CCRS Language and Writing Standards:
1. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.4.2]
2. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a `range of disciplinespecific tasks, purposes, and audiences. [W.4.10]
CCRS Reading Standards:
[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.
[RL.4.2] Determine a theme of a story, drama, or poem from details in the text; summarize the text.
CCRS Math Standards:
CCRS Standards:
4.OA.A.1: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
4.OA.A.2: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
4.NBT.B.5: Multiply a whole number of up to four digits by a onedigit whole number, and multiply two twodigit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
4.OA.A.3: Solve multistep word problems posed with whole numbers and having wholenumber answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
CCRS Social Studies/Standards:
Science: Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.
Social Studies: Compare historical and current economic, political, and geographic information about Alabama on thematic maps, including weather and climate, physicalrelief, waterway, transportation, political, economic development, landuse, and population maps.
Spelling Words:Sweet, Each, Three, Least, Freedom, Season, Indeed, Hollow, Grown, Eagle
Vocabulary Words:badger, bank, bristled, jointed, ruffled, patched, rushes
WIDA Standards:

Emergent bilinguals communicate for Social and Instructional purposes within the school setting.

English language learners communicate information, ideas and concepts necessary for academic success in the content area of language arts.

English language learners communicate information, ideas and concepts necessary for academic success in the content area of mathematics.

English language learners communicate information, ideas and concepts necessary for academic success in the content area of science.

