Peek at the Week
Week of September 29th-October 3rd
Math: Represent and interpret data
The week will begin with the students using the number of raisins in boxes to interpret data. First, they will make guesses of the number of raisins per box, then estimate. Ask your fourth grader to distinguish between a guess and an estimate. They will use the actual count of raisins per box to find the maximum, minimum, range, and mode. Throughout the week, they will use data to find median on a line plot and bar graph. All of the fourth graders should be able to define maximum, minimum, range, median, and mode by the end of the week. On Wednesday, the students will be using different strategies to add multi-digit numbers. As you remember from third grade, the Everyday Math series uses a variety of ways to add. The students will review both the partial-sums method and column-addition method (traditional). For homework, students should follow the directions and practice both strategies. Although practicing both ways can be confusing, the philosophy for teaching a variety of strategies is that students learn in different ways. Both strategies involve the students first using a Ballpark Estimate before adding. The advantage of using a Ballpark Estimate first is so that the students can check their work to see if their work makes sense. Also, it helps with rounding and estimation. If your child needs help with either method, please let me know before Friday and I will be happy to help your student in class.
Social Studies: Determine the meaning of general academic and domain-specific words or phrases
As the fourth graders are introduced to the American people, government, and economy, they will use context clues to define the vocabulary words. To help the students understand the meaning of the vocabulary, they will also draw images.
Science: Identify physical features of plants and animals that help them live in different environments.
After spending the first four weeks of school learning about the skeletal system, the students will move on to the muscular system. Most of the instruction will focus on the skeletal muscles, but the scientists should also be able to know the significance of involuntary muscles. In learning about the skeletal muscles, the students will be able to identify muscle pairs. In an arm model, they will be able to identify tendons, a joint, bones, and muscles.
Reading: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
In guided reading group discussions, the students will identify the theme of their books. They will support their theme with specific text evidence. Ask your fourth grade what the theme of their guided reading book is. On Friday, the students will take a reading test. The fourth graders cannot study for this test. The purpose of this test is to assess the students on the reading strategies that have been taught during the first five weeks of fourth grade. The final reading grade is composed in the following way- Bingo Activities: 30%, Guided Reading Group Discussions: 30%, Reading Tests: 30%, and Homework: 10%. Please let me know if you have any questions, comments, or concerns about the reading grade.
Writing: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Starting in October and continuing through the first half of the school year, the students will be using ThinkCERCA (Claim, Evidence, Reasoning, Counterargument, Audience) to write opinion pieces. This web based, Common Core-aligned literacy program was created by a teacher from Whitney Young. During the next several weeks, the foundation of the program will be introduced to the students. Because the program allows the students to listen to the text that they are responding to, all students should have ear buds. As the students are learning the format of the program, we will be completing the lessons together. The first several lessons introduce the program to the students. In addition to learning the format, the students will be learning about the importance of making arguments. Eventually, more independence will be given to the fourth graders as they become more acclimated to the program.
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