Ricardo Richards Elementary

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Week of May 09, 2016

Day Language Arts Reading Mathematics

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Standards: 4.L.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

Objectives: Student will be able to: 1. introduced synonyms and antonyms. 2. identify synonyms and antonyms within sentences.

Procedures:

1. Introduce synonyms and antonyms.

2. Read sentences and identify the synonyms and antonyms. RCC 318

Assessment: Identify synonyms and antonyms. RCC 318

Standards: RL.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject

knowledgeably. SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

Objectives: Students will learn how to use two sources that tell about a single topic and to how to combine facts into a written paragraph.

Procedures: (I Do) Perform a read aloud. Use the prompts on (Teacher's Edition-RCC222) to tap students' prior knowledge about ever having to combine answers from various people to get a more complete picture about a situation.

-(We Do) Follow the "Step by Step"

procedures on TE/RCC223. Explain that two websites about the same topic will often include different information about the same topic.

-Explain to students that one way the

information can be combined is to start with the information about long ago.

-While displaying the first and second sentences of the paragraph in the table, point out how the information was combined from the first two bulleted points in the table.

-Remind students that they can't copy the information. They have to put what they find into their own words. Continue to follow the "Step by Step" procedures on TE/RCC223. Small Reading Groups: (You Do) Students will read two leveled articles from Achieve 3000: "This Monster Needs Help" and "Water

Monsters." They will learn how to integrate these two sources to combine facts into a written paragraph about the near extinction of salamanders in New Mexico.

Standards: 4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.

Objectives: Students will be able to analyze data in a line plot.

Procedures:

Math Review (5 minutes)

1. Tell students that RCC p.250 models how to find the difference in the shortest and longest lengths of the earthworm lengths displayed on a line plot.

2. Have students read the problem at the top of the page.

3. Work through Explore It as a class. 4. Ask students to explain how to find the distance between each tick mark on the number line.

5. Make sure students understand that 4 1/2 is the same as 4 2/4.

6. Have students explain how to subtract the length of the shortest earthworm from the length of the longest earthworm.

7. Read Find Out More as a class.

8. Ask students to circle the whole numbers represented on the line plot. Then ask students to count the tick marks from 4 to 5.

9. Ask students to explain the relationship between 4 tick marks and the denominators of the fractions shown.

10. Ask students to count the number of fourths from 4 to 4 1/2. Point out that 4 1/ 2 is the same as 4 2/4.

11. Have a volunteer model how to subtract the fractions using the line plot.

12. Have students complete Reflect on p.251. Assessment: Reflect

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Day Language Arts Reading Mathematics

Assessment: Students' drafted paragraphs tue

Objectives: Student will be able to: 1. review synonyms and antonyms.

2. identify synonyms and antonyms within sentences.

Procedures:

1. Review synonyms and antonyms.

2. Read sentences and replace the underlined words with synonyms English Textbook H13 Assessment: Replace synonyms. English Textbook H13

Objectives: Students will read the first of two passages about Henry Hudson to gather information about his voyage.

Procedures: (I Do) Perform a read aloud. Review what students learned about combining information from two sources into a single text (Teacher's Edition-RCC224).

-Follow the "Step by Step" procedures on TE/ RCC224. Perform "Think Alouds" to

demonstrate a way of answering the questions.

-Have students complete the reason Henry Hudson's mission was important. Remind them to use details from the passage when writing their answer.

Small Reading Groups: (You Do) Students will read two leveled articles from Achieve 3000: "This Monster Needs Help" and "Water

Monsters." They will learn how to integrate these two sources to combine facts into a written paragraph about the near extinction of salamanders in New Mexico.

Assessment: Students' written paragraphs

Objectives: Students will be able touse a number line and fraction bars to represent data on a line plot.

Procedures:

1. Read the problem at the top of RCC p.252 as a class.

2. Read Model It. Have a volunteer explain why a number line divided into eighths should be used to represent the data. 3. Read Picture It.

4. Have a volunteer explain how to use the fraction bars to show 1/2=2/4=4/8.

5. Read Connect It as a class.

6. Have students explain their answer to problem 5.

7. Ask them if there is a way to make a line plot without writing all of the fractions as eighths.

8. Have students complete Try It on p.253. Extension

- Ask students to draw three line segments, one above another. Each line should be 4 inches long, with about 1 inch of space between the segments.

- On the first line segment, direct students to label tick marks between 0 and 4 by counting by halves.

- On the second line segment, have students label tick marks between 0 and 4 by counting by fourths.

- On the third segment, have students label tick marks between 0 and 4 by counting by eighths.

- Discuss how the segments show equivalent fractions. Point out to students that they can keep this model handy for finding equivalent fractions for denominators of halves, fourths, and eighths.

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Day Language Arts Reading Mathematics Assessment: Try It

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Objectives: Student will be able to: 1. review synonyms and antonyms.

2. identify synonyms and antonyms within sentences.

Procedures:

1. review synonyms and antonyms.

2. Read sentences and identify the synonyms and antonyms. RCC 319

Assessment: Identify synonyms and antonyms. RCC 319

Objectives: Students read a second passage about Henry Hudson. They will use

information from both passages to explain why Hudson undertook his voyages.

