Dear Parents,

We are so pleased that you have chosen Colegio Maya as your child's school. We realize that this was a significant decision on your part and we will honor your trust by providing a quality, broad based, multiply intelligent education for your child. One means by which we can demonstrate our accountability is in providing you with these grade level curriculum books.

Each grade level booklet was produced through the efforts of our elementary teachers and is intended to give you an outline of what your child will learn this year. In addition we want you to understand our philosophy, so we have also included a belief and mission statement for each subject area. You will find a profile of the intellectual, physical and emotional make-up of a child at each grade level. Because we believe as Howard Gardner that all individuals have the capacity to demonstrate intelligence in a variety of ways, we have also provided you with a listing of Gardner's 8 Intelligences. You will find that your child will have the opportunity throughout the school year to experience learning and demonstrate knowledge through these intelligences.

We believe curriculum is a process as well as a product and as such is always changing. Each year as we revise curriculum, we post our most current information on our web site www.cm.edu.gt. Please check the website to see in greater detail what your child will learn in Social Studies. Spanish will be added soon and this year we will add Language Arts.

Colegio Maya Elementary is proud to be partners with you in the education of your child. We welcome your comments and questions regarding this booklet and hope that you will find it useful.

Sincerely,

Donna K. Lyne
Elementary Principal

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Linguistic intelligence	Musical intelligence
Linguistic intelligence consists of the ability to think in words and to use language to express and appreciate complex meanings. Authors' poets, journalists, speakers, and newscasters exhibit high degrees of linguistic intelligence.	Musical intelligence is evident in individuals who possess a sensitivity to pitch, melody, rhythm, and tone. Those demonstrating this intelligence include composers, conductors, musicians, critics, instrument makers, as well as sensitive listeners.
Logical-mathematical intelligence	Interpersonal intelligence
Logical-mathematical intelligence makes it possible to calculate, quantify, consider propositions and hypotheses, and carry out complex mathematical operations. Scientists, accountants, engineers, and computer programmers all demonstrate this intelligence.	Interpersonal intelligence is the capacity to understand and interact effectively with others. It is evident in successful teachers, social workers, actors, or politicians. Just as Western culture has recently begun to recognize the connection between mind and body, so too has it to come to value the importance of proficiency in inter- personal behavior.
Spatial intelligence	Intrapersonal intelligence
Spatial intelligence instills the capacity to think in three-dimensional ways as do sailors, pilots, sculptors, painters, and architects. It enables one to perceive external and internal imagery, to recreate, transform, or modify images, to navigate oneself and objects through space, and to produce or decode graphic information.	Intrapersonal intelligence refers to the ability to construct an accurate perception of oneself and to use such knowledge in planning and directing lif one se. Some individuals with strong intra- personal intelligence specialize as theologians, psychologists, and philosophers.
Bodily-kinesthetic intelligence	Naturalist intelligence
Bodily-kinesthetic intelligence enables one to manipulate objects and fine-tune physical skills. It is evident in athletes, dancers, surgeons, and craftspeople. In Western societies, physical skills are not as highly valued as cognitive ones, and yet elsewhere the ability to use one's body is a necessity for survival as well as an important feature of many prestigious roles.	Naturalist intelligence consists of observing patterns in nature, indentifying and classifying objects, and understanding natural and human-made systems. Skilled naturalists include farmers, botanists, hunters, ecologists, and landscapers.

The Mayan School of Guatemala intends to provide an excellent educational opportunity, based on a U.S. curriculum, primarily for the international community in Guatemala, regardless of race, nationality or creed. The Mayan School shall offer a program of studies to prepare for success in the U.S. university system. Recognizing the transient nature of the student body, the curriculum should enable students to transfer between the Mayan School and other U.S. international and Guatemalan schools, insofar as equivalency requirements do not conflict with U.S. curriculum standards. The Mayan School shall endeavor to provide a program that maintains, and benefits from the international diversity of the community. The Mayan School is committed to the development of the whole individual and is dedicated to fostering students' intellectual, social, emotional and physical growth to prepare them to become good citizens and productive members of society.

