4th Reading
Week #35 Date 5/13- 5/17
Standard(s): L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic.
M-F- Read 3 chapters daily of the book called Lunch Money. Answer comprehension questions.
Standard(s): L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic.
M-F- Read 3 chapters daily of the book called Lunch Money. Answer comprehension questions.
Week #34 Date 5/6- 5/10
Standard(s): L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic.
M-F- Read 3 chapters daily of the book called Lunch Money. Answer comprehension questions.
Standard(s): L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic.
M-F- Read 3 chapters daily of the book called Lunch Money. Answer comprehension questions.
Week #33 Date 4/29- 5/3
Standard(s): L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic.
M- Use each word in a sentence: collapsed, networks and evacuation. Read pages 4-11 of the story called A Tsunami Unfolds. How does the earthquake that struck Japan in 2011 compare with other powerful earthquakes? Use details from the text to support your answer and comparison words such as also, both, as well as, like, just as.
T- No Mrs. Jerke-testing
W- Use each word in a sentence: crisis and stranded. Use pages 22 and 23 of A Tsunami Unfolds. Answer the following question: Why were crews trying so hard to pump water on the reactors?
Th- Use each word in a sentence: rescue, mistrusted and grim. Read pages 26-29. Write a paragraph that explains the major concerns of radiation contamination. Use details from the text. What about Japanese victims amazed the world? Did the Japanese people trust their government's reports on radiation?
F- South Dakota government questions. Use the website www.sdhistory.com. Work in Unit 8.
Standard(s): L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic.
M- Use each word in a sentence: collapsed, networks and evacuation. Read pages 4-11 of the story called A Tsunami Unfolds. How does the earthquake that struck Japan in 2011 compare with other powerful earthquakes? Use details from the text to support your answer and comparison words such as also, both, as well as, like, just as.
T- No Mrs. Jerke-testing
W- Use each word in a sentence: crisis and stranded. Use pages 22 and 23 of A Tsunami Unfolds. Answer the following question: Why were crews trying so hard to pump water on the reactors?
Th- Use each word in a sentence: rescue, mistrusted and grim. Read pages 26-29. Write a paragraph that explains the major concerns of radiation contamination. Use details from the text. What about Japanese victims amazed the world? Did the Japanese people trust their government's reports on radiation?
F- South Dakota government questions. Use the website www.sdhistory.com. Work in Unit 8.
Week #32 Date 4/22- 4/26
Standard(s):
M- No School (Easter Break)
T- work on dog book
W- No Mrs. Jerke (testing)
Th- No Mrs. Jerke
F- No Mrs. Jerke
Standard(s):
M- No School (Easter Break)
T- work on dog book
W- No Mrs. Jerke (testing)
Th- No Mrs. Jerke
F- No Mrs. Jerke
Week #31 Date 4/15- 4/19
Standard(s): W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
M- 10 in a Row Incentive Day- Volcano Kahoot and treats
T- Begin work on writing a paragraph about a big event in life that was influential. What was the big event and how did it influence you? Brainstorm using a web and then begin writing. Learners will need an introduction sentence, details and a conclusion sentence.
W- Continue writing Big Event paragraph.
Th- No Mrs. Jerke
F- No School (Easter Break)
Standard(s): W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
M- 10 in a Row Incentive Day- Volcano Kahoot and treats
T- Begin work on writing a paragraph about a big event in life that was influential. What was the big event and how did it influence you? Brainstorm using a web and then begin writing. Learners will need an introduction sentence, details and a conclusion sentence.
W- Continue writing Big Event paragraph.
Th- No Mrs. Jerke
F- No School (Easter Break)
Week #30 Date 4/8- 4/12
Standard(s): RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M- Use each word in a sentence: investigations and diverted. What is the meaning of the word tiltmeters? Write an opinion about whether the use of this term is helpful and effective in helping you understand volcanology.
T- Read pages 32-35 of Anatomy of a Volcanic Eruption. Using a T-chart, write down 5 "Goods" or benefits of volcanoes and 5 "Bads" or dangers of volcanoes. Then look at cause and effect on these 4 pages. Cause-Why did it happen? Effect-What happened? Write down 4 Cause and Effects
W- Early Release No Group
Th- Snow Day
F- Snow Day
Standard(s): RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M- Use each word in a sentence: investigations and diverted. What is the meaning of the word tiltmeters? Write an opinion about whether the use of this term is helpful and effective in helping you understand volcanology.
T- Read pages 32-35 of Anatomy of a Volcanic Eruption. Using a T-chart, write down 5 "Goods" or benefits of volcanoes and 5 "Bads" or dangers of volcanoes. Then look at cause and effect on these 4 pages. Cause-Why did it happen? Effect-What happened? Write down 4 Cause and Effects
W- Early Release No Group
Th- Snow Day
F- Snow Day
Week #29 Date 4/1- 4/5
Standard(s): W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic. RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M- Use each word in a sentence: volcano, spewed and atmosphere. Read pages 4-5. Describe what happened in Iceland on April 14th 2010. Use evidence from the text. Also, write an informative/explanatory paragraph that explains how a famous volcano was formed. Use details from the text to support your answer.
