Download 4th Grade Transition – Ms. Haley Jones Week 1.5 September 14

4th Grade Transition – Ms. Haley Jones
Week 1.5 September 14-September 18, 2015
Math
Standards ( I can statements)
4.NBT.A.3 Use place value understanding to round multi-digit whole numbers to any
place.
 I can round multi-digit whole numbers.
 I can explain how to round a multi-digit whole number to a specific place value.
 I can use rounded numbers to estimate a sum or difference in a word problem.
Reading/Language Arts/Writing Standards/Social Studies
RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical
text, including what happened and why, based on specific information in the text.

I can describe the events, ideas, and concepts presented in a scientific text.

I can explain the cause-and-effect relationships detailed in a scientific text.
Essential Question(s): How can I use my place value understanding to round multidigit whole numbers to any place?
Essential Question(s):
How can I convey to others that I understood what I read?
What do good readers do?
Vocabulary: round, to estimate, an estimate
Vocabulary: scientific text, events, causes, nature, natural process, effects
Science
L.4.1d Order adjectives within sentences according to conventional patterns.
Standards (I can statements)
1 4b Compare and contrast Earth’s geological features and the changes caused by
external forces (DOK 2)
3 Movement of continental plates
 I can identify the geological event or feature that is created by plate boundary
type movement.
Essential Question(s): What happens when the Earth’s crust and mantle move in
different ways?
Vocabulary: continent, diverge, converge, subduct, friction, Pangaea, tectonic plate,
molten shift, boundary, lithosphere, asthenosphere, transform boundary, divergent
boundary, convergent boundary, interplate/intraplate earthquakes, seamount
Target Question(s): What are the Earth’s plates?

I can choose words or phrases to convey ideas precisely.
Essential Question(s):
Why do the rules of language change?
Vocabulary: adjectives
Social Studies:
3a: Use social studies tools (e.g., time lines, maps, globes, compasses, graphs, grids, and
technological resources, etc.) to describe the connections among the people, places, and
environment of Mississippi and the southeastern region.
Monday, September 14, 2015
Reading/Lang. Arts
Target Question(s): Can I review cause-and-effect
relationships and identify these relationships in scientific
texts? Can I document what I have learned about a simple
machine in my own words?
Anticipatory Set: TTW have the class think about what we
have previously learned about cause and effect and share some
experiences about what they have experienced in nature. TTW
have the student’s share the causes and effects of the stories
they share.
Input/Modeling /Guided Practice:
 TTW introduce the vocabulary for the lesson.
 TTW explain to the class that we will be learning about
understanding scientific texts.
 TTW review page 29 of the RCC book whole group.
Independent Practice:
 TSW begin centers
o RCC page 28-29
o Social Studies: Facts about Mississippi
o Writing: Technical text description
o iReady Reading
Math
Science
Target Question(s): Can I use place value concepts to
determine whether to round a number up or down?
Anticipatory Set: TTW ask the student’s the 3 main
layers of the Earth’s core and ask them to think about
what the entire Earth looks like.
Bell Ringer: Adding and subtracting whole numbers with
regrouping
Target Question: What are the Earth’s plates?
Anticipatory Set: TTW show the students a YouTube video
on rounding numbers
https://www.youtube.com/watch?v=kr7DdWJhfCg.
Procedures:
Model/Guided Practice:
 TTW introduce the vocabulary for the lesson.
 TTW explain to the students that they can use their
place value knowledge to round numbers.
 TTW explain the strategy of rounding numbers (5 or
more add one more and 4 or less let it rest)
 TTW begin a whole group lesson in the RCC book on
page 26.
Procedures:
Model/Guided Practice/Independent Practice:
 TTW introduce the vocabulary for the lesson
 TTW allow the students to watch an earthquake
video on the Promethean Board.
 TTW allow the students to discuss their
observations.
 TTW ask the students to discuss whether or not
they think the Earth is formed by earthquakes or
not, and why with a partner.
 TTW share their input on tomorrow.
Independent Practice:
 TSW work problems a-e in a whole group setting.
 Computer lab: 10:00 – 11:00
Homework:
 “The Goat Herder and the Wild Goats” Match the
Meaning
 Read 20 minutes
Tuesday, September 15, 2015
Reading/Lang. Arts
Closure: TSW answer the “Reflect” question on page 27
Target Question(s): Can I review cause-and-effect
relationships and identify these relationships in scientific
texts? Can I document what I have learned about a simple
machine in my own words?
Target Question(s): Can I use estimating to explain how to
round a five-digit number?
Anticipatory Set: TTW allow student’s to discuss
what they thought about earthquakes and how the
Earth forms.
Anticipatory Set: TTW use the YouTube song as a review
and go over last night’s homework.
Target Question: What are Earth’s plates?
Homework: Round whole numbers page 29-30 #’s 1-6
Math
Science
Bell Ringer: Identifying Adjectives
Anticipatory Set: TTW review homework and bell ringer on
identifying adjectives
Procedures:
Model/Guided Practice:
 TTW review page 28 in the RCC book whole group.
Input/Modeling /Guided Practice:
 TTW allow students to popcorn read the passage on page
30.
Independent Practice:
 TSW begin centers
o RCC page 29
Procedures:
Model/Guided Practice/Independent Practice:
 TTW allow the student’s to watch a BrainPop
video on Earthquakes.
 TSW begin working on vocabulary definitions
for the lesson.
Independent Practice:
 TSW answer questions on page 30 (1 & 2)
 TTW guide the students in answering question 3 on page
31 while reminding the students to use strategies that have
been previously used.
Homework:
 “The Goat Herder and the Wild Goats” Synonyms &
Antonyms
 Read 20 minutes
Wednesday, September 16, 2015
Reading/Lang. Arts