We at Colegio Maya believe in educating lifelong learners by:

Fostering a safe, caring, and joyful environment;
Celebrating the diversity of our Colegio Maya family;
Creating responsible world citizens;
Encouraging a social and environmentally aware conscience;
Preparing for a changing technological world;
Stimulating curiosity, creativity, and critical thinking;
Affirming the students' right and responsibility to explore their potential.

The Colegio May Community Will:

1. Integrate and celebrate diversity within and beyond the campus.
2. Enhance information management skills and resources.
3. Create opportunities to improve communication and participation within the school community.

As opposed to the more exuberant and expansive third grader, the typical fourth grader is on the quieter side. Living more within himself, the child this age is more self-contained and self-sufficient. As this increasing independence emerges, the distance between the child and parent also increases. The peer group as the key aspect of the child's world replaces parents. Instead of forming close relationships with adults, a child this age prefers to work with them on an activity level. Team sports become important, as well as scouting and outdoor expeditions.

Intellectually, fourth graders have made great strides. They are able to think critically and independently. With their ability to use language as a tool, they are capable of expressing a wide range of emotions. Children this age can exhibit a great deal of understanding and feelings for others.

This activity level of nine years old is extremely high. They can work and play hard for prolonged periods of time. Most love to test their strength. Games that provide opportunities to do so usually generate a lot of interest.

The typical fourth grader wants and needs to have maturity, independence, and separateness respected. Fourth graders are likely to rebel against authority and may choose pathways of either withdrawal or excessive complaint. Complaints are common and range from the generic, "This is too hard" to a variety of aches and paints that seem to occur almost weekly.

Students this age will now show interest in the community. They are interested in problems of health, weather, seasons, and holidays, as well as in cultures outside of their own. They tell the truth with increasing frequency, which is an indication of their growing moral development. Children this age see themselves as group members. They enjoy groups and clubs, and they attempt to test their self-concepts against peer standards.

Philosophy:

The Language Arts Program enhances student literacy and fluency through experience and instruction in reading, writing, speaking, and listening. Students receive a balanced program which emphasizes meaning, teaches skills such as phonics in context, exposes children to good literature, and leads children toward writing early and often with growing spelling and vocabulary mastery. As students study and understand quality literature, they learn to appreciate language and gain the ability to use language in meaningful context. Writing is taught as a process: students pre-write, compose, and then edit for correctness of grammar, spelling, capitalization, punctuation, and usage. The teachers of language arts assist students in unlocking the doors of language and discovering the best that human beings have thought, written, and spoken.

The focus areas of the Fourth Grade Language Arts program are:

Reading

· Selecting reading as an activity of choice.
· Previewing stories, predicting outcomes, and answering questions to assist with comprehension.
· Using decoding skills, context clues, and dictionary skills to unlock meaning of words.
· Comparing the ways various authors develop their stories.
· Identifying main ideas and supporting detail.
· Comparing events and character and drawing conclusions.
· Differentiating between fact and opinion, cause and effect.
· Understanding synonyms, and homonyms.
· Using and improving skimming and scanning skills to outline and summarize.
· Reading and comparing magazines, newspapers, and reference books.
· Using the library and its resources.
· Choosing a variety of literature: mystery, adventure, non-fiction, poems, and drama.
· Using the worldwide web as a research tool.

Writing

· Writing a paragraph with topic sentence and supporting details.
· Organizing writing into paragraphs with beginnings, middles, and ends.
· Writing for a variety of purposes: letters, stories, reports, poems, etc.
· Recognizing complete, run-on, and incomplete sentences.
· Using a variety of sentences correctly in written work.
· Using interesting and colorful words.
· Editing and revising written work for spelling, grammar, capitalization, and punctuation errors.
· Producing legible work.
· Correctly spelling frequently used words.
· Composing, discussing, and revising first drafts.
· Producing final draft with peer assistance.

Speaking

· Orally presenting poetry, reports, drama, and speeches.
· Applying effective speaking skills.
· Participating in-groups, reading and giving feedback, and asking questions.