T- pages 6-13 of Anatomy of a Volcanic Eruption. Use each word in a sentence: interior, pressure, collide and disruption. Explain how the island chain of Hawaii was formed. Then suggest a visual that would best illustrate how the islands were formed. What appears in the table of contents? What clues from the Table of Contents and the Cover suggest you will be learning about volcanoes?
W- Read pages 16-19. Use each word in a sentence: originated, expected and structures. If struggling, learners can find these words on pages 16-19. Which type of volcano do you think is most interesting? What key details about this type of volcano interest you the most? Use evidence from the text to support your answer.
Th- Continue work on Opinion Paragraph.
F- Read pages 20-27 in Anatomy of a Volcanic Eruption. Use each word in a sentence: categorize, explodes, intervals and occured. There are many characteristics of Vulcanian eruptions. Using complete sentences, write about 8 of them.
Standard(s): W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic. RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M- Use each word in a sentence: volcano, spewed and atmosphere. Read pages 4-5. Describe what happened in Iceland on April 14th 2010. Use evidence from the text. Also, write an informative/explanatory paragraph that explains how a famous volcano was formed. Use details from the text to support your answer.
T- pages 6-13 of Anatomy of a Volcanic Eruption. Use each word in a sentence: interior, pressure, collide and disruption. Explain how the island chain of Hawaii was formed. Then suggest a visual that would best illustrate how the islands were formed. What appears in the table of contents? What clues from the Table of Contents and the Cover suggest you will be learning about volcanoes?
W- Read pages 16-19. Use each word in a sentence: originated, expected and structures. If struggling, learners can find these words on pages 16-19. Which type of volcano do you think is most interesting? What key details about this type of volcano interest you the most? Use evidence from the text to support your answer.
Th- Continue work on Opinion Paragraph.
F- Read pages 20-27 in Anatomy of a Volcanic Eruption. Use each word in a sentence: categorize, explodes, intervals and occured. There are many characteristics of Vulcanian eruptions. Using complete sentences, write about 8 of them.
Week #28 Date 3/25- 3/29
Standard(s): RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M- No Group-Reader's Cafe
T- South Dakota History- Unit 1 Lessons 1-4
W- South Dakota History- Unit 1 Lessons 1-4- Because of Winn Dixie and AR test if needed.
Th- Read all about Lewis and Clark-What is one take-away or something interesting you learned? Share.
F- read for AR
Standard(s): RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M- No Group-Reader's Cafe
T- South Dakota History- Unit 1 Lessons 1-4
W- South Dakota History- Unit 1 Lessons 1-4- Because of Winn Dixie and AR test if needed.
Th- Read all about Lewis and Clark-What is one take-away or something interesting you learned? Share.
F- read for AR
Week #27 Date 3/18- 3/22
Standard(s): 4.1.A Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.
M- No School
T- Pets Paragaph
W-No Group- Ag in the Classroom
Th- Pets Paragraph
F- Pets Paragraph
Standard(s): 4.1.A Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.
M- No School
T- Pets Paragaph
W-No Group- Ag in the Classroom
Th- Pets Paragraph
F- Pets Paragraph
Week #26 Date 3/11- 3/15
Standard(s): L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic. RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M- Read pages 25-30 in Text Collection. Use the words transport, summons, represent and practical in a sentence. Answer the following question using details to support your opinion: What lesson has Poseidon learn by the the end of the myth?
T- Incentive Day-bring treats.
W-
Th- No School
F- No School
Standard(s): L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic. RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M- Read pages 25-30 in Text Collection. Use the words transport, summons, represent and practical in a sentence. Answer the following question using details to support your opinion: What lesson has Poseidon learn by the the end of the myth?
T- Incentive Day-bring treats.
W-
Th- No School
F- No School
Week #25 Date 3/4- 3/8
Standard(s): L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic. RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. .L.4.5.C Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
M-Read pages 11-16. Use the words aimlessly, debris, emerged, casual, precaution in a sentence. Answer the following questions: Describe the setting at the beginning of page 11. How did the people react to the earthquake? How did the aftershock change the community? Did it change the setting? Use text evidence in your response.
T- Read pages 16-20. Use the words unrecognizable, massive, intact and suggestion in a sentence. Answer the following questions: Should Jacob take the man's advice and start asking people in the street about his family? Why or why not? Use examples from the text to support your ideas. Write an opinion paragraph about whether you think Jacob displays qualities of bravery. Explain why or why not? Use details and evidence from the text to support your opinion.
W- Read pages 21-24. Use the words balancing, queasy and grimacing in a sentence. Read pages 21-24. Answer the following questions: Should Jacob have taken a more active role in helping rescue people from the collapsed buildings? Why or why not? Use text evidence to support your ideas. Compare and contrast the words, sightseers, onlookers and spectators. How are these synonyms used in the text, but in different ways?
Th- Write a paragraph about your favorite food. Use sensory language. Organize your ideas into a t-chart first. Don't forget that a good paragraph has an introduction, details and a conclusion that restates the main idea.
F- Continue work on paragraph from yesterday. Do your sentences make sense?