-(We Do) Follow the "Step by Step" procedures on TE/RCC225.

-After, have students answer the question using at least one detail from each of the two passages, in their answers.

-Finally, have students discuss the

difference between describing and explaining events. (RCC225).

Small Reading Groups: (You Do) Students will read two leveled articles from Achieve 3000: "Bees: Don't Buzz Off" and "The Buzz About Bees." They will learn how to integrate these two sources to combine facts into a written paragraph about why so many honeybees are dying off.

Assessment: Students' drafted paragraphs

Objectives: Students will be able touse a picture and an expression to solve an addition problem involving fractional data presented on a line plot.

Procedures:

2. Read Picture It. Ask students what operation should be used to solve this problem.

3. Have a volunteer explain how to find the total length.

4. Read Model It.

5. Remind students that to add the

fractions, they need to write each fraction with the same denominator, and then add the numerators.

6. Ask, What denominator can be used to add the fractions?

8. Have students explain their answer to problem 7. Ask why the denominator of 8 should be used to add the fractions. 9. Ask, What is the sum of the whole numbers?

10. Ask, What is the sum of the fractions? How can you write this as a mixed number? 11. Have students explain how they found the sum for problem 8.

12. Have students complete Try It. Assessment: Try It

thu Standards: 4.W.2 Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. Objectives: Students will be able to: 1. introduce explanation writing. 2. introduce parts of an explanation. Procedures:

1. Introduce explanation writing.

knowledgeably. SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and

Objectives: Students will be able touse a picture and a number line to solve a problem involving subtracting data on a line plot.

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Day Language Arts Reading Mathematics 2. Introduce parts of an explanation writing

. Common Core Writing Handbook 56

Assessment: Parts on an explanation writing. Common Core Writing Handbook 56

expressing their own clearly.

Objectives: Students will read two passages about Antarctica two times.

-(We Do) Follow the "Step by Step"

procedures on TE/RCC226. Students will read both passages silently and then ask them questions to check their comprehension after the first reading.

-Before the second reading, remind students to close read and to use the Study Buddy to help them.

-Finally, have students answer the questions on RCC233, using the information from both passages to write their responses.

Small Reading Groups: (You Do) Students will read two leveled articles from Achieve 3000: "Bees: Don't Buzz Off" and "The Buzz About Bees." They will learn how to integrate these two sources to combine facts into a written paragraph about why so many honeybees are dying off.

Assessment: Students'written paragraphs

Procedures:

2. Read Picture It. Ask students to find the longest and shortest lengths on the line plot and match them to the measurements shown in the bar model.

3. Have a volunteer explain how to find the difference in the lengths of the longest and shortest dragonflies.

4. Read Model It.

5. Have a volunteer explain how to use the number line to solve this problem.

6. Ask students why the number line show jumps of eighths.

8. Have students explain their answer to problem 16. Ask them to explain how to subtract the fractions.

9. Ask students to explain how they can check their answer.

10. Invite volunteers to describe which method they prefer to use to subtract

fractions (number lines, fraction bars, line plots, fraction circles, other) and explain why they prefer that method.

11. Have students complete Try It. Assessment: Try It

fri Standards: 4.W.2 Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. Objectives: Students will be able to: 1. review explanation writing.

2. review parts of an explanation writing. 3. write an explanation about an important event in history.

Procedures:

1. Review explanation writing.

2. Review parts of an explanation writing . Common Core Writing Handbook 57

3. Write an explanation piece about an important event in history. Common Core Writing Handbook 57

Objectives: Students independently readtwo informational passagesand answer questions in a format that provides test practice. Procedures: (I Do) Perform a read aloud.

Objectives: Students will be able to - solve problems involving adding and subtracting fractions from data on a line plot.

- use data from line plots to solve problems that might appear on a mathematics test. Procedures:

(Math Review 5 minutes)

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Day Language Arts Reading Mathematics Assessment: Write an explanation writing

piece. Common Core Writing Handbook 57

Review what students learned about how to integrate information from two texts (Teacher's Edition-RCC228).

-Remind students to underline, circle, and to indicate important information, as they read it on RCC234-235. Tell students to use what they have learned about comparing the forms of literature.

(You Do) After reading, students will answer the questions on pages RCC235-236.

Assessment: Common Core Test: Lesson24 RCC234-236

p. 258-259 individually and label units in their calculations.

2. When students have completed each problem, have them Pair/Share to discuss their solutions with a partner or in a group.

3. Have students complete Common Core Practice on p.260-261.

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Day Science Social Studies Handwriting Spelling mon Standards: 4-LS1-1. Construct

an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and

reproduction.

Objectives: Students will be able to describe how to use a chart to classify a set of objects.

Procedures:

1. Preview the activity on p. 34 and the materials with students.

2. Facilitate a discussion about students' experiences identifying an unknown tree. Record students' responses. 3. Guide students through the directions in the

Classification Chart. 4. Show students how to use the chart by applying the steps to identify an actual leaf.

5. Invite students to answer the Investigate question at the beginning

of the activity.

