Peek at the Week
Week of November 14th-18th
Reading: Determine the main idea of a text and explain how it supported by key details; summarize the text.
The focus of reading in the second quarter will be on reading informational text. More specifically, the fourth graders will be reading biographies. Instead of working on a Bingo Sheet, they will need to write a letter to the subject of the biography. In their letter, they will have to identify the main idea of the text, describe the person with a character trait with evidence from the text, state what they would do if they would meet the person, and ask a question that is pertinent to the person from the text that they read. The students were read a sample letter of what is expected. The readers will also meet in their guided reading books to discuss what they learned from reading the biography.
Writing: Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition.). Provide a concluding statement or section related to the opinion presented.
This week in writing, the students are going to continue writing their opinion pieces. On Monday, the fourth graders will be provided with a list of transition words to use in their writing. They will use this transition word list to create smooth transitions moving from one paragraph to the next. On Tuesday, they will examine their word choice. The students will go through their writing and revise their word choice. On Wednesday and Thursday, the students will begin to construct their concluding statements. Ask your fourth grader to explain to you their opinion and their three supporting reasons.
Math:Extend understanding of fraction equivalence and ordering.
This week, the students will begin to further extend their understanding of equivalent fractions. On Monday, the will learn why n*a/n*b is the same as a/b. On Tuesday, the fourth graders will complete and open response fraction comparison word problem. Starting Wednesday, the fourth graders will look at student samples and discuss the strengths and weaknesses of the sample’s explanations and models. They will then revise their own work and mathematical models. Finally, the students will begin to compare fractions with different numerators and denominators. By the end of the week, students should be students should be able to explain and model fraction comparisons.
|Reading||Read for 30 minutes.||Read for 30 minutes.||Read for 30 minutes.||Read for 30 minutes.||Read for 30 minutes.|
|Math||Homelink 3.4||Homelink 3.5||Homelink 3.6||Math Homework Due|