Grade 4 Family Resources - Clover Park School District

Grade 4Family ResourcesWeek 10May 27 – June 2, 2020

EnglishLanguageArts

English Language Arts At-Home LearningLearning SummaryReach for Reading Unit 8 BIG Question: What’s worth protecting?4th GradeWeek 10New LearningWord WorkDuring this 10th week of at home learning, 4th graders will move into the final unit oftheir Reach for Reading curriculum. This launch into Unit 8, Saving a Piece of the World,provides students the opportunity to carefully analyze a variety of literary elements, asthey contemplate the preservation of important things. Students will read a historicalfiction story titled, “Buffalo Music” by Tracey Fern. Students will work to analyzecharacter goals, setting, story events and final outcome. Lastly, fourth graders willcontinue to demonstrate understanding of social studies and academic vocabulary.Task 1: Turn to page 493 in your Reach for Reading text. Make a 4-Corner Vocabulary Organizer for the five Social Studies Key Words onthe page. Include the following for each word:o Give a non-exampleo Give an exampleo Write the definition in your own wordso Elaborate (write anything else you know about the word) Use a blank sheet to recreate the 4 Corners chart from the organizer menu.Task 2:Note: This task is best completed after reading “Buffalo Music.” Turn to page 514 and read the section mid-page called, Write About It.o What is something in nature that you believe in protecting?o Write about your idea.o Include at least 7 of the Key Words listed at the top of the page, showing thatyou know how to use them correctly in context. Use a blank sheet of paper to record your response.Text: “Buffalo Music” by Tracey FernReadingComprehension/ReaderResponseTask 1: Turn to page 498 and review the information in, Read a Story. Think carefullyabout historical fiction genre and importance of setting as you prepare to read. Next, read the first half of “Buffalo Music” on pages 499 – 507. Respond to Reading:o Based on today’s reading, how would you describe Molly? Think carefully asyou examine her words, thoughts, and actions.o Cite at least three specific text details that support your character analysis.o What is Molly’s ultimate goal and how will she try to achieve it? Recreate an organizer from the menu or use blank paper to record yourresponses.Task 2: Read the second half of “Buffalo Music” on pages 508 – 512. Respond to Reading:oWhat events lead to the outcome of Molly’s goal? Was she successful?4th Grade Week 10

oIndependentReading Explain how and why the setting in Palo Duro Canyon changed over time.Reference specific text details that support your response.Recreate an organizer from the menu or use blank paper to record your work. Read for an additional 20 to 30 minutes each day.Unit 4: “The Literary Essay: Writing About Fiction” (Opinion)WritingTask 1: Reflect on your notes and organizers from the previous weeks. Using what you know about your topic, write an introductory paragraph for youropinion essay using the paper below. Be sure to:o Begin with a hook to draw in your reader. This could be: An interesting question OR A surprising fact OR Some background informationo End with your claim (taken from last week’s graphic organizer)Task 2: Now write the remainder of your draft! Remember to include 5 paragraphso Introduction (already written)o 3 body paragraphs (one for each reason)o Conclusion Your draft should also include:o Transitions between body paragraphs (i.e. in addition to, also, another)o Phrases to introduce evidence (i.e. for example, one time, for instance)OtherMyNGconnect.com Follow on-line resources for myngconnect.com (elementary) Login to Unit 8 Week 1 Vocabulary Activities4th Grade Week 10

Draft Paper for WritingExample: HOOK: Did you know that the makers of the movie Frozen used their real–life childrenas inspiration for Anna and Elsa’s movements? They wanted the sister relationship to look asreal as possible because it was an important part of the theme of the movie. There’s a lot thatAnna and Elsa go through, but they are always by each other’s side, no matter what. This isimportant to remember in real life. CLAIM: Even if your brother or sister are annoying, youshould appreciate them for who they are like Elsa and Anna in Frozen.4th Grade Week 10

4th Grade Week 10

StudentswithIndividualEducationalPlans

Individualized Education Plan (IEP) – English Language Arts At-Home LearningLearning SummaryReach for Reading Unit 8 BIG Question: What’s worth protecting?4th GradeWeek 10New LearningDuring this 10th week of at home learning, 4th graders will move into the final unitof their Reach for Reading curriculum. This launch into Unit 8, Saving a Piece ofthe World, provides students the opportunity to carefully analyze a variety ofliterary elements, as they contemplate the preservation of important things.Students will read a historical fiction story titled, “Buffalo Music” by Tracey Fern.Students will work to analyze character goals, setting, story events and finaloutcome. Lastly, fourth graders will continue to demonstrate understanding ofsocial studies and academic vocabulary.For our students with Individualized Education Plans (IEPs) we have included a list ofaccommodations for you to use. Feel free to choose the accommodation from the listthat best supports your student. The accommodations appear after every task, andare meant to support the learning for that specific task. Please note anyaccommodations in your student’s IEP that are not listed below may be used as well.Task 1: Turn to page 493 in your Reach for Reading text.Make a 4-Corner Vocabulary Organizer for the five Social StudiesKey Words on the page. Include the following for each word: Give a non-exampleGive an exampleWrite the definition in your own wordsElaborate (write anything else you know about the word)Use a blank sheet to recreate the 4 Corners chart from the organizermenu.Word WorkAccommodations for students with IEPs:1. Read aloud: For students who have difficulty accessing the text –An adult may read the passage to the student.2. Scribe: For students who have difficulty with writing – thestudent may verbally respond while an adult writes theirresponse on their paper.3. Break work into manageable chunks: This allows students tocomplete this task over an extended period of time. Have yourstudent complete the first step. Allow for a break. After thebreak is complete, have your student complete the second step.Repeat this process until all steps are complete.4. Shortened Assignment: Have you student write the definitiononly. Forgo the example and non-example.Grade 4 Week 10