Listening

· Listening to spoken direction.
· Listening attentively to teacher and others.
· Listening while books are read.

The ways in which you can help your child are:

· Listening to your child read.
· Listening and talking to your child.
· Encouraging your child to write thank you notes and other letters.
· Taking family outings and discussing the experiences.
· Taking your child to the library.
· Encouraging and providing a variety of reading materials.
· Letting your child see you read.
· Discussing books being read at school.
· Keeping in close contact with your child's teacher and the school.
· Reviewing your child's written work.
· Taking your child to local drama productions, museums, and musical production.
· Reading to your child regularly.
· Attending parent conferences and school activities.
· Limiting television and video games.

Philosophy:

The Mathematics program is designed to equip all students with mathematical expertise that enables them to succeed in the twenty-first century and to help them develop a positive attitude towards mathematics. The program is balanced, integrated, and activity oriented with emphasis on the basics. Students are engaged in investigations, problem solving, and critical thinking. Using a variety of tools and techniques, students are challenged to find solutions to real-life problems and situations using computation, written and oral communication, and mathematical thinking. Mathematics instruction weaves several strands of mathematics together to support the understanding of unifying ideas.

In the areas of focus, your Fourth Grade child should learn to:

Statistics

· Gather, communicate, compare, and interpret data.

Pattern

· Use patterns to describe how things relate to one another and to predict sequences.
· Explore number patterns.

Number Relations

· Learn strategies and procedures for whole number calculations and problem solving.
· Learn patterns and relationships between multiplication and division facts.
· Solve problems with estimation and mental arithmetic.
· Name, compare, and order fractions and mixed numbers.
· Name and write numbers up to the millions place.
· Multiply and divide 2 digit numbers.
· Name and write numbers up to the millions place.
· Multiply and divide 2 digit numbers.

Logic and Algebra

· Compare shapes by considering differences and similarities.
· Solve for unknown numbers.
· Search for all possible solutions.
· Learn problems solving strategies.

Measurement

· Select and use appropriate units and tools.
· Explore area and perimeter relationships.
· Read and write money notations.
· Investigate scale and ratio to solve real-life problems.

Geometry

· Identify and draw polygons including triangles, pentagons, parallelograms, rhomboids, hexagons, and octagons.
· Learn that shapes can be classified in many ways.

Probability

· Express the probability of an event using fractions.
· Reasonably predict the likelihood that an event will occur.

Mathematical Tools and Communication

· Clearly and logically explain solutions to problems.
· Support solutions with evidence, in both oral and written form.
· Use appropriate mathematical terms, vocabulary, and language.
· Show ideas in a variety of ways, including words, numbers, symbols, pictures, charts, graphs, tables, diagrams, and models.
· Select appropriate tools and techniques to solve problems (i.e., calculators, pencil and paper, mental math, and counters.)

Parents can help by:

· Review classroom works and discuss strategies and solutions to problems.
· Practicing basic math facts.
· Encouraging your child to play math-type games.
· Taking your child shopping, discussing prices, and estimating costs.
· Providing opportunities to use measurement (i.e. check books, product contents, speed limits, budgeting, and price comparisons).
· Providing opportunities for your child to manage money.

Philosophy:

Science gives children opportunities to explore how things work through activities and experiences. Science activities stimulate them to wonder, predict, and offer explanations. Grades three through six students learn to use the scientific process skills of observing, communicating, comparing, ordering, and categorizing. This helps them construct their own knowledge of scientific principles and concepts, making these a part of the way they see the world and influencing the decisions they make about their lives.

Your child should investigate these concepts in fourth grade:

Physical Science:

· Different forms of matter can be measured.
· A meter stick measures length in millimeters, centimeters, and meters.
· Volume can be measured in cubic meters.
· A graduate cylinder measures volume in milliliters.

· A balance beam measures the mass of an object.
· Density is how much mass is in a certain volume of matter.
· A unit for density uses both a unit used for measuring mass and a unit for measuring volume.

