports will come home every Monday with EVERY child. Students with no marks will receive a report as well as students with marks. If the situation should arise to prevent them from going out on Monday as scheduled, I will post a notice on my announcement page. Otherwise, your child should have one every Monday. Please discuss your child's behavior with him/her each week, and sign and return it on Tuesday to let us know you are receiving timely information about your child's behavior.
Consequences - Negative consequences include making up missing work at recess, walking laps at recess while the other students play, missing programs and special events (including assemblies and field day), office referrals, and in-class isolation from peers. Positive consequences are eating lunch in the classroom or out in the outdoor classroom shelter, being chosen for special privileges, extra recess from time to time, and occasional prizes from the prize box.
Tests (40%)
Tests will be given at the end of each unit of study, approximately once every two weeks. I will make every effort to avoid giving tests on Friday, to avoid overwhelming the students, as they already have vocabulary and reading tests on Fridays. There will be no homework on test days. My tests will be a combination of multiple choice, open answer, and open-response. Open-answer will require that students show their work and open-response will require students to explain or prove their thinking.
Homework (20%)
Students will have homework every night except test nights. Because students will have tests approximately every other Thursday, this will include Fridays, though I will keep these assignments to a minimum in length. Generally, the Friday home learning will be a Reading Works sheet that is useful in preparing them for the type of thinking that will be required on the K-PREP testing. I will take a percentage grade on these that will average into the homework grade, so I would advise checking over these carefully. On other days, the home learning will most often be in the Homework Practice book, and we will generally complete the odd numbered items in class to prepare the students for each type of question asked. For the most part, the students will have around 10-15 problems per night. These assignments will be checked for completion and effort and will be given 10 points daily for a good-faith effort. They will be input into the computer after the 10th assignment for a possible total of 100 points every three weeks. Students will grade and correct their own papers as we go over them to learn from their mistakes.
Quizzes (20%)
Quizzes will be given about half-way through each unit to assess the students' skills prior to taking the more heavily-weighted tests. I will grade the quizzes and return them by the next day to allow you time to work with your child on skills that still need mastery before the unit test. Weekly Study Island assignments will count as a quiz grade, to allow students more opportunities to help their grade through effort and independent practice.
Notebook (20%)
Students are to copy notes from the board into their 5-subject notebook 2-3 times per week. These notes can be helpful in completing home learning and in helping you to understand the procedures as they have been taught in class. They are also to keep a log of their progress on daily "speed drills".
Behavior Plan
From time to time behavior problems will arise that need to be addressed to keep the learning environment free from distractions. Below is a summary of the behavior plan used by the 4th grade. We strongly support the idea that every child has the right to learn in a safe environment and that no student should be allowed to interfere with that right.
Marks - Marks are divided into two categories (1-point and 2-point) based on the level of disruption caused by the behavior. Examples of 1-point marks are irresponsibility (not bringing necessary materials to class or being fully prepared for that class), talking (at inappropriate times or voice level), out-of-seat (at inappropriate times or recurring often), inattentive (not listening or disrupting others), incomplete work (homework or classwork greater than 50% but less that 100% complete or not completed according to directions/ this can also be random marking of answers on papers), and disobedient (minor lapses in following class rules or procedures). Marks of this nature are not dealt with in as much severity as long as they are not occurring too frequently. Bear with the students for a few irresponsibility marks in the first few weeks of school, as they are adjusting to preparations for changing classes.
2-point marks are more severe in nature, and thus count double on the weekly behavior chart. They are for more disruptive behaviors or those behaviors that can prevent the learning of the student and those around him/her. Such examples are missing work (work less than 50% complete or effort), defiance (intentional refusal to follow class rules or procedures), violence, foul language, and misbehaviors in cafeteria or restrooms (such as throwing food, standing on toilet seats, graffiti, or rough-housing).
Behavior Reports - Behavior reports will come home every Monday with EVERY child. Students with no marks will receive a report as well as students with marks. If the situation should arise to prevent them from going out on Monday as scheduled, I will post a notice on my announcement page. Otherwise, your child should have one every Monday. Please discuss your child's behavior with him/her each week, and sign and return it on Tuesday to let us know you are receiving timely information about your child's behavior.
Consequences - Negative consequences include making up missing work at recess, walking laps at recess while the other students play, missing programs and special events (including assemblies and field day), office referrals, and in-class isolation from peers. Positive consequences are eating lunch in the classroom or out in the outdoor classroom shelter, being chosen for special privileges, extra recess from time to time, and occasional prizes from the prize box.