o Rounding activity 4.19
o Rounding activity 4.20
o iReady Math/ST Math
Computer lab: 10:00 – 11:00
Closure: Can you identify the vocabulary word(s) that
explains what you have learned today?
Answer “I Can Statements” and “Target Question”.
Homework: Round whole numbers page 31-32 #’s 1-6
Math
Science
Target Question(s): Can I review cause-and-effect
relationships and identify these relationships in scientific
texts? Can I document what I have learned about a simple
machine in my own words?
Target Question(s): Can I use estimating to explain how to
round a five-digit number?
Anticipatory Set: TTW review Plate Tectonics and
Earthquakes.
Bell Ringer: Rounding numbers to the nearest tens
Target Question: What are the Earth’s plates?
Anticipatory Set: TTW review last night’s homework
Anticipatory Set: TTW review last night’s homework
Input/Modeling /Guided Practice:
 TTW allow the student’s to popcorn read the passage on
page 32.
Procedures:
Model/Guided Practice:
 TTW review rounding using a number line and go over
example on page 30 of RCC book.
 TTW model to the students how to draw the number line
used to round whole numbers.
Procedures:
Model/Guided Practice/Independent Practice:
 TTW allow the student’s to watch the BrainPop
again to get the remaining definitions.
 TSW read pages C8-C11/C14-17 on
Earthquakes.
 TSW utilize their Science books C8-C17 for
definitions.
Independent Practice:
 TSW continue centers
o RCC page 33-34
o Social Studies: Facts about Mississippi
o Writing: Technical text description
o iReady Reading
Homework:
 “The Goat Herder and the Wild Goats” Completing the
Sentence
 Read 20 minutes
Independent practice:
 TSW complete page 30-31 #’s 9-11 independently and
TTW circulate around the room to ensure everyone
understands how to round whole numbers.
 Computer lab: 10:00 – 11:00
Closure: Can you identify the vocabulary word(s) that
explains what you have learned today?
Answer “I Can Statements” and “Target Question”.
Homework: Round Whole Numbers pg 33 #’s 1-3
Thursday, September 17, 2015
Reading/Lang. Arts
Math
Science
Target Question(s): Can I review cause-and-effect
relationships and identify these relationships in scientific
texts? Can I document what I have learned about a simple
machine in my own words?
Target Question(s): How can I use place value concepts to
solve problems involving rounding whole numbers?
Anticipatory Set: TTW discuss how earthquakes
form.
Anticipatory Set: TTW review last night’s homework
Target Question: What are the Earth’s plates?
Bell Ringer: Identifying Adjectives
Procedures:
Model/Guided Practice:
 TTW allow students to complete page 32 whole group
to ensure everyone understands.
Procedures:
Model/Guided Practice/Independent Practice:
 TTW allow the students to finish reading the
text.
 TSW complete review questions on page C11
 TTW review for Science quiz tomorrow.