· A magnet can be used to make electricity.
· Electricity can be used to make a magnet.
· An electric current running through a loop of wire makes an electromagnet.

· The sun is the major source of light energy.
· The amount of light that can pass through an object makes the object transparent, translucent, or opaque.
· Light rays bend when they move from one material into another.
· Light waves are faster than sound waves and can travel through empty space.
· Sound waves cannot travel through empty space.

Earth Science

· Mountains, plain, and plateaus are three kinds of landforms.
· Eruptions can form volcanoes with steep or gentle slopes.
· The movement of rocks along a fault causes an earthquake.
· Scientists look for signs that an earthquake might happen.
· Temperature affects air pressure and wind.
· Low temperature causes clouds and precipitation.
· Meteorologists predict what the weather will be like from day to day.
· The earth's rotation around an axis causes day and night.
· The position of the earth, sun, and moon cause the moon's phase.

Life Science

· The animals of the grasslands, prairie, savanna, steppes and plains.
· The classification of plants.
· The parts of plants.
· The development of seeds and fruits.
· The plants of the grasslands, prairie, savanna, steppes and plains.
· How the digestive system works.
· How the respiratory system works.

Parents can help by:

· Helping on field trips.
· Supporting Colegio Maya's Elementary Science Fair.
· Extending school activities at home.
· Being a guest speaker or coordinating guest speakers for the classroom.
· Reading "science" based literature at home.
· Visiting the school library.
· Providing science enrichment through family outings.
· Using observation to construct reasonable explanations for natural events.
· Helping set up classroom displays and bulletins boards.
· Assisting in teaching a science lesson in the classroom.

Philosophy:

Geography and U.S. Regions - Past and Present

Students will:

· To master the identification and use of various types of maps (political, relief, historical, natural resources) and charts that show key information.
· Practice use of latitude and longitude, map grids, cardinal and introduce intermediate directions, map scale, and map key to interpret maps and locate specific places on them.
· Practice placing key influences on United States history on a timeline.
· Know where various Native American tribes lived.
· Know about the food, clothing, shelter, and arts and crafts of various tribes and their link to the geographical features and natural resources of their region.
· Know about the culture of Native Americans including legends, ceremonies, beliefs)
· Be able to view the life of Native Americans from their perspective.
· Understand the reasons for the changes in the lives of Native Americans from 1600 to present day.
· Know some key people and events in the foundation of the United States.
· Know how and why the geography of the United States has changed through history.
· Know factors that impelled pioneers to move west.
· Be able to describe key influences (including people, events ) from the perspectives in which they occurred.
· Be able to make and support opinions regarding key events and people.
· Possess a logical sense of what life was like when key influences occurred.
· Distinguish between various geographical regions of the United States as they were in about 1600 A.D. and are today.
- Geographical landforms and location.
- Natural resources (including plant and animal life)
- Climate
- Population
· Be able to apply social studies knowledge and skills to a variety of purposes:
- Conducting and presenting research
- Relating social studies and current events to your life
- View life from other perspectives and others point of view
- Explain causes and effects key forces have on you, the present, the future
- Writing historical fiction (plays, stories)
- Writing tall tales
- Writing persuasive paragraphs

Content
· Basic Geography and History Skills
· Native Americans
· Colonial Americans
· Expansion
· Regions in the United States Today

The ways in which you can help your child are:

· Taking your child to museums.
· Discussing current events at home.
· Reading folk tales, and biographies of famous Native Americans and Americans, and other stories to your child.
· Joining and supporting your school's parent teacher organizations.
· Playing games, which focus on history and geography.
· Encouraging your child to do the best work possible and praising your child's best effort.
· Demonstrating the use of maps and directions.
· Volunteering and participating in the World's Fair at school.
· Volunteering to make food and bring to the International Food Day and the annual Friendship Fair at school.

Fourth Grade Classroom Sets and Novels

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· Charlotte's Web
· Christmas Cup
· Call It Courage
· I Am Leaper
· The Cat Who Went To Heaven