Standard(s): L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic. RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. .L.4.5.C Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
M-Read pages 11-16. Use the words aimlessly, debris, emerged, casual, precaution in a sentence. Answer the following questions: Describe the setting at the beginning of page 11. How did the people react to the earthquake? How did the aftershock change the community? Did it change the setting? Use text evidence in your response.
T- Read pages 16-20. Use the words unrecognizable, massive, intact and suggestion in a sentence. Answer the following questions: Should Jacob take the man's advice and start asking people in the street about his family? Why or why not? Use examples from the text to support your ideas. Write an opinion paragraph about whether you think Jacob displays qualities of bravery. Explain why or why not? Use details and evidence from the text to support your opinion.
W- Read pages 21-24. Use the words balancing, queasy and grimacing in a sentence. Read pages 21-24. Answer the following questions: Should Jacob have taken a more active role in helping rescue people from the collapsed buildings? Why or why not? Use text evidence to support your ideas. Compare and contrast the words, sightseers, onlookers and spectators. How are these synonyms used in the text, but in different ways?
Th- Write a paragraph about your favorite food. Use sensory language. Organize your ideas into a t-chart first. Don't forget that a good paragraph has an introduction, details and a conclusion that restates the main idea.
F- Continue work on paragraph from yesterday. Do your sentences make sense?
Week #24 Date 2/25- 3/1
Standard(s): L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic. RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M- No Mrs. Jerke
T- Reread pages 5-8. How do dogs communicate with people? Draw inferences from the text, and use examples to support your answer. Write complete sentences for tense, coaxed, agitated and frantic.
W- No group- Music practice.
Th- No Mrs. Jerke
F- Read pages 9-10. Use the words realized, stampeded and careened in a sentence. List one example of figurative. How does the author's use of figurative language make you want to read on? Compare and contrast the setting before the earthquake and after the earthquake.
Standard(s): L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic. RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M- No Mrs. Jerke
T- Reread pages 5-8. How do dogs communicate with people? Draw inferences from the text, and use examples to support your answer. Write complete sentences for tense, coaxed, agitated and frantic.
W- No group- Music practice.
Th- No Mrs. Jerke
F- Read pages 9-10. Use the words realized, stampeded and careened in a sentence. List one example of figurative. How does the author's use of figurative language make you want to read on? Compare and contrast the setting before the earthquake and after the earthquake.
Week #23 Date 2/18- 2/22
Standard(s): L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic. RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M- No School
T- What key words does the author use to explain how a seismograph works?
W- Use the words violent, vertical, detect and immense in sentences. Answer the following questions in complete sentences. Give four details that help explain the event of the San Francisco Earthquake that happened in 1906. Remember to give evidence for each answer.
Th- Reread page 18. What factors must scientists consider when comparing the size of two earthquakes?
F- Reread the final paragraph on p. 20 and on p. 23. What 2 events does the author compare?
Standard(s): L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic. RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M- No School
T- What key words does the author use to explain how a seismograph works?
W- Use the words violent, vertical, detect and immense in sentences. Answer the following questions in complete sentences. Give four details that help explain the event of the San Francisco Earthquake that happened in 1906. Remember to give evidence for each answer.
Th- Reread page 18. What factors must scientists consider when comparing the size of two earthquakes?
F- Reread the final paragraph on p. 20 and on p. 23. What 2 events does the author compare?
Week #22 Date 2/11- 2/15
Standard(s): W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience .W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
M- Continue to work on Questions from Night Visitors.
T- Continue to work on Questions from Night Visitors.
W- Continue to work on Questions from Night Visitors.
Th- Continue to work on Questions from Night Visitors.
F- No School
Standard(s): W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience .W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
M- Continue to work on Questions from Night Visitors.
T- Continue to work on Questions from Night Visitors.
W- Continue to work on Questions from Night Visitors.
Th- Continue to work on Questions from Night Visitors.
F- No School
Week #21 Date 2/4- 2/8
Standard(s): RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic. W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience .W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
M- Read Chapters 1-3 in Night Visitors. Amelia noticed some strange, mysterious things that happened in Ch 1. List four of them using complete sentences.
T- Historical fiction relies on historical facts and details. Give five things that could be considered a historical fact from Ch 2. Write in complete sentences and include the page #.
W- Chs 3-4: Why do you think that Samuel asked his teacher about the Underground Railroad? How do you think that Amelia felt when she heard that question? How did Mr. Simpson react to the question? If you were Amelia, would you have wanted to know this important family secret? Why or why not? What does the title of this chapter refer to? What was the advantage of sending Samuel instead of Amelia? Do you think they should have sent Samuel with the “Precious Potatoes?” Explain why or why not.
Th- Snow Day
F- Chs 5-6: Should the girls be allowed to go to the speech given by Wendell Phillips? Explain why or why not. An historical figure is a person who represents somebody from history. Is Wendell Phillips an historical figure? Explain why or why not. Think about a trip you’ve been on with your family. Write a paragraph that compares and contrasts that trip to the trip the Turner family went on. Be sure to include some parts that are similar as well as some things that are different.
