Peek at the Week
Week of May 31st-June 3rd
We will begin the week with reviewing symmetry and creating symmetrical art work. On Wednesday, the students will plot data on a line plot. They will also answer questions about the data. This seems to be a difficult skill for some fourth graders. Please check your fourth grader’s homework to make sure that your child is confident with plotting data on a line plot and answering questions about the data. This math skill will be on both the Chapter 8 and Cumulative Tests. The students will also solve word problems pertaining to decimals. When working with decimals at home, please have your fourth grader convert decimals to fractions for practice.
Science: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost.
Preparation for the long awaited Invention Convention will begin this week. Save the date for Thursday, June 16th when all three fourth grade classes will present their inventions at the Invention Convention. This week, we will begin with the brainstorming process. Each engineer will identify a want or a need of a certain group of people. From there, they will propose a solution in the form of an invention. Throughout the week, they will identify limitations that each invention idea might have. They will also list materials that are needed for their invention. This list will be presented in the form of a letter to parents. Materials should be brought into school the week of June 6th. Because students will be graded on the execution of their invention, all work pertaining to the Invention Convention should be completed in class. In addition to the materials needed to complete the invention, display boards should be brought to school during the week of June 13th so that students will be able to work on their boards in class. Please let me know if you have any questions, comments, or concerns about the Invention Convention.
Social Studies: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Every fourth grader will be given a trade book pertaining to the Southwest, Northeast, Midwest, or West regions. Topics of book include the history of surfing, the story of cowboys, Central Park, Chicago’s skyscrapers, and The Gateway Arch. They will read the specific text in an assigned group. The group will then answer the questions in the text and also identify the main idea. The groups will also draw a picture of a fact that was learned and write a caption explaining the picture. Every group will present what was learned to the class.
Reading: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
The fourth grade readers will continue to interpret a lifted line from the text. They will continue to use Achieve 3000 to assess their reading comprehension.
Writing: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
For the month of June, the writing genre will be fractured traditional literature stories. Every fourth grade writer will be responsible for picking the traditional literature story of their choice. They will “fracture” or change any part to create their own version of the tale, myth, fairy tale, or fable. The fourth grader should be familiar with the traditional literature story before he or she decides to fracture it. We modeled fracturing The Three Little Pigs today. Ask your fourth grader which traditional literature story he or she will be fracturing. Writing mini-lessons will be focused on writing a detailed exposition, using specific details, and using descriptive words.
|Math||Homelink 8.4||Homelink 8.5||Homelink 8.7||Math Homework Due|
|Reading||Read for 30 minutes||Read for 30 minutes||Read for 30 minutes
Letters from North America, South America, and Europe due
|Read for 30 minutes
Letters from Africa, Asia, Australia, and Antarctica due
|Read for 30 minutes|