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Fourth Grade


Mrs. Sarah Banter


Mrs. Raven Buchanan


Mrs. Caley Copeland


Mrs. Kellie McMillian


Mrs. Lisa Sherrod




A Note to Parents

   Welcome to fourth grade at Brooklet Elementary School. We hope that this will be one of the most exciting and productive school years your child has ever had. Your child's education and their successful advancement is our first objective. The goal for fourth grade is to see the students develop and demonstrate the skills needed to achieve mastery of the objectives set forth by the Common Core Georgia Performance Standards, the CRCT (Criterion Referenced Competency Test), and the MAP (Measures of Academic Progress) Test. This ear your child will be challenged by the structure and rigor of the fourth grade curriculum. For example students will be expected to complete guided notes in all subjects. In order to effectively prepare for the test, students are expected to review these on a daily basis. These guided notes will serve as your child's study guide. In order for your child to be successful, we must work together as a team: student, teacher, and parent.

   The school day begins at 7:50 a.m. and ends at 2:20 p.m. A tardy bell will ring at 7:50 a.m. Students arriving in the classroom at/after the tardy bell will be marked tardy. They will need to go by the office for a tardy slip to be admitted to class. Car riders should arrive not earlier than 7:25 a.m. and be picked up no later than 2:30 p.m.

Grading System

  The reporting code for Academic Progress is as follows:

A - 90-100 - Exceptional

B - 80-89 - Above Average

C - 70-79 - Average

F - Below 70 - Failing

This Year the criteria for academic honors has changed to the following:

Principal's Honor Roll - an average of 94.5 and greater

Honor Roll - an average of 89.5-94.4

Merit Roll - an average of 84.5-89.4

  Progress reports concerning your child's academic progress in each subject will be sent home half way through the nine weeks grading period. Progress reports will need to be signed and returned the next day. Report cards will be sent home at the end of each nine week grading period. Please make sure that you sign and return report cards within three days.

  Your child's graded work will be sent home on Mondays, tentatively. Please make it a habit to go over these papers each week with your child, as this is a weekly progress report and helps t continually monitor his/her progress academically as well as behaviorally. The graded work is for you to keep at home. In going over work with your child, remember to praise good work before pointing out areas of improvement. If your child does not bring home papers, please let the teacher know.


Fourth graders will have a reasonable amount of homework. This gives the learners an opportunity to practice and review the skills learned in class. It is important for you to show an interest in your child's schoolwork; however, homework should not always require parental help. You can help by establishing a homework routine, checking to see that homework assignments are completed, and communicate the importance of turning it in on time. If homework is not completed and turned in on time, consequences will result.


  Appropriate behavior at school is expected from all students, and all rules will be enforced consistently. Our behavior management plan is as follows.

  • Respect others and obey all school rules.
  • Follow directions and listen quietly and carefully.
  • Complete all assignments when given.
  • Raise your hand and wait for permission to speak.
  • Stay seated unless given permission otherwise.


  • Positive reinforcement/verbal praise
  • Notes of praise sent home
  • Free time at computers, to work in the library, or free choice
  • Other various perks throughout the year


  The areas of behavior and work habits coincide with the fourth grade report card. In the event that any student chooses not to abide by the rules, consequences will be enforced. Consequences may include, but are not limited to, verbal warning, lose part of recess, lose all of recess, time out, silent lunch, reflective writing, or an office referral.


   We would like to keep an open line of communication between school and home. Collaboration between home and school is very important for your child's educational success. Should you need to schedule a conference during the year to discuss a problem, please email your child's teacher, or call the school office (842-8300), so that arrangements can be made. There will conferences by appointment during the school year.

  We look forward to working with your child. We pledge to do our best for each of our students this year and solicit your help in making this year a positive educational experience for your child. We want it to be one which the students can look back on with a smile and happy memories.

Developmental Stages and Milestones of Fourth Grade

(We hope that this article by the American School Counselor Assoc. will give you some insight about what your child's progress will be during their Fourth Grade Year.)

Is your nine-year-old on track? Below are some general development milestones to help you understand your child's progress over the school year. Keep in mind that every child is different and may not fit perfectly into this framework.

Where They Are
Nine is a time of general confusion for kids. Nine-year-olds:

     Want to put some distance between themselves and adults
     May rebel against authority. 
     Need to be part of a group. 
     Seek independence. 
     Possess a high activity level. 
     Can express a wide range of emotions and verbalize easily. 
     Can empathize. 
     Can think independently and critically, but are tied to peer
     Begin to increase their sense of truthfulness. 
     Are typically not self-confident.

Where They're Going
School isn't just academics. Your child's teachers are also helping her grow socially. At nine-years-old, your child is learning how to make decisions and set standards. You can help by encouraging your child as she:

     Begins making decisions. 
     Gains a greater sense of responsibility. 
     Sets personal standards. 
     Develops personal interests and abilities. 
     Develops social skills. 
     Learns to engage in group decision-making.

Georgia Performance Standards: A World-Class Curriculum for Our Schools

BES Logo Revised.jpg 

With the Georgia Performance Standards driving instruction across the state, we will be well on our way to achieving our goal: that Georgia will lead the nation in improving student achievement.


The Georgia Performance Standards document includes four major components:



Content standards state the purpose and direction the content is to take, and are generally followed by elements that identify specific learning goals associated with the standard.
Keyed to the relevant standards, these are suggested tasks that demonstrate to teachers what students should know and be able to do during or by the end of the course. Some tasks can serve as activities that will help students achieve the learning goals of the standard, while others can be used to assess student learning; many serve both purposes.
Examples of successful student work are included to specify what it takes to meet the standard and to enable both teachers and students to see what meeting the standard "looks like." You will notice that the student work is not perfect, and it is not intended to be; it shows the ongoing process of learning, and indicates the meeting of standards.
Teacher commentary is meant to open the pathways of communication between students and the classroom teacher. Showing students why they did or did not meet a standard enables them to take ownership of their own learning.



The new Georgia Performance Standards are meant to raise the level of expectation for ALL students in Georgia.