4th Grade
Home Base

This week we will focus on the challenge of unfamiliar, often domain-specific, vocabulary words, and on understanding what complicated numbers and statistics in texts mean. Readers will learn to look in and around to figure out new words. In addition, readers will be practicing how to summarize (using the Learning Progression ) important information by identifying the writer’s main idea and the key supporting details- all while being careful to put this into their own words. To Read Nonfiction Well Figuring Out the Meaning of Unknown Words

• Session 3 Homework (Monday, October 16) 

• Session 4 Homework (Thursday, October 19)

• Session 5 Homework (Friday, October 20)

Los escritores iniciarán la segunda unidad de escritura, en donde elevarán el nivel de la escritura de ensayos, agregando dibujos, mini-historias y listas. Luego aprenderán a organizar para redactar.

Leer durante 20 minutos, sin interrupciones para desarrollar la resistencia a la lectura. Registro de lectura.

Students will look at the observations and questions they have done over the last 5 content classes and learn how to use that information to continue to collect data in order to explain a conclusion they have come to about erosion. They will explore how to use a model in order to explain their thinking and how that model needs to have observable data supporting the explanation they are constructing about the effects of erosion during the rainy season. Why is it important: This will give the teacher an opportunity to explicitly teach students how to use the information they are collecting to form an explanation about specific questions they have about how erosion affects our campus every rainy season. I will also be the time where the expectations of their final project/presentation will be explained to them in detail.

Tuesday 24th, 2023 pages 49. 50 

This week students will continue to make connections between erosion and their past experiences. They will connect their learning to literacy as they look at various extreme weather patterns. Specifically they will connect what they have learned from their previous unit on erosion and build upon their knowledge. 

Use clues to identify my own emotions and the emotions of others.

Describe what an emotion looks and sounds like on the outside and feels like on the inside, including if the emotion is pleasant or unpleasant, strong or mild.

Identify when others express emotions differently or have a different emotion based on the same situation.

Think of a time you had a strong emotion. Why was it strong? What information did the emotion provide you? How did you use it?