Individualized Education Plan (IEP) – English Language Arts At-Home LearningTask 2:Note: This task is best completed after reading “Buffalo Music.” Turn to page 514 and read the section mid-page called, Write AboutIt. What is something in nature that you believe in protecting? Write about your idea. Include at least 7 of the Key Words listed at the top of the page,showing that you know how to use them correctly in context. Use a blank sheet of paper to record your response.Accommodations for students with IEPs:1. Read aloud: For students who have difficulty accessing the text –An adult may read the passage to the student.2. Scribe: For students who have difficulty with writing – thestudent may verbally respond while an adult writes theirresponse on their paper.Text: “Buffalo Music” by Tracey FernTask 1: Turn to page 498 and review the information in, Read a Story. Thinkcarefully about historical fiction genre and importance of setting as youprepare to read. Next, read the first half of “Buffalo Music” on pages 499 – 507. Respond to Reading:ReadingComprehension/Reader Response Based on today’s reading, how would you describe Molly? Thinkcarefully as you examine her words, thoughts, and actions. Cite at least three specific text details that support your characteranalysis. What is Molly’s ultimate goal and how will she try to achieve it? Recreate an organizer from the menu or use blank paper to recordyour responses.Accommodations for students with IEPs:Grade 4 Week 10

Individualized Education Plan (IEP) – English Language Arts At-Home Learning1. Read aloud: For students who have difficulty accessing the text –An adult may read the passage to the student.2. Scribe: For students who have difficulty with writing – thestudent may verbally respond while an adult writes theirresponse on their paper.3. Break work into manageable chunks: This allows students tocomplete this task over an extended period of time. Have yourstudent respond to the first question. Have student write, or scribe,for them. Provide a break if needed. After the break, complete thesecond question.Task 2: Read the second half of “Buffalo Music” on pages 508 – 512.Respond to Reading: What events lead to the outcome of Molly’s goal? Was shesuccessful? Explain how and why the setting in Palo Duro Canyon changed overtime. Reference specific text details that support your response. Recreate an organizer from the menu or use blank paper to recordyour work.Accommodations for students with IEPs:1. Read aloud: For students who have difficulty accessing the text –An adult may read the passage to the student.2. Scribe: For students who have difficulty with writing – thestudent may verbally respond while an adult writes theirresponse on their paper.3. Break work into manageable chunks: This allows students tocomplete this task over an extended period of time. Have yourstudent respond to the first question. Have student write, or scribe,for them. Provide a break if needed. After the break, complete thesecond question. Read for an additional 20 to 30 minutes each day.IndependentReadingAccommodations for students with IEPs:Grade 4 Week 10

Individualized Education Plan (IEP) – English Language Arts At-Home Learning1. Choose an independent reading level text. Ask your student questions abouttheir reading to check for understanding. Engaging with your student abouttheir reading can increase their interest in reading.Unit 4: “The Literary Essay: Writing About Fiction” (Opinion)Task 1: Reflect on your notes and organizers from the previous weeks.Using what you know about your topic, write an introductoryparagraph for your opinion essay using the paper below. Be sure to: Begin with a hook to draw in your reader. This could be: An interesting question ORA surprising fact ORSome background information End with your claim (taken from last week’s graphicorganizer)Accommodations for students with IEPs:Writing1. Scribe: For students who have difficulty with writing and choose to write asentence using the vocabulary word – the student may verbally respondwhile an adult writes their response on their paper.2. Verbal responses: Rather than writing responses, have students stateanswers verbally.Task 2: Now write the remainder of your draft!Remember to include 5 paragraphs Introduction (already written)3 body paragraphs (one for each reason)ConclusionYour draft should also include: Transitions between body paragraphs (i.e. in addition to,also, another)Grade 4 Week 10

Individualized Education Plan (IEP) – English Language Arts At-Home Learning Phrases to introduce evidence (i.e. for example, one time,for instance)Accommodations for students with IEPs:3. Scribe: For students who have difficulty with writing and choose to write asentence using the vocabulary word – the student may verbally respondwhile an adult writes their response on their paper.4. Verbal responses: Rather than writing responses, have students stateanswers verbally.MyNGconnect.comOther Follow on-line resources for myngconnect.com (elementary)Login to Unit 8 Week 1 Vocabulary ActivitiesGrade 4 Week 10

Mathematics