Anticipatory Set: TTW review last night’s homework.
Input/Modeling /Guided Practice:
 TTW review page 283 on order of adjectives.
 TTW complete problems 1-4 whole group.
Independent Practice:
 TSW continue working in RCC book on page 284
independently.
Homework:
 “The Goat Herder and the Wild Goats” Word Study
 Read 20 minutes
Independent Practice:
 TSW Continue Centers
o RCC page 32 (check understanding) & 33
o Rounding activity 4.19
o Rounding activity 4.20
o iReady Math/ST Math
 Computer labs: 10:00 – 11:00
Closure: Can you identify the vocabulary word(s) that
explains what you have learned today?
Answer “I Can Statements” and “Target Question”.
Homework: Round whole numbers page 34 #’s 4-6
Friday, September 18, 2015
Reading/Lang. Arts
Math
Target Question(s): Can I review cause-and-effect
relationships and identify these relationships in scientific
texts? Can I document what I have learned about a simple
machine in my own words?
Target Question(s): Can I round numbers to solve problems
that might appear on a mathematics test?
Anticipatory Set: TTW review last night’s homework.
Bell Ringer: Rounding whole numbers (hundreds)
Input/Modeling /Guided Practice:
 TTW review order of adjectives with the students.
Procedures:
Model/Guided Practice:
 TSW play rounding whole numbers BINGO.
Independent Practice:
 Spelling Quiz
 TSW complete centers
o RCC lesson 4
o Social Studies: Facts about Mississippi
o Writing: Technical text description
o iReady Reading
Homework: Read 20 minutes
Science
Anticipatory Set: TTW review plate tectonics and
earthquakes in a class discussion allowing the
student’s to provide feedback.
Anticipatory Set: TTW review last night’s homework
Independent Practice:
 TSW complete centers
o RCC lesson 4
o Rounding activity 4.19
o Rounding activity 4.20
o iReady Math/ST Math
 Lesson 4 Quiz
 Computer lab: 10:00-11:00
Procedures:
Model/Guided Practice/Independent Practice:
 TTW use Oreo Cookies to model different types
of plate movementsand the geological event or
feature they will create.
 Quiz on the Plate Tectonics
Closure: Can you identify the vocabulary word(s) that
explains what you have learned today?
Answer “I Can Statements” and “Target Question”.
Homework: Have a great weekend!
Independent Math Station
 Rounding activity 4.19
 Rounding activity 4.20
 Rounding numbers to the nearest thousand
Independent Reading/Social Studies Station
 “Soccer Summer”/”Quick Feet and a Big
Heart”
 Social Studies: Facts about Mississippi
 Writing: Technical text description
Learning Centers (Centers will be ongoing throughout the week)
ELA/Social Studies: Monday and Wednesday
Math: Tuesday and Thursday
Complete unfinished centers on Fridays
Math Teacher Station
 RCC book
Math Computer Station
 ST Math/iReady Math
Teacher Reading Station
 RCC book
Reading Computer Station
 iReady Reading