She will absolutely have a vision teacher (TVI) you will be working closely with. As a TVI, it really helps me out when you can get me your class materials as far in advance as possible so that I can give your student high quality materials. Please talk to the TVI as much as possible so that they can make appropriate suggestions for how to modify so that everyone can participate.
From a classroom perspective, don’t forget to involve this student even though she has an aide. Her aide is not a teacher. Don’t forget to call on the student for answers, check their work, and manage their behavior just as you would for your other students.
Some helpful hints are to say out loud what you are doing on the board or what you see. When you ask people to raise their hands to show if they know something or have done something, say approximately how many people are putting up their hands. Even better you can have the class make an auditory sound like a clap or a snap if they understand. Say what you are writing in the board. Say why you are asking students to clip down if you use a clip chart. If you’d like an idea of good description go to Netflix and change the language to English Audio Described on any show that has it available. You’ll get an idea of the type of information you may want to provide.

Doesn’t she have an IEP? She should have a teacher of the visually impaired who can support you.

Hey, I’m a digital accessibility specialist for a university. My job is all about taking educational materials and making them accessible for students regardless of disability or circumstance. If you have time this summer, I would highly recommend taking a free course or webinar on accessibility. If you can make your documents, presentations, etc. more accessible before giving them to the aid to convert to Braille, it will reduce the turn around time this student has to wait for access. WebAIM, Deque, KSARN, and NC State all have great online resources for accessibility.

The TVI who responded here brought up a lot of good information, I’m going to add in from a student perspective - as I went my entire education in the mainstream system, as did my family member who shares my condition although more severely.

Talking to family members and the TVI is always good, as keeping that communication loop open simply makes things easier. And if one of them is not communicating well, notify the others so things can be worked out. Not every child is good at advocating for themselves, especially at that age, and if another disability is involved, so if you notice a change in grades or behavior, ask if there’s anything you can do to help them like you would any other child. Don’t single them out, instead, teach students that everyone is unique and they should be accepting of that so the class all feels comfortable with their new classmate.

Fourth grade is about when I started getting really self conscious about being “different.” Now, obviously having a dog will make her stand out, but anything you can do to minimize making her feel “different” in front of her peers would likely be really appreciated, even though they already know her. She will need extra things/help/etc, but try slipping it to her discreetly. If you want to check in on how things are going, don’t call her out in front of everyone to stay back, try catching her when no one else is around. Stuff like that. Hope it helps!

Why does a fourth grader have a service dog? That asked, I echo what others have said, she should have a vision teacher to help her and you.

I suggest looking up the Facebook group blind & vision impaired support network.