Standard(s): RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic. W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience .W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
M- Read Chapters 1-3 in Night Visitors. Amelia noticed some strange, mysterious things that happened in Ch 1. List four of them using complete sentences.
T- Historical fiction relies on historical facts and details. Give five things that could be considered a historical fact from Ch 2. Write in complete sentences and include the page #.
W- Chs 3-4: Why do you think that Samuel asked his teacher about the Underground Railroad? How do you think that Amelia felt when she heard that question? How did Mr. Simpson react to the question? If you were Amelia, would you have wanted to know this important family secret? Why or why not? What does the title of this chapter refer to? What was the advantage of sending Samuel instead of Amelia? Do you think they should have sent Samuel with the “Precious Potatoes?” Explain why or why not.
Th- Snow Day
F- Chs 5-6: Should the girls be allowed to go to the speech given by Wendell Phillips? Explain why or why not. An historical figure is a person who represents somebody from history. Is Wendell Phillips an historical figure? Explain why or why not. Think about a trip you’ve been on with your family. Write a paragraph that compares and contrasts that trip to the trip the Turner family went on. Be sure to include some parts that are similar as well as some things that are different.
Week #20 Date 1/28- 2/1
Standard(s): RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic. RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
M- Reading Analysis- Using evidence from the text, answer the following questions using pages 65-69 of the story called John Henry. What sentence shows the railroad bosses' motivation to try to hire John Henry? What lines of dialogue shows why John Henry helped the steel drivers keep their jobs by doing their work after they collapsed? What was John Henry's boss' motivation for wanted John Henry to compete against the steam drill?
T- Early Release
W- No School
Th- No Group (testing in classroom)
F- Write opinion paragraphs on the Tall Tales you've been reading about the past 2 weeks.
Standard(s): RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic. RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
M- Reading Analysis- Using evidence from the text, answer the following questions using pages 65-69 of the story called John Henry. What sentence shows the railroad bosses' motivation to try to hire John Henry? What lines of dialogue shows why John Henry helped the steel drivers keep their jobs by doing their work after they collapsed? What was John Henry's boss' motivation for wanted John Henry to compete against the steam drill?
T- Early Release
W- No School
Th- No Group (testing in classroom)
F- Write opinion paragraphs on the Tall Tales you've been reading about the past 2 weeks.
Week #19 Date 1/21- 1/25
Standard(s): RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic. W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
M- no School
T- Read pages 51-57 of Pecos Bill. Use the following vocabulary words in sentences: yarns, desolate, unsocialized, dazed and ignorant. How does the author describe the setting of the story? Use text details to support you thoughts. How does Peco Bill see himself? Use text evidence to support your answer.
W- Read pages 60-61 of Pecos Bill. How did the author describe the setting of the ranch? How did Peco's Bill end the drought? Find the simile about Peco's horse and write it down. How does the simile help to understand what was happening with Peco's horse?
Th- Work on Element paragraphs
F- Read pages 62-64 of Pecos Bill. Use the following vocabulary words in sentences: reverted, consequently and catastrophe. How does the author's word choice enhance the character descriptions in the story. Why do authors of tall tales use non-literal language, such as exaggeration?
Standard(s): RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic. W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
M- no School
T- Read pages 51-57 of Pecos Bill. Use the following vocabulary words in sentences: yarns, desolate, unsocialized, dazed and ignorant. How does the author describe the setting of the story? Use text details to support you thoughts. How does Peco Bill see himself? Use text evidence to support your answer.
W- Read pages 60-61 of Pecos Bill. How did the author describe the setting of the ranch? How did Peco's Bill end the drought? Find the simile about Peco's horse and write it down. How does the simile help to understand what was happening with Peco's horse?
Th- Work on Element paragraphs
F- Read pages 62-64 of Pecos Bill. Use the following vocabulary words in sentences: reverted, consequently and catastrophe. How does the author's word choice enhance the character descriptions in the story. Why do authors of tall tales use non-literal language, such as exaggeration?
Week #18 Date 1/14- 1/18
Standard(s): RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic. RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. .RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
M- Read pages 74-89 of How the Stars Fell into the Sky. Use the following vocabulary words in sentences: legend, impatiently, squatting, whine and deliberately. How do First Woman and First Man understand nature better. Use text evidence to support your thought. For each problem, give the solution from the text. Problem-People need to see the laws in writing. Problem-The wind will blow the laws written in the sand away. Problem-When the laws are written on water, they will disappear right away.
T- Take a paragraph from the story How the Stars Fell into the Sky. Ask learners: Where is the dialogue? Where would you put the quotation marks?
W- Use the following vocabulary words in sentences: disarray ad haste. Write a PARAGRAPH that compares and contrasts the actions of First Woman and Coyote. Explain how their actions let to the outcome of the story. Use text details to support your thoughts.
Th- Research idioms. Each learner writes what they think idioms are on the board. Discuss. Using a t-chart in their notebooks. learners will write and idiom on the left side and on the right side, write what it "really" means.
