Ms. Wejman

January 31st, 2014

Peek at the Week ~ Week of February 3rd

Miss Wejman’s

Peek at the Week k

Week of February 3rd-7th

 

Math

Common Core Standard: Extend understanding of fraction equivalence and ordering.

Throughout the week, the students will continue to work with fractions.  They will be ordering fractions, turning them into decimals and vice versa, and model fractions as part of a whole.  On Friday, we will have a math “exploration day” where the students will be able to practice math concepts with games and activities.

 

Social Studies

Common Core Standard: Determine the meaning of general academic and domain-specific words or phrases in a text.

As the student begin to learn about the Southwest, they will be using the context clues to identify the vocabulary connected with this region of the United States. 

 

Science

Use data to produce reasonable explanations.

The students will be able to work on their inventions and posters throughout the week for Monday February 10th’s Invention Convention. On Monday, the students will work with their groups. Every group member will be able to “test” the invention to give their opinions.  Their opinions will help the inventors to identify the results of the inventions.  Tuesday will be spent writing the conclusion that must be included on the Invention Poster. 

 

 

 

 

 

 

 

 

 

 

 

 

Reading

Common Core Standard: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g. a character’s thoughts, words, or actions).

Guided reading groups will focus on identifying the specific character trait of the protagonist of each reader’s book.  The reader will also provide the protagonist’s thoughts, actions, or words as text evidence to support the specific character trait. 

 

Writing

Common Core Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.

During the first part of the week, the students will continue to read passages and respond to a prompt using the MEL-CON writing graphic organizer.  At the end of the week, the students will be introduced to historical fiction books connected to African-American history.  After reading the books, the students will once again use the MEL-CON graphic organizer to answer a prompt about the books.  At the end of the month, the students will pick a response to write as a final draft.  These extended responses will be posted in the hallway for the Black History Month Gallery Walk. 

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Reading

Read The Moon Runner

 

 

 

Tic Tac Toe activities due

Math

Studylink 7.7

Studylink 7.8

Studylink 7.9

Studylink 7.10

 

Science

 

 

 

 

Work on Invention~ Invention Convention on Monday, February 10th

 

 

 

January 28th, 2014

Invention Convention Rubric

Poster Display Neat lettering or   typing, attractive poster, superior work Required lettering,   average work Sloppy lettering,   fair work that could be better Poster needs to be   neater, incomplete work
Invention Original invention, Superior effort building the invention Original invention, good   effort in building the invention. Original invention,   fair effort in building the invention. Not original,   invention needs improvement
Poster Requirements Poster must have the   title, inventor’s name, question to be answered, introduction, materials,   procedure, results, and conclusion One of the necessary requirements   is missing. Two of the necessary   requirements are missing. Three or more of the   necessary requirements
Presentation The inventor is able   to clearly present the purpose of the invention with confidence. He or she is   also able to answer any questions about the invention. The inventor is able   to present the purpose of the invention and is able to answer questions about   his or her invention. The inventor is   unclear about the purpose of his or invention and is not able to answer   questions about the invention. The inventor is not   able to talk about his or her invention.

Invention Convention Scoring Rubric

The invention category will be graded in the class periods leading up to the invention convention and is based on the student’s effort in class.

Every day in class the students will focus on one of the requirements of the poster.  Before Polar Vortex II, the students were introduced to the title, question, materials, and procedure.  On Thursday, January 30th, the students will be instructed how to write the introduction of their project.  During the week of Monday, February 3rd, the students will be told how to write the results and conclusion.  The students should begin this when they are done creating their invention.

The students will be graded on their presentation portion of the rubric at the Invention Convention on Monday, February 10th.

January 23rd, 2014

Peek at the Week ~ Week of January 27th

Miss Wejman’s

Peek at the Week

Week of January 27th-31st

 

Math: Extend understanding of fraction equivalence and ordering.

Because fraction equivalence can be an abstract concept, the students will use pattern blocks to model a more concrete example.  After the concrete model is taught, the students will be taught the equivalent fraction rule.  The pattern block fraction equivalence will also help with adding and subtracting fractions on Tuesday.  On Friday, the students will be taught how to convert a fraction to a decimal and vice versa through a concrete example as well as the calculator. 

 

Social Studies: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

As the students are reading about the GreatLake and PlainsStates, they will be able to identify specific text details to support the summary of the text. 

