📰4th Grade News 📰
We have Early Release at 1:30 on Friday, March 24.State Testing in April4th Grade has testing on the following dates:April 5 - WritingApril 11, 12, 13, 14 - Reading and MathIt is very important that all students are in school for these testing days. Please make doctor appointments on days that will not conflict with the tests. Tests are first thing in the morning.About Grades...We are entering graded items into PowerSchool. All grades will not show a score for the assignment only a green checkmark that it was turned in. To see how your child did on the assignment standard you need to click on the blue button, then the standard pops open and you can see their standard score. Once assessments are entered you will see an overall grade for the subject, that will be a letter grade.
➕➖This Week in Math✖️➗
Module 6 - Decimal Fractions
The projected lessons for the week are: 7 & 8
Review Concepts: Order of Operation, Area and Perimeter, Rounding, Polygons
Weekly Essential Questions:
How are decimals and fractions alike?
In what real-world scenarios would it be beneficial to use decimals instead of fractions?
Weekly Standard(s) Covered:
Use decimal notation for fractions with denominators 10 (tenths) or 100 (hundredths), and locate these decimals on a number line.
Apply the concepts of place value, multiplication, and division to understand that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.
Know the relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit and in a smaller unit in terms of a larger unit. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1,12), 2,24), (3,36).
- Updated for the week of March 20th
✍️This Week in Language Arts📖
4.RF.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
We will be discussing self correction when we read. When good readers read aloud, they work hard to improve their accuracy. Good readers monitor their reading and correct any mistakes they make.
For example, if they mispronounce a word, they go back and say the word correctly. If part of the text does not make sense, students should pause, use context to confirm their word recognition, and then self-correct.
4.RF.3 Know and apply phonics and word analysis skills in decoding multisyllabic words in context and out of context.
c. Use combined knowledge of morphology (e.g., roots and affixes) to read grade level words accurately.
This week students will practice decoding words with the suffixes -ful, -ness, -less- and -ment.
4.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
d. Spell grade-appropriate words correctly, consulting references as needed.
This week students will practice spelling words with the suffixes -ful, -ness, -less- and -ment.
Vocabulary: 4.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
a. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph)
b. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of words or phrases
This week students will practice using context clues to determine the meaning of unknown words. They will also discuss the suffix -ion and be able to use it in a sentence.
4.RL.6- Compare and contrast the point of view from which different stories are narrated, including the difference between first-and third-person narrations.
I am learning to compare and contrast firstperson and thirdperson narrations.
I can prove my learning when I can determine if the text I am reading is a firstperson narration or a thirdperson narration and describe the differences between them.
This week students will begin learning about firstperson and thirdperson narrations. They will identify the pronouns used, think about whether the author is a character in the story or is an outside narrator, and then they will determine the similarities and differences using double bubble maps.
In addition, students will spend time preparing for the AASA test by completing part of the practice test. Students will use the skills and strategies learned this year to answer the questions. We will also discuss other test taking strategies such as: read ALL of the answers before choosing one, get rid of obvious wrong answers, read questions BEFORE reading the articles, and underline/highlight key words in questions.
4.W.2 I am learning to write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
This week's standards:
4.W.8 I am learning to...gather relevant information from print and digital sources; take notes, categorize information, and provide a list of sources.
4.W.4 I am learning to...produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
This week students will begin brainstorming for their next research/informative essay. We will be researching extraordinary people that have created extraordinary things.
Focus Statement for Module 5: People are extraordinary.
Prompt for Module 5: Write an expository essay on an extraordinary person. Use facts and details to show how that person is extraordinary.
Homework: Mod 7 Cycle 1 Cursive
This week students will have 1 cursive page to complete at home. They should write each word 3 times each AND make up a sentence for 3 of the words-writing them in cursive.
We are NO longer completing the reading response.
The packets are due on Mondays and are handed out on Mondays. **See "Today's Homework" link on the left to find a copy of this week's cursive.
**Updated for week of March 20th
🗺️This Week in Social Studies🏛️
4.SL.1 I am learning to engage effectively in a range of collaborative discussions.
This week students will focus on reviewing campus expectations by identifying behaviors from the Terramar Behavior Matrix.
4.SP3.5 Construct and present arguments and explanations using reasoning, examples, and details with relevant information and data from multiple sources.
4.H2.1 Describe the cycles of conflict and compromise that occurred in the Americas during the convergence of Europeans, American Indians, and Africans in the Americas before and after European exploration.
4.H2.2 Analyze the different approaches used by the Spanish, Portuguese, British, and the French in their interactions with American Indians
4.G4.1 Explain the positive and negative effects of increasing economic interdependence on different groups, countries, and new settlements.
4.G1.1 Use and construct maps and graphs to represent changes in the Americas over time.
This week students will take the District DBQ assessment on School City. This assessment will review content learned in 3rd quarter including European explorers and their effects on history. Students will be required to read 4 short articles or captions for photos and answer guiding questions. The 5th and final question will be what they are scored on. They will be required to provide textual evidence from the articles and captions to support their answer. This will be used as an in process grade in class for SP3.5. The other standards listed above are all supporting standards. Students will be graded on whether or not their responses include the prompt restated AND includes evidence AND includes explanations of how the evidence supports their answer.
**Updated for Week of March 20th
⚡This Week in Science💡
We will be doing some measurement conversions this week.
Our unit on Energy will begin soon.
Quarter 4 Science Standards Include:
4.P4U1.1 -- Develop and use a model to demonstrate how a system transfers energy from one object to another even when the objects are not touching.
4.P4U1.2 -- Develop and use a model that explains how energy is moved from place to place through electric currents.
4.P2U1.3 -- Develop and use a model to demonstrate magnetic forces.
4.P4U3.4 -- Engage in argument from evidence on the use and impact of renewable and nonrenewable resources to generate electricity.
Mr. CohonScience & MathClassroom Phone: 623-445-7658Email: email@example.comMrs. HudsonELA & Social StudiesClassroom Phone: 623-445-7659Email: firstname.lastname@example.orgMrs. KozubalMath & ScienceClassroom Phone: 623-445-7657Email: email@example.comMrs. PlesherELA & Social StudiesClassroom Phone: 623-445-7660Email: firstname.lastname@example.org
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We the Students of Terramar’s 4th Grade, in Order to form a more proper Classroom Environment to establish Hard Workers, promote Self Confidence and Good Behaviors and secure Respect to everyone at school, do ordain and establish this Mission Statement for the 4th Grade Classes of Terramar Academy of the Arts.
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