F- Snow Day
Standard(s): RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic. RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. .RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
M- Read pages 74-89 of How the Stars Fell into the Sky. Use the following vocabulary words in sentences: legend, impatiently, squatting, whine and deliberately. How do First Woman and First Man understand nature better. Use text evidence to support your thought. For each problem, give the solution from the text. Problem-People need to see the laws in writing. Problem-The wind will blow the laws written in the sand away. Problem-When the laws are written on water, they will disappear right away.
T- Take a paragraph from the story How the Stars Fell into the Sky. Ask learners: Where is the dialogue? Where would you put the quotation marks?
W- Use the following vocabulary words in sentences: disarray ad haste. Write a PARAGRAPH that compares and contrasts the actions of First Woman and Coyote. Explain how their actions let to the outcome of the story. Use text details to support your thoughts.
Th- Research idioms. Each learner writes what they think idioms are on the board. Discuss. Using a t-chart in their notebooks. learners will write and idiom on the left side and on the right side, write what it "really" means.
F- Snow Day
Week #17 Date 1/7- 1/11
Standard(s): RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic. RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
M- Read pages 22-31 of Why the Sea is Salty. Use the following vocabulary words in sentences: measuring, puzzled and eagerly. Answer questions 1-4. Find a sentence that shows 1st point of view from the text and change it to 3rd point of view.
T- Read pages 32-40 of Why the Sea is Salty. Use the following vocabulary words in sentences: wriggled, chuckled, plucked. Answer questions 1-4. How would you describe the Giant?(Use words from character trait list.) Why does the giant fling the people and salt into the sea? We know this book is a tall tale. Find text evidence that shows this book has characteristics of a tall tale and make statements for the following: Humorous Solution, Exaggeration of Person's Characteristics, Exaggeration of Action and Impossible Outcome.
W- No Group-STAR testing
Th- Selection Test for Why the Sea is Salty
F- DOL
Standard(s): RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic. RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
M- Read pages 22-31 of Why the Sea is Salty. Use the following vocabulary words in sentences: measuring, puzzled and eagerly. Answer questions 1-4. Find a sentence that shows 1st point of view from the text and change it to 3rd point of view.
T- Read pages 32-40 of Why the Sea is Salty. Use the following vocabulary words in sentences: wriggled, chuckled, plucked. Answer questions 1-4. How would you describe the Giant?(Use words from character trait list.) Why does the giant fling the people and salt into the sea? We know this book is a tall tale. Find text evidence that shows this book has characteristics of a tall tale and make statements for the following: Humorous Solution, Exaggeration of Person's Characteristics, Exaggeration of Action and Impossible Outcome.
W- No Group-STAR testing
Th- Selection Test for Why the Sea is Salty
F- DOL
Week #16 Date 12/31- 1/4
Standard(s): RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic.
M- No School
T- No School
W- No School
Th- read pages 5-13 in Why the Sea is Salty. Describe the setting with details from the text. Use the following vocabulary words in sentences: wounds, tastier, preserve and mined.
F- read pages 14-21 in Why the Sea is Salty. Use the words rough, chamber and crouching in sentences. Identify the problems.
On pages 15-16- Why does the father let his son go to the giant's island alone? On page 18- Why is the giant disappointed? Reread page 20- What does the child think about that makes him nervous. How do you know?
Standard(s): RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic.
M- No School
T- No School
W- No School
Th- read pages 5-13 in Why the Sea is Salty. Describe the setting with details from the text. Use the following vocabulary words in sentences: wounds, tastier, preserve and mined.
F- read pages 14-21 in Why the Sea is Salty. Use the words rough, chamber and crouching in sentences. Identify the problems.
On pages 15-16- Why does the father let his son go to the giant's island alone? On page 18- Why is the giant disappointed? Reread page 20- What does the child think about that makes him nervous. How do you know?
Week #15 Date 12/17- 12/21
Standard(s): W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
M- Pick a Tribe from last week's book. Brainstorm the tribe's natural resources on a t-chart and write key words (Ex. trees, animals, clay). On the right side of the t-chart, write sentences of how each natural resource was used. Begin putting the sentences into a paragraph with a topic sentence.
T- No Mrs. Jerke
W-
Th-
F- No Group
Standard(s): W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
M- Pick a Tribe from last week's book. Brainstorm the tribe's natural resources on a t-chart and write key words (Ex. trees, animals, clay). On the right side of the t-chart, write sentences of how each natural resource was used. Begin putting the sentences into a paragraph with a topic sentence.
T- No Mrs. Jerke
W-
Th-
F- No Group
Week #14 Date 12/10- 12/14
Standard(s): RI.4.2 Determine the main idea of a text and explain how it is supported by key details; L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic
M- Sioux Women performed many tasks. Use page 26 to find 4 tasks and write them on the web. Write sentences for the following vocabulary words: quill, social and custom. Horses helped the Sioux in many ways. Using evidence from the text, write about the ways that horses helped.
T- Write sentences for the following vocabulary words: irrigation and fashion. Use page 36 to determine the main idea of the multi-paragraphs. Write 4 details that support the main idea. Use evidence from the text.
W- Read page 40. Write down four details about the roles of men and women. Use complete sentences.
