Lower School

Fourth Grade

Park students continue to thrive in a nurturing and warm environment where learning by doing is still an essential tool to one's lifelong growth of obtaining and applying newly-acquired knowledge.  Students are expected to think critically and make connections across the curriculum while developing those essential skills to work independently and in small groups with confidence and respect for others.

Being on the precipice of joining the Middle School ranks, students assume various roles of responsibility to each other and leadership within the Lower School. Social responsibility becomes a centerpiece as students engage with their younger counterparts and look after our recycling program in an effort to create an awareness of their surroundings and the care that is necessary for others and the environment.

Fourth Grade Curriculum Guide


English Language Arts: Apply the elements of plot, setting, character study, main idea/supporting details, sequencing, outlining, summarizing, predicting, and questioning; apply the mechanics of writing, editing, spelling, and grammar; and perform the techniques of making judgements, and drawing conclusions, comparing, and contrasting. 

Math: Apply critical thinking, deductive reasoning, and hypothesizing; apply the concepts of geometry, measurement, perimeter, area, volume, and decimal; and organize look for patterns, perform computations, use logic, estimate, and graph.

Social Studies and STEAM: Comprehend local, state, and national governments; discuss weekly news and current events; investigate the geography of New York State, its regions, history, and people; investigate plants, seeds, and parts of a flower; investigate and record data for animal study; and apply the elements of electricity to build circuits and switches.


Monica Padmanabha

Monica Padmanabha comes to the Park community offering nearly 25 years combined experience as an elementary and middle school teacher and administrator, as well as a consultant focusing on teaching, curriculum, and mentoring. She is a strong believer that a school setting should provide a child the opportunity to explore, investigate, and make connections.Their education should be experiential within a supportive, academically-inspiring, and respectful environment which meets their needs and readiness level. She strongly believes that there is not a “one-size-fits-all” approach to teaching and continues her own lifelong learning by attending various professional development opportunities to keep her skills sharp and her craft developed. Her vision for her classroom is to always create an atmosphere where learning is exciting and challenging, while never forgetting the value of enjoying and laughing each day!