Miss Pocic Header
Welcome to our classroom page. Here you will find a variety of information regarding my classroom policies and procedures, as well as an introduction to the 4th grade curriculum we will be using this year.


I strongly believe that optimal learning cannot be achieved unless the classroom environment is safe, positive, and student-orientated. I have developed a classroom management plan that deters negative behavior by promoting positive behavior and teaches students to self-manage. This plan will be in effect at all times throughout the school day.

Our class worked together to develop a promise about how we will treat each other in our classroom:

1. Accept and include everyone            
2. Be nice and caring                
3. Help each other
4. Use nice words and actions
5. Show teamwork

I will be using ClassDojo to build students’ learning habits and boost classroom engagement. ClassDojo allows me to track students’ behavior and learning skills throughout the day.  Students can earn points for positive behaviors and lose points for negative behaviors. One of the great features of ClassDojo is that it allows me to send parents a Behavior and Skills Report every Friday by email. Parents can also login to view their child’s progress at any time. My hope is that we will be able to work as a team to help students manage their own behavior and develop intrinsic motivation to learn.

Consequences for Negative Behaviors

1st time: Verbal warning                        2nd time: Loss of point

Loss of 5 or more points in one day: Parent contact and student-teacher behavior meeting
Severe behaviors: Immediate office referral, parent contact, and parent-student-teacher meeting.

Rewards for Positive Behaviors
Student chooses from the reward menu every time they accumulate 75 points
The whole class votes on a group reward to receive when they accumulate 4,000 points as a class
Visit http://www.classdojo.com and login to view your child’s progress.



Students will receive the majority of their math instruction in the workshop format using the Everyday Math series:

Warm up (3-5 minutes): Students represent the day of the school year in a variety of ways and complete the fact family for the day.

Mini Lesson (15-20 minutes): I provide whole group instruction by introducing a concept and modeling how to use the skill. Students use interactive notebooks to record important information from the lesson.

Math Stations (30-40 minutes): Students rotate through daily stations in small groups.
    Station 1: Students play a math game related to the day’s lesson.
    Station 2: Students play a math facts game.
    Teacher Time: Students receive differentiated small-group instruction with the teacher.  
    Math Journal: Students write a math journal entry based on the day’s lesson.

Closing (5 minutes): Students share their their math journal entry with a partner, in a small group, or with the whole class.



Reader’s Workshop is used for reading instruction on a daily basis using the following structure:

Mini Lesson (15-20 minutes): I provide whole-group instruction by using a read-aloud to model a reading strategy or comprehension skill.

Individualized Reading Time (40 minutes): Students read Just Right Books independently while focusing on the reading strategy or comprehension skill taught in the mini lesson. Students respond to their reading in their Reader’s Response Journal. While students are reading independently I conference with individual students and work with students in small guided reading groups. One journal entry is graded each week. Students are also graded once a month on their participation and contributions during Reader’s Workshop.

Closing (5 minutes): Students share their thinking and discoveries with each other as a whole-class or with a partner or small group.

Homework: Students will complete a reading log each week. Students should read a minimum of 100 minutes per week, spread out over at least 5 days. Reading logs are due every Monday. Students will also use the Class Discussion Forum on the website to post about what they are reading and respond to their classmates.   


Students will develop their scientific thinking through a variety of hands-on activities and units of study:

-Conduct and analyze an experiment using Scientific Process
-Describe, compare/contrast classifications of animals/plants
-Describe how the properties of matter can be measured and classified
-Explain how a magnetic field can produce electricity
-Demonstrate how to make a series and parallel circuit
-Identify and describe the factors that result in weather/climate differences
-Identify renewable/nonrenewable resources
-Explain how the Earth’s surface is shaped


Social Studies

In fourth grade we explore the United States using the Harcourt Social Studies program. Students learn about the national, state, and local government and develop their map skills. Students also study the people, events, traditions, customs, and history of the North American regions.


Below is our weekly specials schedule:

Monday: P.E. 9:10-9:35, Music 9:35-10:00
Tuesday: P.E. 9:10-9:35, Music 9:35-10:00
Wednesday: P.E. 9:10-9:35, IMC* 10:25-11:15
Thursday: P.E. 9:10-9:35, Art 11:15-12:05
Friday: P.E. 9:10-9:35
*Library books due



Writer’s Workshop is used for writing instruction on a daily basis using the following structure:

Mini Lesson (15 minutes): I provide whole-group instruction by modeling a writing skill and thinking aloud as I write. We examine the various books to determine how authors write.

Independent Writing Time (40 minutes): Students write independently about a topic of their choice while focusing on the skill from the mini lesson. During this time I conference with students independently about their writing.

Closing (5 minutes): Students share their writing with each other as a whole-class or with a partner or small group.

Units of Study: This year we will focus on three major writing units: narrative, explanatory/informative, and opinion. During the narrative unit students will write a memoir and realistic fiction pieces. Students will write informational non-fiction and ABC books during the explanatory/informative unit. In the opinion unit, students will write a persuasive essay, advice articles, and reviews for books, movies, restaurants, and games. We will use the editing process throughout each unit.


Word Work

Words Their Way is a developmental spelling program that is designed to meet the needs of each student. Students complete a word inventory at the beginning of the year to determine their current spelling level. Students receive a word list every two weeks that is aligned to their ability level. Students complete a variety of activities to learn the words over the two weeks. Students complete an assessment at the end of the second week and receive a new list for the next week if they have shown mastery of their current list.