Th- Unit 2 Module B Assessment Three Native Nations
F- Write a Christmas paragraph
Standard(s): RI.4.2 Determine the main idea of a text and explain how it is supported by key details; L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic
M- Sioux Women performed many tasks. Use page 26 to find 4 tasks and write them on the web. Write sentences for the following vocabulary words: quill, social and custom. Horses helped the Sioux in many ways. Using evidence from the text, write about the ways that horses helped.
T- Write sentences for the following vocabulary words: irrigation and fashion. Use page 36 to determine the main idea of the multi-paragraphs. Write 4 details that support the main idea. Use evidence from the text.
W- Read page 40. Write down four details about the roles of men and women. Use complete sentences.
Th- Unit 2 Module B Assessment Three Native Nations
F- Write a Christmas paragraph
Week #13 Date 12/3- 12/7
Standard(s): RI.4.2 Determine the main idea of a text and explain how it is supported by key details; L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic
M- Read pgs 6-7 of Three Native Nations. Write several sentences about the different roles of men and women in the Haudenosaunee Nation. Use evidence from the text to support your answer. What is the main idea of the first paragraph on pg. 6? What details support the main idea?
T- Read ppg8-13 of Three Native Nations. Finish the sentence: Before the Europeans arrived, the alliance lived together peacefully. However, after the Europeans got there, Use evidence from the text. Write sentences for the following vocabulary words: clan, descendants and reservation. Find the words in the text and determine their meaning with help from the teacher.
W- No Mrs. Jerke
Th- Read the "Melting Pot" vs. "Salad Bowl" article. Answer questions 1-5. How can we help other cultures get along?
F-
Standard(s): RI.4.2 Determine the main idea of a text and explain how it is supported by key details; L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic
M- Read pgs 6-7 of Three Native Nations. Write several sentences about the different roles of men and women in the Haudenosaunee Nation. Use evidence from the text to support your answer. What is the main idea of the first paragraph on pg. 6? What details support the main idea?
T- Read ppg8-13 of Three Native Nations. Finish the sentence: Before the Europeans arrived, the alliance lived together peacefully. However, after the Europeans got there, Use evidence from the text. Write sentences for the following vocabulary words: clan, descendants and reservation. Find the words in the text and determine their meaning with help from the teacher.
W- No Mrs. Jerke
Th- Read the "Melting Pot" vs. "Salad Bowl" article. Answer questions 1-5. How can we help other cultures get along?
F-
Week #12 Date 11/26- 11/30
Standard(s): W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. RI.4.5
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
M- Read pages 103-111 from Northwest Coast People in Text Collection. Write sentences to go with the words contact, heritage, possession and abundance. Write a paragraph that tells about what life was like for the Northwest Coast People.
T- Continue work from yesterday.
W- Read pages 112-117 from Northwest Coast People in Text Collection. Write sentences to go with the words significant, activists and traditional. Identify the cause of events on page 114.
Th- Finish up work from this past week.
F- Pearson Realize- Take quiz on the Northwest People
Standard(s): W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. RI.4.5
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
M- Read pages 103-111 from Northwest Coast People in Text Collection. Write sentences to go with the words contact, heritage, possession and abundance. Write a paragraph that tells about what life was like for the Northwest Coast People.
T- Continue work from yesterday.
W- Read pages 112-117 from Northwest Coast People in Text Collection. Write sentences to go with the words significant, activists and traditional. Identify the cause of events on page 114.
Th- Finish up work from this past week.
F- Pearson Realize- Take quiz on the Northwest People
Week #11 Date 11/19- 11/24
Standard: RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
M- Read pages 13-23 from The Longest Night. Write sentences to go with the words retrieved, endured, ritual and tribute.
T- Read pages 24-29 from the Longest Night. Write sentences to go with the words ancestors, recoiled, obstacle and serpent. Write about the details the author used to help you visualize what the snake was doing.
W- Read pages 29-to end of the book. Write sentences to go with 8 vocabulary words-vigorously, futile, prey, predators, lumbered, gazed, forgaged and arrogant.
Th- No School
F- No School
Standard: RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
M- Read pages 13-23 from The Longest Night. Write sentences to go with the words retrieved, endured, ritual and tribute.
T- Read pages 24-29 from the Longest Night. Write sentences to go with the words ancestors, recoiled, obstacle and serpent. Write about the details the author used to help you visualize what the snake was doing.
W- Read pages 29-to end of the book. Write sentences to go with 8 vocabulary words-vigorously, futile, prey, predators, lumbered, gazed, forgaged and arrogant.
Th- No School
F- No School
Week #10 Date 11/12- 11/16
Standard: W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
M- No Mrs. Jerke
T- Read pages 4-7 from The Longest Night. Write sentences to go with the words, triumph, warrior, quest and sacred. Write a paragraph to support your opinion about Wind Runner's Quest using evidence from the text. Also, describe Wind Runner's character using evidence from the text.
W- Use shallow, raked and chanted in sentences. Also, write a opinion paragraph about why you think Wind Runner was uncomfortable. Use pages 11-15.