English language learners communicate information, ideas and concepts necessary for academic success in the content area of social studies.
Technology Enhancements:
Google Forms, Google Classroom, Math on Spot, MegaMind, Scantron
Instruction
Monday
Tuesday
Wednesday
Thursday
Friday
I can statements:
I can show you that 5 x 7 = 35 means that 35 is 5 times as many as 7 and/or 7 times as many as 5. I can write out a multiplication problem using numbers and symbols to match a story that I am told.
I can use multiplication and division to solve word problems. I can use drawings and equations with symbols to solve the problems that I write.
I can multiply a number that is up to four digits by a onedigit number. I can multiply a twodigit number by another twodigit number. I can show my work using numbers and symbols, arrays, and area models.
I can solve problems with more than one step using addition, subtraction, multiplication, and division. I can tell you what the remainders mean in my answers. I can use a letter to represent an unknown value in a math problem. I can tell you if my answer is reasonable and explain my reasoning.
I can identify and write plural nouns correctly using the appropriate rules.
I can identify characters, setting and plot in a story.
I can write a paragraph correctly with a topic sentence and details.
I can identify events on a timeline.
I can identify the 3 forms of energy.
Reading and Language Benchmark
I can statements:
I can show you that 5 x 7 = 35 means that 35 is 5 times as many as 7 and/or 7 times as many as 5. I can write out a multiplication problem using numbers and symbols to match a story that I am told.
I can use multiplication and division to solve word problems. I can use drawings and equations with symbols to solve the problems that I write.
I can multiply a number that is up to four digits by a onedigit number. I can multiply a twodigit number by another twodigit number. I can show my work using numbers and symbols, arrays, and area models.
I can solve problems with more than one step using addition, subtraction, multiplication, and division. I can tell you what the remainders mean in my answers. I can use a letter to represent an unknown value in a math problem. I can tell you if my answer is reasonable and explain my reasoning.
I can identify and write plural nouns correctly using the appropriate rules.
I can identify characters, setting and plot in a story.
I can write a paragraph correctly with a topic sentence and details.
I can identify events on a timeline.
I can identify the 3 forms of energy.
Math Benchmark
I can statements:
I can show you that 5 x 7 = 35 means that 35 is 5 times as many as 7 and/or 7 times as many as 5. I can write out a multiplication problem using numbers and symbols to match a story that I am told.
I can use multiplication and division to solve word problems. I can use drawings and equations with symbols to solve the problems that I write.
I can multiply a number that is up to four digits by a onedigit number. I can multiply a twodigit number by another twodigit number. I can show my work using numbers and symbols, arrays, and area models.
I can solve problems with more than one step using addition, subtraction, multiplication, and division. I can tell you what the remainders mean in my answers. I can use a letter to represent an unknown value in a math problem. I can tell you if my answer is reasonable and explain my reasoning.
I can identify and write plural nouns correctly using the appropriate rules.
I can identify characters, setting and plot in a story.
I can write a paragraph correctly with a topic sentence and details.
I can identify events on a timeline.
I can identify the 3 forms of energy.
No Writing BM
I can statements:
I can show you that 5 x 7 = 35 means that 35 is 5 times as many as 7 and/or 7 times as many as 5. I can write out a multiplication problem using numbers and symbols to match a story that I am told.
I can use multiplication and division to solve word problems. I can use drawings and equations with symbols to solve the problems that I write.
I can multiply a number that is up to four digits by a onedigit number. I can multiply a twodigit number by another twodigit number. I can show my work using numbers and symbols, arrays, and area models.
I can solve problems with more than one step using addition, subtraction, multiplication, and division. I can tell you what the remainders mean in my answers. I can use a letter to represent an unknown value in a math problem. I can tell you if my answer is reasonable and explain my reasoning.
I can identify and write plural nouns correctly using the appropriate rules.
I can identify characters, setting and plot in a story.
I can write a paragraph correctly with a topic sentence and details.
I can identify events on a timeline.
I can identify the 3 forms of energy.
Early Dismissal for Homecoming...Please leave enough time for math test.
I can statements:
I can show you that 5 x 7 = 35 means that 35 is 5 times as many as 7 and/or 7 times as many as 5. I can write out a multiplication problem using numbers and symbols to match a story that I am told.
I can use multiplication and division to solve word problems. I can use drawings and equations with symbols to solve the problems that I write.
I can multiply a number that is up to four digits by a onedigit number. I can multiply a twodigit number by another twodigit number. I can show my work using numbers and symbols, arrays, and area models.
I can solve problems with more than one step using addition, subtraction, multiplication, and division. I can tell you what the remainders mean in my answers. I can use a letter to represent an unknown value in a math problem. I can tell you if my answer is reasonable and explain my reasoning.
I can identify and write plural nouns correctly using the appropriate rules.
I can identify characters, setting and plot in a story.
I can write a paragraph correctly with a topic sentence and details.
I can identify events on a timeline.
I can identify the 3 forms of energy.
Language Skill/ Activity:
Plural Noun Study Guide
Regular Plural Nouns Powerpoint
Writing Skill/Activity:Anchor chart for Hamburger Paragraph
Hamburger paragraphs (download as a powerpoint)
Language Skill/ Activity:
Regular Plural Nouns Notebook Activity
Writing Skill/Activity:
You do: Model how to write a narrative paragraph with a topic sentence, details, and a conclusion sentence.
Example you can use: Red topic sentence, green details and explanations, blue conclusion sentence.
We went to Tiki Tiki restaurant for my mom’s birthday. It was a special place because it was decorated like Hawaii. First, I got fruit juice in a real pineapple cup. It was delicious! Next, I tried a lot of Hawaiian food from the huge buffet. I liked the pulled pork, the purple potatoes, and the rice. Finally, there was a show with hula and fire dancers. It was so exciting! I was a little afraid of the fire dancers. As you can see, I had a great time at the Tiki Tiki restaurant and hope I can go again soon.
We do: Model how to write a narrative paragraph as a whole group.
Language Skill/ Activity:
Regular Plural Nouns Writing Powerpoint
Writing Skill/Activity:
We do: Model how to write a narrative paragraph as a whole group.
Language Skill/ Activity:
Regular Plural Nouns Task Cards
Writing Skill/Activity:
We do: Model how to write a narrative paragraph as a whole group.
Language Skill/ Activity:
Regular Plural Nouns Assessment as ACTIVITY GRADE
Writing Skill/Activity:
None half day
Reading Whole Group
Phonics Skill:
word endings ing (T.E. page 82c82d)
Reading Street Lesson:
Go over Benchmark Review
If time complete Day 1
Review story elements (T.E. 79c81)
Introduce vocabulary (T.E. 81a)
Introduce Spelling (long e, long o)
Extra Resources:
Plot, setting, and character worksheetcopy in folder
Reading Whole Group
Phonics Skill:
Review word endings ing (T.E. 109i)
Reading Street Lesson:
Reading Benchmark
If time complete Day 2
Introduce text
Discuss Story Elements
Extra Resources:
Topeka Tess copy in folder
Reading Whole Group
Phonics Skill:
Review Word endings ing
Reading Street Lesson:
Complete Day 3
Continue reading text
Discuss Story Elements
Extra Resources:
Subway Ride copy in folder
Literary Elements Worksheet
Reading Whole Group
Phonics Skill:
Review Word endings ing
Reading Street Lesson:
Review Story elements (T.E. 109h)
Extra Resources
Plot, setting, and character worksheetcopy in folder
Wish Comes True
Reading Whole Group
Phonics Skill:
Review the word ending ing
Reading Street Lesson:
Activity Grade
Assign:
Unit 1, Week 3, Weekly Test, Weekly Test 3 Online
Reading Small Groups
Teacher Table 1:
Review for Benchmark
Teacher Table 2:
Review for benchmark
Teacher Table 3:
Review for Benchmark
Reading Small Groups
Teacher Table 1:
Review for Benchmark
Teacher Table 2:
Review for benchmark
Teacher Table 3:
Review for Benchmark
Reading Small Groups
Teacher Table 1:
Analyze Levelized Text (Volcano Adventure)
Teacher Table 2:
Analyze Levelized Text ( Volcano Adventure)
Teacher Table 3:
Analyze Level Text(Volcano Adventure)
Reading Small Groups
Teacher Table 1:
Analyze Levelized Text (Setting Worksheet 1) Review phonics Skill
Teacher Table 2:
Analyze Levelized Text (Setting Worksheet 1) Review Phonics Skills
Teacher Table 3:
Analyze Levelized Text (Setting Worksheet 1) Review Phonics Skills
Reading Small Groups
Teacher Table 1:
Analyze Levelized Text (Setting Worksheet 2)
Teacher Table 2:
Analyze Levelized Text ( Setting Worksheet 2)
Teacher Table 3:
Analyze LevelizeText(Setting Worksheet 2)
Stations:
Spelling/Phonics/Phonemic Awareness:
SPELLING
Writing:
Writing Station
Comprehension/Fluency:
SIAt the Fair
OL Snakes
A Lucky Dog
Comprehension
Word Work:
Word Work/Vocabulary
Stations:
Spelling/Phonics/Phonemic Awareness:
SPELLING
Writing:
Writing Station
Comprehension/Fluency:
SIAt the Fair
OL Snakes
A Lucky Dog
Comprehension
Word Work:
Word Work/Vocabulary
Stations:
Spelling/Phonics/Phonemic Awareness:
SPELLING
Writing:
Writing Station
Comprehension/Fluency:
SIAt the Fair
OL Snakes
A Lucky Dog
Comprehension
Word Work:
Word Work/Vocabulary
Stations:
Spelling/Phonics/Phonemic Awareness:
SPELLING
Writing:
Writing Station
Comprehension/Fluency:
SIAt the Fair
OL Snakes
A Lucky Dog
Comprehension
Word Work:
Word Work/Vocabulary
Stations:
Spelling/Phonics/Phonemic Awareness:
SPELLING
Writing:
Comprehension/Fluency:
SIAt the Fair
OL Snakes
A Lucky Dog
Comprehension
Word Work:
Word Work/Vocabulary
Tier II Reading:
Practice story elements using levelized text and fluency review
Tier III Reading:
Intensive Reading Practice Fluency and Phonics/Edgenuity Theme or Main Idea
Tier II Reading:
Practice story elements using levelized text and fluency review
Tier III Reading:
Intensive Reading Practice Fluency and Phonics/Edgenuity Theme or Main Idea
Tier II Reading:
Use theme organizer to identify plot of a text
Tier III Reading:
Intensive Reading Practice theme/Edgenuity Theme or Main Idea
Tier II Reading:
Practice dictation and fluency review
Tier III Reading:
Intensive Reading Practice theme/Edgenuity Theme or Main Idea
Tier II Reading:
Review theme and phonics to practice fluency
Tier III Reading:
Review strategies for fluency and phonics/Edgenuity Theme or Main Idea
GO Math Whole Group:
Lesson 2.6
Use expanded form to multiply a multidigit number by a 1digit number.
**Go ahead and post a copy of the review sheet on Living Tree or whatever you use to communicate. Explain that it isn’t necessary to complete it at home, but some parents like to get a head start. I’ve shared it with you via Google Drive. Search MidChapter 2 Checkpoint.
Do first half of Benchmark Review Sheet
Math Centers:
Replay Multiplication Mania from last week
Xtra Math
GO Math Whole Group:
Lesson 2.6 Practice & Homework page as ACTIVITY GRADE (Omit #7 so grade is out of 6 problems...yes, count #1 as a problem in their grade)
Accommodated version: Do all problems, but use multiplication facts sheet and read the word problems. Maybe help them set up the expanded form if they need that help.
Lesson 2.7
Use place value and partial products to multiply a multidigit number by a 1digit number.
Do second half of Benchmark Review Sheet
Math Centers:
Sums of Differences
Xtra Math
GO Math Whole Group:
1st Nine Weeks Math Benchmark (Test Code  AF393)
Math Centers:
Sums of Differences
Multiplication flashcards
GO Math Whole Group:
Complete MidChapter 2 Checkpoint as Review Sheet (See your Ch 2 cover from your packet for 4 questions that students should add to the review sheet.)
Math Centers:
Rewatch Math on the Spot videos for 2.12.7
GO Math Whole Group:
MidChapter Test (Test code AC302)
Math Centers:
No math centers for ½ day
Tier II Math:
Complete On Your Own at teacher table using manipulatives when possible, then complete the Tier 2 short lesson in Tier 2 for GoMath Chapter 2
Tier III Math:
GoMath Intensive Intervention SE G4 Skills 13  28 (on resources page) OR GoMath Strategic Intervention
Tier II Math:
Complete On Your Own at teacher table using manipulatives when possible, then complete the Tier 2 short lesson in Tier 2 for GoMath Chapter 2
Tier III Math:
GoMath Intensive Intervention SE G4 Skills 13  28 (on resources page) OR GoMath Strategic Intervention
Tier II Math:
Complete On Your Own at teacher table using manipulatives when possible, then complete the Tier 2 short lesson in Tier 2 for GoMath Chapter 2
Tier III Math:
GoMath Intensive Intervention SE G4 Skills 13  28 (on resources page) OR GoMath Strategic Intervention
Tier II Math:
Complete On Your Own at teacher table using manipulatives when possible, then complete the Tier 2 short lesson in Tier 2 for GoMath Chapter 2
Tier III Math:
GoMath Intensive Intervention SE G4 Skills 13  28 (on resources page) OR GoMath Strategic Intervention
Tier II Math:
Complete On Your Own at teacher table using manipulatives when possible, then complete the Tier 2 short lesson in Tier 2 for GoMath Chapter 2
Tier III Math:
GoMath Intensive Intervention SE G4 Skills 13  28 (on resources page) OR GoMath Strategic Intervention
Social Studies Lesson:
Chapter 2 Activity 3: Map of the Indian Nations Activity Grade
Begin Chapter 3
*Read and discuss pages 7075
*Discuss questions on page 75
*Discuss vocabulary words (words in bold)
Science:

Send home Review sheet for test.

Science Starter: Think of a time when the power went out. What all quit working?

Complete the reading on page 9. Allow students to write down vocabulary into their Science Notebook.

Allow students to complete the “Electricty and Circuts” graph worksheet on page 10. Answers are on page 11.
Social Studies Lesson:
Chapter 3
*Read pages 7681
*Talk about maps on pages 7879
Science:
Social Studies Lesson:
Chapter 3
*Read pages 8291
*Discuss questions on page 91
Science:
ACTIVITY GRADE

Science Starter: What happens if you take a piece of train track out when a train is running?

Students will complete the experiment on pages 2833.

Materials needed are in the foss kits.

Grade is for participation and to make sure they completed page 33.
Social Studies Lesson:
Chapter 3
*Read pages 92101
*Discuss questions on page 101
Science:

Science Starter: Does electricity always need a circuit?

Review the study guide with students.

TEST Science Test 1 Be sure to make a copy of google form just for your students
Social Studies Lesson:
Chapter 3
***Early Dismissal for Homecoming
**If there is any time, use it to catch up on Chapter 3 reading
Science:

Science Starter: Where do you think the electricity that powers the school comes from?

Have students make a claim based on what they have learned through this lesson. They can cite information from their reading, labs, interactive science notebook, and internet research.

Worksheet on page 42.
Weekly Activity Grades/Assessments
Reading:Activity Grade (Assign:Unit 1, Week 3, Weekly Test, Weekly Test 3 Online)
Language:Activity Grade (Regular Plural Nouns Assessment)
Math: Lesson 2.6 Practice & Homework page as ACTIVITY GRADE on Tuesday, Math Benchmark on Wednesday, MidChapter 2 Test on Friday
Social Studies/Science: Science Activity Grade pg 33 Circuit Lab, Forms of energy assessment on Thursday, September 17th
Alabama History: Activity Grade (Map Skills Review) Wed. 918/Test Grade (Chapters 2 and 3) Friday, 9/20