 

Science: Collect data for investigations using scientific process skills including observing, estimating, and measuring.

The Room 207 Invention Convention will be held on Monday, February 10th.  Up until that date, the students will have the opportunity to create their invention and poster at home and in class.  Every day in class, they will receive a daily grade from what they recorded in their inventor’s log.  Additionally, they will receive a grade for their final project using the rubric that will have been distributed on Monday, January 27th.  Again, the students will be graded on the process of creating their invention and how it helps make life better, easier, or more enjoyable. 

 

 

 

 

 

 

 

 

 

 

 

Reader’s Workshop: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (a character’s thoughts, words, or actions).

Guided reading groups will focus on events in the plot that changed the character.  When students are meeting in guided reading groups, they are always encouraged to back up their opinions and thoughts with specific text evidence. 

 

Writer’s Workshop: Draw evidence from literary or informational texts to support analysis, reflection, and research.

This week, the students will be reading passages and responding to the passage using the MEL-CON graphic organizer.  This is the same graphic organizer that the students used to respond to the debate articles in December.  Using this format, the students turn the prompt question into a statement which is the main idea (M).  The students are responsible for identifying three pieces of specific text evidence (E). Then, they are required to link their evidence to their main idea with prior knowledge (L).  Finally, they sum up their thoughts with a concluding sentence (CON).  We will be using this model of writing to prepare for the extended response portion of the ISAT. 

 

 

Homework

 

Monday

Tuesday

Wednesday

Thursday

Friday

Reading

Read The Right Dog for the Job

 

 

 

Tic Tac Toe activities due

Math

Study Link 7.4

Study Link 7.5

Study Link 7.6

Study Link 7.7

 

Science

Invention Rubric Distributed

 

 

 

 

 

January 23rd, 2014

Homework ~ Week of January 27th

January 27, 2014

This week for homework, read The Right Dog for the Job by Dorothy Hinshaw Patent.  By Friday, you should complete three tic-tac-toe activities in your homework notebook.  At the top of each page, you should write the date and title of the story.

Answer the essential question on page 431 in five or more sentences. 

Illustrate your favorite part of the story.  Write a caption underneath the illustration. 

Complete the graphic organizer found on page 429. 

Use each word on pages 426-427 in a sentence.  Each sentence must have at least eight words in it.  Complete the Stop and Think activity on page 433. Write a letter to Miss Wejman about this story.  Your letter must have at least five sentences. 
Complete the Stop and Think on page 437.  You must answer in five or more sentences.  What character trait would you use to describe Ira?  Write three sentences that support this trait. Complete the Writer’s Reasons activity on page 441. Please respond in five or more sentences. 

 

 

 

January 17th, 2014

Miss Wejman’s Peek at the Week ~ Week of January 21st

Miss Wejman’s

Peek at the Week

Week of January 21st-23rd

 

Math

Common Core Standard: Extend understanding of fraction equivalence and ordering.

Chapter 7 begins with a review of fractions by looking at fractions as part of a whole, identifying fractions on a number line, and parts of a set.  On Thursday, the students will use fractions to identify probability. 

 

Social Studies

Common Core Standard: Determine the meaning of general academic and domain specific words or phrases in a text.

To introduce the fourth graders to the present day GreatLake and Plain States, the students will skim the text to identify the bold words.  They will then use the context clues of the social studies text to identify the meaning of the vocabulary words.  When your child asks about an unfamiliar word at home, encourage him or her to use the context clues whether it is in a book or conversation. 

 

Science

Common Core Standard: Collect data for investigations using scientific process skills including observing, estimating, and measuring. 

All of the students should have an idea of the invention that they want to create on Tuesday.  With their ideas, they should bring in the materials needed to create their invention.  Throughout the unit, the students will be assessed on the process that they used to create their invention not the final product.  So far, the students have brainstormed ideas, asked questions, and researched inventions. This week will be focused on planning and constructing their inventions.  Everyday in class, they will complete an inventor’s log.  This is what they will be graded on each day. 

 Reader’s Workshop

Common Core Standard: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third- person narratives.

In guided reading group discussions, the students will be discussing the point of view of the story that they are reading.  As they are discussing the book, they will be able to give their opinion of why the author wrote in the first or third person. At home, ask your child if his or her independent book was written in the first or third person.  Even though we have another three day week, Tic Tac Toe homework will be due on Thursday. 