Th- No Mrs. Jerke
F- No School
Standard: W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
M- No Mrs. Jerke
T- Read pages 4-7 from The Longest Night. Write sentences to go with the words, triumph, warrior, quest and sacred. Write a paragraph to support your opinion about Wind Runner's Quest using evidence from the text. Also, describe Wind Runner's character using evidence from the text.
W- Use shallow, raked and chanted in sentences. Also, write a opinion paragraph about why you think Wind Runner was uncomfortable. Use pages 11-15.
Th- No Mrs. Jerke
F- No School
Week #9 Date 11/5- 11/9
Standard: RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.4.5.C Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
M- Learners take turns reading headings with paragraphs, captions and info boxes on pages 34-37 in the Text Collection. Partners come up with a question to ask the reader after they have read.
T- Use mission, legendary, reputation, portray and remains in sentences. Find synonyms and antonyms for 8 words from the text.
W- Use trenches, deformed and fragile in sentences. Read page 38. Pay special attention to the last paragraph. Determine the main idea of the paragraph and write it. Then determine 3 key details that support the main idea. Also, determine the closing sentence and write that as well.
Th- Continue work from yesterday.
F- Use depiction, ancestors, descendants and reconstruction in sentences. Then on pages 42 and 43, write 4 sentences that show what the scientists did to determine if the newly found skeleton was King Richard III's.
Standard: RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.4.5.C Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
M- Learners take turns reading headings with paragraphs, captions and info boxes on pages 34-37 in the Text Collection. Partners come up with a question to ask the reader after they have read.
T- Use mission, legendary, reputation, portray and remains in sentences. Find synonyms and antonyms for 8 words from the text.
W- Use trenches, deformed and fragile in sentences. Read page 38. Pay special attention to the last paragraph. Determine the main idea of the paragraph and write it. Then determine 3 key details that support the main idea. Also, determine the closing sentence and write that as well.
Th- Continue work from yesterday.
F- Use depiction, ancestors, descendants and reconstruction in sentences. Then on pages 42 and 43, write 4 sentences that show what the scientists did to determine if the newly found skeleton was King Richard III's.
Week #8 Date 10/29- 11/2
Standard: RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.4.2.C Use a comma before a coordinating conjunction in a compound sentence. L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic
M- rigid, contract, internal and shield- Use these words in a sentence. Encourage students to use 4th-grade sentences like they learned last week. Using page 14, write 3 details that support the Heading. Learners choose from two headings on that page.
T- Continue work from yesterday.
W- Learners take turns reading headings with paragraphs, captions and info boxes on pages 23-26 in the Text Collection. Partners come up with a question to ask the reader after they have read.
Th-
F- Learners use vessel, fused, atlas and knitted in a sentence. Choose 5 domain specific words on pages 26-31 and define them.
Standard: RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.4.2.C Use a comma before a coordinating conjunction in a compound sentence. L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic
M- rigid, contract, internal and shield- Use these words in a sentence. Encourage students to use 4th-grade sentences like they learned last week. Using page 14, write 3 details that support the Heading. Learners choose from two headings on that page.
T- Continue work from yesterday.
W- Learners take turns reading headings with paragraphs, captions and info boxes on pages 23-26 in the Text Collection. Partners come up with a question to ask the reader after they have read.
Th-
F- Learners use vessel, fused, atlas and knitted in a sentence. Choose 5 domain specific words on pages 26-31 and define them.
Week #7 Date 10/22- 10/26
M- Work on grammar and the parts of a sentence. Subject and Predicate.
T- Use each spelling word in a sentence. Add an adjective into each sentence.
W- No Mrs. Jerke
Th- Blend three sentences into 1 by using conjunctions.
F-
M- Work on grammar and the parts of a sentence. Subject and Predicate.
T- Use each spelling word in a sentence. Add an adjective into each sentence.
W- No Mrs. Jerke
Th- Blend three sentences into 1 by using conjunctions.
F-
Week #6 Date 10/15- 10/19
M- Continue comparison/contrast work on paragraphs from last week.
T- Using the Index, find 3 animals and include the following information to write a sentence about each animal: 1) What page number can you find the animal on? 2)Does your animal have an exoskeleton or an endoskeleton? 3) What did you learn about your animal?
W- End of Unit Assessment on Easy Bridge
Th- No Mrs. Jerke
F- Put 3 1st grade sentences into one sentence using or, and, but as well as proper Punctuation.
M- Continue comparison/contrast work on paragraphs from last week.
T- Using the Index, find 3 animals and include the following information to write a sentence about each animal: 1) What page number can you find the animal on? 2)Does your animal have an exoskeleton or an endoskeleton? 3) What did you learn about your animal?
W- End of Unit Assessment on Easy Bridge
Th- No Mrs. Jerke
F- Put 3 1st grade sentences into one sentence using or, and, but as well as proper Punctuation.
Week #5 Date 10/8- 10/12
M- No School
T- 4Z learners finish up their Alliteration and 4B learners finish finding and writing down 3-4 important facts from pages 6-10 in Skeletons book.
