Fourth Grade Student Learning Plan   Week of May 4 - 8  

Click here to access ClassLink  *Click here for a video link for accessing Class Link*  

Reading and Writing:  

Your child will take the HMH Growth Measure Reading A ssessment as a measure of reading comprehension progress. The assessment should be completed independently to provide data on your child's independent reading level. This assessment is not a grade; it is an additional piece of data your child's teacher will use to determine areas of strength and how to best support your child as we begin school next year. If y ou have any

questions, please contact your child's teacher for additional information.

Click here for directions on accessing the Growth Measure and helpful tips. or

Click here for a video on how to access the screener through Ed: Your Friend in Learning .

Choose one of the mysteries below to read and complete the activities:

The Treasure Ship of St. Isabella

Design a brochure for St. Isabella’s new maritime history museum where Peter works. What will draw people to visit? What can tourists learn about the shipwreck of the Nuestra Señora de San Antero? Make your brochure informative and entertaining, by including text, drawings, and graphic features.

The Treasure Ship of St. Isabella Questions

The Orange Grove Mystery

As you read, complete a T-chart. List words and phrases that describe Bushy Beard in the left column and Patrick King in the right. Write the news article that you would see if you unfolded the newspaper on

page 48. Use the words from your T-chart to describe the scene when Marmalade amazes the crowd. Answer the questions who, what, when, where, why, and how in your article.

The Orange Grove Mystery Questions

Building Foundational Literacy Skills:

● Choice reading: for 20 minutes daily. Reread your favorite part to practice fluency and share with family.

● Word Work: A suffix is a word part added to the end of a base word that changes the meaning of the word. The suffix -ment means “the process or product of [something].” It changes a verb into a noun. The suffix -ness means “the state of [something].” It changes an adjective into a noun. Sometimes a spelling change is required before adding -ness, as in the words emptiness and happiness. Practice using these suffixes by clicking here .

● Imagine Language & Literacy: Access Imagine Language & Literacy, an adaptive learning program, from your ClassLink account. Click here to get started . Click here for tips and fixes for the program.

Extension Opportunity: ● Current Events - Click here for a video on how to access relevant and grade-appropriate news articles.

Math:  

Interactive Learning Plan

Important Change for Week 7!

This week your child will take the MSTAR Screener as a measure of math progress. The screener should be completed independently to provide a valid assessment of your child's mathematics level. This assessment is not a grade; it is an opportunity for your child's teacher to determine areas of strength and how to best support your child as we begin school next year. If you have any questions, please contact your child's teacher for additional

information.

MSTAR Screener Opportunity:

1. Sign in through ClassLink

2. Click the “ESTAR/MSTAR” Login, as you have when taking this previously at school

3. Your Screener is already assigned, so just click “Start”

Alternate Learning Plans First in Math Opportunities:

➔ Continue working in First in Math to build fluency and have fun playing math games! You can use the suggestions from last week or find a new 4th-grade appropriate game on your own.

◆ Click here for a video reminder of how to get to games like Skill Set 3 and Grand Slam! - Multiply/Divide .

◆ Don’t forget: Access First in Math through Clever or ClassLink .

This week we will be working on:

● Fractions: Using various strategies to compare fractions, including making a common denominator and comparing to benchmark fractions (½, ¼, 1)

Extension Opportunities

❖ Who is Winning? ➢ Six friends are in a race! Can you determine who is winning based on your knowledge of fractions?

❖ Roll-A-Fraction

➢ Roll the dice and make a fraction! The winner is the first to make ten points on their chosen number line. If needed, you can rewrite the boards on paper and use these Online Dice .

❖ Who ate the Most? ➢ Alicia and William are arguing about who ate more chocolate. Sounds easy, right? But Gooey Chewy

and Crunchy Munchy candy bars aren’t the same size! You’ll have to explain the answer to this one.

❖ Number Line Game - Online ➢ Can you get all your markers across the number lines? If you can, try doing it with the fewest cards

possible. Warning: this game is so addicting it could take up a large fraction of your day!

❖ Open Middle Challenges:

➢ Half as a Benchmark

➢ Benchmark Fractions

■ Try these Open Middle challenges with fractions, using only the digits 1 - 9 one time each!

Science:  

Standard: TEKS 4.10B: Explore and describe examples of traits that are inherited from parents to offspring such as eye color and shape of leaves and behaviors that are learned such as reading a book and a wolf pack teaching their pups to hunt effectively. The questions we want the students to be able to answer: What characteristics are learned behaviors? Parent Background Information To access the activities, go to ClassLink and click the STEMscopes app

Activities: 1. Content Connection Video--Acquired Characteristics 2. Reading Science ( English ) ( Spanish ) 3. Virtual Investigation 4. Progress Monitoring Questions ( English ) ( Spanish )

Don’t forget to hit the “Turn in” button when you are done.

Extension Opportunities :

1. Video : Arctic Fox 2. Critter Connection Magazine-- Otters 3. Critter Connection Magazine-- Salamanders  4. Video: Animal Group Behavior for Kids | Grades 3-5 Science Lesson | Mini Clip 5. Video: https://www.youtube.com/watch?v=S3JsTHMWgss

Social Studies:  

Standards: 10B explain the economic activities early immigrants to Texas used to meet their needs and wants  12C analyze the effects of exploration, immigration, migration, and limited resources on the economic development  and growth of Texas  19A identify the similarities and differences among various racial, ethnic, and religious groups in Texas  

Week 30: Texas Cultures Students will summarize the history of immigration of many cultures to Texas. They will explain geographic reasons for immigration patterns, analyze the economic impact of immigration, and explain how an immigrant becomes a citizen of Texas and the U.S.  

Questions to be answered: Why do you think that Texas has a large population of Hispanic Americans? What do you find interesting about the German immigrants that moved to Texas?

Activities: ● Supporting Evidence English Spanish ● Texas Cultures English Spanish ● Video: Texas Culture English Spanish ● Video: Manhattan Project English Spanish ● Video:Harry S. Truman English Spanish ● Video: Cultures English Spanish

Extensions:

● Write three questions that immigrants might ask someone who has been through the citizenship process. ○ Answer your questions from Claudia’s point of view. ○ Visit the website below to gain an understanding of the citizenship process of the United States.

https://www.uscis.gov/citizenship/learners/apply-citizenship https://www.uscis.gov/citizenship/learners/study-test/study-materials-civics-test/becoming-us-citizen- overview-naturalization-process

● Make an “Ethnic Cultures of Texas” booklet. ○ You can summarize information about African American, Hispanic, German, and Asian Texans from

the article “One State, Many Cultures.” ○ Include illustrations to accompany your written work.

Specials:  

● Click here for Art Learning Plans

● Click here for Music Learning Plans

GT Challenges:  

● This Week’s Challenges

Extra Opportunities:  

● Grab your water bottle, load up your pack, and let’s head out for our virtual tour of the Grand Canyon!

● Click here to write a note to your mom and celebrate her day!!

Learning independently will naturally come with its challenges — for teachers, students, and parents. While we understand that remote learning differs greatly from traditional classroom instruction, it is critically important that we continue to engage and communicate with our students in instruction and learning. As we grow through this process, please do not hesitate to contact your child’s teacher with celebrations or concerns.