6. Use explain your results questions to help students review evidence and develop explanations. Give students an opportunity to reflect on the data, or evidence, they have collected in the

investigation.

7. Have students use the evidence gathered to develop their explanations.

Assessment:Explain Your Results

Standards:

Objectives: Science is being taught.

Procedures: Assessment:

Students will practice the writing positions and practice writing under curve lettersV and Z. Handwriting will be practiced throughout daily lessons.

*************INTERVENTION************ Students will use online and teacher made resources as a means of

intervention and enrichment to assist with daily lessons. Activities will be rotated based on needs.

Online resources will include: i-ready.com www.achieve3000.com www.edmodo.com www.spellingcity.com ixl.com Standards:

RL.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

RL.4.1:Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

4.L.5.b Recognize and explain the meaning of common idioms, adages, and proverbs.

4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. L.4.2d Spell grade-appropriate words correctly, consulting references as needed.

Objectives: Students will be able to: 1. read articles about and apply close reading strategies.

2. solve addition and subtraction problems by using a line plot. 3. use and write spelling words to complete different activities and games.

Standards: L.4.2d Spell grade-appropriate words correctly, consulting references as needed.

Objectives: Students will spell words with the VCCV pattern.

Procedures: Say each boldfaced word, read the sentence in TE (Lesson 23), and then repeat the word.

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Day Science Social Studies Handwriting Spelling 4. combine information from two

different texts on the same topic. 5. complete individualized lessons on i-ready in preparation for the

Smarter Balanced Assessment. Procedures:

1. Complete Achieve 3000 article. Apply close reading strategies. Complete question activity.

2. Complete Snapshot Activity based on combining two different texts on the same topic on Edmodo.

3. Complete Snapshot Activity based on making a line plot that's displays data in fractional units on Edmodo. 4. Complete spelling activities and games on Spelling City.

5. Complete individualized activity on i-ready.

6. Review Smarter Balanced Practice Test.

Assessment: Completion of online and teacher made activities.

tue Standards: 4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and

reproduction.

Objectives: Students will be able to answer questions about Chapter 1.

Procedures:

1. Review vocabulary and key concepts in Chapter 1. 2. Have students complete Chapter 1 Review and Test Prep on p.38-39.

3. Have students complete a Promethean Board activity as a review.

Assessment:Chapter 1 Review and Test Prep

Standards:

Objectives: Students will spell words with the VCCCV pattern.

Procedures: Teach the

principle: Write hundred and

single on the board. Guide

students to identify the VCCCV pattern in each word. ( u-n-d-r-e; i-n-g-l-e)

-Practice/Apply: Guide

students to identify the VCCCV patterns in the remaining spelling words and to categorize the words. Assessment: Practice Book p.316

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Day Science Social Studies Handwriting Spelling RL.4.1:Refer to details and examples

in a text when explaining what the text says explicitly and when drawing inferences from the text.

4. combine information from two different texts on the same topic. 5. complete individualized lessons on i-ready in preparation for the

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Day Science Social Studies Handwriting Spelling wed Standards: 4-LS1-1. Construct

an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and

reproduction.

Objectives:Students will be able to answer questions about Chapter 1.

Procedures:

1. Do a Quick Review in preparation for test.

2. Administer Chapter 1 Test. Assessment:Chapter 1 Test

Standards:

Procedures: Students will do a word sort. Follow the model in TE (Lesson 24). Have students sort the spelling words into two categories according to the VCC/CV and VC/CCV patterns.

Assessment: Practice Book p.317

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thu Social Studies is taught on this day.

Standards: Objectives:

1. identify major allies of the world.

2. identify major trading partners of the United States. Procedures:

1. Review vocabulary. 2. Build on what you know: Knowing that different people can work together for a common goal. Textbook 348

3. Read and discuss United States Allies. TE 348 4. Read and discuss Trading Partners. TE 350

5. Complete Practice Book 61 Assessment: Practice Book 61

Procedures: Teach Antonyms. Follow the steps in TE for Lesson 24. In pairs, have students use a dictionary or an electronic resource to look up each word in the dictionary to find each meaning. Then have them think of any antonym for each word.

Assessment: Students' written lists of antonyms

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Day Science Social Studies Handwriting Spelling RL.4.1:Refer to details and examples

in a text when explaining what the text says explicitly and when drawing inferences from the text.

4. combine information from two different texts on the same topic. 5. complete individualized lessons on i-ready in preparation for the

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Day Science Social Studies Handwriting Spelling fri Social Studies is taught on

this day.

Standards: Objectives:

1. Describe the purpose of the United Nations and the United States relationship to it. 2. identify the importance od nongovernmental organizations. Procedures:

1. Review vocabulary. 2. Build on what you know: Knowing that importance of having ways for settling disagreements. Textbook 354 3. Read and discuss Nations Work Together. TE 354 4. Read and discuss People Work Together. TE 354

5. Complete Practice Book 62 Assessment: Practice Book 62

Procedures: Proofread for spelling. Students will circle the misspelled words in a passage. Then they will rewrite the words with the correct spelling.

Assessment: Practice Book p.318

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