W- Read Fireworks. Using the words from the text with -ness, sive, tive, ist, Play Tic-Tac-Toe
Th- Read pages 17-19 in the book called Skeletons. Find the alliteration in the first paragraph on page 17. Find the alliteration on page 18 in the text box. On page 19 find the alliteration and tell why this helps you understand the text better.
F- Use these words in a sentence: sturdy, ancient, Using pages 20-24 of the book Skeletons, pick a sea creature and an animal that you read earlier in the book. Compare and contrast the two in paragraph form. Use google Docs.
M- No School
T- 4Z learners finish up their Alliteration and 4B learners finish finding and writing down 3-4 important facts from pages 6-10 in Skeletons book.
W- Read Fireworks. Using the words from the text with -ness, sive, tive, ist, Play Tic-Tac-Toe
Th- Read pages 17-19 in the book called Skeletons. Find the alliteration in the first paragraph on page 17. Find the alliteration on page 18 in the text box. On page 19 find the alliteration and tell why this helps you understand the text better.
F- Use these words in a sentence: sturdy, ancient, Using pages 20-24 of the book Skeletons, pick a sea creature and an animal that you read earlier in the book. Compare and contrast the two in paragraph form. Use google Docs.
Week #4 Date 10/1- 10/5
M- Read pg 5 of Skeletons. Determine what an endoskeleton is compared to an exoskeleton. Use evidence from the text. Also, use the following words in sentences: vulnerable, exposed, native. Read page 4. Determine the main idea and 3 details.
T- Read pgs 6-10 of Skeletons. Determine the genre. Use text features to determine the two types of joints and write about them.
W- Read pages 11-13 Write sentences for the following vocabulary words: ability, survive, spongy
Th- Do you think humans are more like Chimpanzees or cats? Write a paragraph explaining what you think and why. Use evidence from the text and text features to help you form your conclusion.
F- Read page 15 determine how the bat's bones helps the bat. Using a t-chart and pages 10-16, find a diagram or a text feature and write down key words for it as well as key words from the text on that page. 10-in-a-row incentive day- donuts!
M- Read pg 5 of Skeletons. Determine what an endoskeleton is compared to an exoskeleton. Use evidence from the text. Also, use the following words in sentences: vulnerable, exposed, native. Read page 4. Determine the main idea and 3 details.
T- Read pgs 6-10 of Skeletons. Determine the genre. Use text features to determine the two types of joints and write about them.
W- Read pages 11-13 Write sentences for the following vocabulary words: ability, survive, spongy
Th- Do you think humans are more like Chimpanzees or cats? Write a paragraph explaining what you think and why. Use evidence from the text and text features to help you form your conclusion.
F- Read page 15 determine how the bat's bones helps the bat. Using a t-chart and pages 10-16, find a diagram or a text feature and write down key words for it as well as key words from the text on that page. 10-in-a-row incentive day- donuts!
Week #3 Date 9/24- 9/28
M- Text Collection pages 5-8. Students find the Main Idea of paragraph 1 on page 5 and write 1 detail to support the main idea
T- Text Collection pages 8-11. Students find 3 Cause and Effect relationships between amphibians and the environment where they live.
W- Compare and Contrast the past three stories Porpoises in Peril, Mary Anning and Amphibians in Danger. Record characters, the problem and ask one question for all three books.
Th- Read the Article about Animal Communication and answer questions.
F- No Mrs. Jerke
M- Text Collection pages 5-8. Students find the Main Idea of paragraph 1 on page 5 and write 1 detail to support the main idea
T- Text Collection pages 8-11. Students find 3 Cause and Effect relationships between amphibians and the environment where they live.
W- Compare and Contrast the past three stories Porpoises in Peril, Mary Anning and Amphibians in Danger. Record characters, the problem and ask one question for all three books.
Th- Read the Article about Animal Communication and answer questions.
F- No Mrs. Jerke
Week #2 Date 9/17- 9/21
M- Work from the Classroom
T- Work from the Classroom
W- Work from the Classroom
Th- Work from the Classroom
F- Work from the Classroom
M- Work from the Classroom
T- Work from the Classroom
W- Work from the Classroom
Th- Work from the Classroom
F- Work from the Classroom
Week #1 Date 9/10- 9/14
Standard: RF.4.4 Read with sufficient accuracy and fluency to support comprehension. RF.4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
M- 1st Day- Play M&M Game. Go Over Classroom Expectations and start setting up Data Folders.
T- Work on Language Arts Worksheets
W- Crack the Growth Mindset Emoji Code
Th- Play the Dictionary game using descriptive words
F- Use sulked and exposed in sentences. Read pages 8 and 9 of Mary Anning. What did you read about that helps you understand Mary's life? Do this in Google Docs.
Standard: RF.4.4 Read with sufficient accuracy and fluency to support comprehension. RF.4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
M- 1st Day- Play M&M Game. Go Over Classroom Expectations and start setting up Data Folders.
T- Work on Language Arts Worksheets
W- Crack the Growth Mindset Emoji Code
Th- Play the Dictionary game using descriptive words
F- Use sulked and exposed in sentences. Read pages 8 and 9 of Mary Anning. What did you read about that helps you understand Mary's life? Do this in Google Docs.