 

Writer’s Workshop

Use concrete words and phrases and sensory details to convey experiences and events precisely. 

As the students are writing the final drafts of their fractured stories, they will become aware of the vocabulary that they are using to enhance their stories.  They will do this by re-reading their writing and picking out the best words that they used.  After identifying their strong verbs and descriptive adjectives, they will share their “wonderful words” to inspire all of the writers in Room 207.  All final drafts will be graded on Thursday. 

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Reading

Read Riding Freedom

 

 

Tic Tac Toe due

 

Math

 

Study Link 7.1

Study Link 7.2

 

 

Science

 

Bring Invention Materials to class

Bring Invention Materials to class

Bring Invention Materials to class

 

 

 

 

January 17th, 2014

Week of January 21st ~ Homework

January 21, 2014

This week for homework, read Riding Freedom by Pam Munoz Ryan.  By Thursday, you should complete three tic-tac-toe activities in your homework notebook.  At the top of each page, you should write the date and title of the story.

Answer the essential question on page 407 in five or more sentences. 

Illustrate your favorite part of the story.  Write a caption underneath the illustration. 

Complete the graphic organizer found on page 413.  Find an example of personification and explain what it means. 

Use each word on pages 402-403 in a sentence.  Each sentence must have at least eight words in it.  Complete the graphic organizer on page 405.  Write a letter to Miss Wejman about this story.  Your letter must have at least five sentences.  
Complete the Stop and Think on page 416.  You must answer in five or more sentences.  What character trait would you use to describe Charlotte?  Write three sentences that support this trait. Complete the Stop and Think on page 415.  You must answer in five or more sentences. 

 

January 10th, 2014

Miss Wejman’s Peek at the Week ~ Week of January 13th

Miss Wejman’s

Peek at the Week

Week of January 13th-17th

 

Math Common Core Standard: Use the four operations with whole numbers to solve problems

This week, will be spent reviewing for Friday’s Test on Chapter 6.  On Monday and Tuesday, the students will be dividing by one and two digit divisors.  Homework will be due this week on Tuesday and the students will grade their own work to check their mistakes.  For this reason, it is imperative that students bring their study link books back to school on Tuesday and have Study Link 6.10 completed.  On Tuesday, the students will be given a quiz assessing them on their division.  This quiz will be sent back home with them on Tuesday.  Please look over the quiz to make sure that your child understands the division algorithm.  The rest of the week will be spent reviewing angle measurement, coordinate points, using parentheses, and rounding numbers to the nearest ten thousand.  Again, please let me know if there is a specific skill that you would like me to practice with your child. 

 

Social Studies Common Core Standard: Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears.

Throughout the week, the students will use text features to enhance their learning about the Midwest.  Text features that they will use include historical maps, flow charts, and timelines.  All fourth graders should be able to identify the significance of a text feature in a non-fiction text. 

 

Science: Formulate questions on a specific science topic and choose the steps needed to answer the questions.

Last week, the students began to generate ideas about inventions.  This week, the students will start to think about an invention that they would be able to create and use to make life easier or better.  Because there is no Tic Tac Toe homework this week, the students will be brainstorming possible invention ideas at home.  Throughout the week, the students will be researching to get ideas.  As they are researching, they will also learn about how to write a bibliography and how to paraphrase.  Work on the inventions in class will begin next week.  Even though the students will be working on the projects independently at school, I am encouraging dialogue about the inventions at home.

Reading Common Core Standard:

Determine a theme of a story, drama, or poem from details in the text; summarize the text.

The fourth graders will continue to summarize text in guided reading groups.  To practice the skill of summarizing, I encourage you to ask your child to summarize their independent book.  In a summary, the students are capturing the main idea of the book in three-five sentences. 

 

Writing Common Core Standard: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Continuing on from last week, the students will be “fracturing” different stories of the traditional literature genre.  On Thursday, the students will receive a rubric detailing the specifics that will be needed for their fractured story’s final draft.  Every fourth grader will pick a story that they fractured and write a final draft.  This final draft will be the last writing grade of the second quarter. 

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Science

Invention Homework #1

Invention Homework #2

Invention Homework #3

Invention Homework Due

 

Math

Study Link Homework 6.10

Math Homework Due

 

 

Chapter 6 Math Test

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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