4th Grade Inclement Weather Make-up Materials – All Subjects
Click on the title or link in the “Online Learning Support and Activities” column to review all online resources.
Focus Standards: Provide additional time and Online Learning Supporting Standard opportunity with these Support and Activities standards. ELACC4RL1: Refer to details ELACC4RI1: Refer to Choose a story to practice and examples in a text when details and examples in a reading comprehension. explaining what the text says text when explaining what explicitly and when drawing the text says explicitly and Good Readers Look for Clues inferences from the text. when drawing inferences from the text. Good Readers Look for Clues; Practice
Inference Game
Inferencing
Looking for Clues
What Can you Infer? ELACC4RL2: Determine a ELACC4RI2: Determine the Identifying Topics and Main Ideas theme of a story, drama, or main idea of a text and poem from details in the text; explain how it is supported Line Breaker summarize the text. by key details; summarize the text. Main Idea; Battleship
Theme Poems
Theme Poetry ELACC4RL3: Describe in ELACC4RI3: Explain Bon Appetite depth a character, setting, or events, procedures, ideas, event in a story or drama, or concepts in a historical, Good Readers Look for Clues drawing on specific details in scientific, or technical text, the text (e.g., a character’s including what happened Good Readers Look for Clues; thoughts, words, or actions). and why, based on specific Practice information in the text. Inference Game
Seven Common Character Types ELACC4RL4: Determine the ELACC4RI4: Determine the Derive Meaning from Words and meaning of words and meaning of general Phrases phrases as they are used in a academic language and text, including those that domain-specific words or It Came from Greek Mythology allude to significant phrases in a text relevant to characters found in mythology a grade 4 topic or subject Practice Word Meanings (e.g., Herculean). area.
ELACC4RL5: Explain major ELACC4RI5: Describe the Poems, Drama, and Prose differences between poems, overall structure (e.g., drama, and prose, and refer chronology, comparison, to the structural elements of cause/effect, poems (e.g., verse, rhythm, problem/solution) of events, meter) and drama (e.g., casts ideas, concepts, or of characters, settings, information in a text or part descriptions, dialogue, stage of a text. directions) when writing or speaking about a text.
ELACC4RL6: Compare and ELACC4RI6: Compare and Point-out-View contrast the point of view from contrast a firsthand and which different stories are secondhand account of the Point of View 2 narrated, including the same event or topic; difference between first- and describe the differences in third-person narrations. focus and the information provided.
ELACC4RL7: Make ELACC4RI7: Interpret Making Text to Self Connections connections between the text information presented of a story or drama and a visually, orally, or Making Text to Self Connections visual or oral presentation of quantitatively (e.g., in the text, identifying where charts, graphs, diagrams, Book Pals each version reflects specific time lines, animations, or descriptions and directions in interactive elements on the text. Web pages) and explain how the information contributes to an understanding of the text in which it appears.
ELACC4RL9: Compare and ELACC4RI9: Integrate Connections Practice contrast the treatment of information from two texts similar themes and topics on the same topic in order (e.g., opposition of good and to write or speak about the evil) and patterns of events subject knowledgeably. (e.g., the quest) in stories, myths, and traditional literature from different cultures.
ELACC4RL10: By the end of ELACC4RI10: By the end of Children's Storybooks the year, read and the year, read and comprehend literature, comprehend informational Summarizing- including stories, dramas, and texts, including poetry, in the grades 4-5 text history/social studies, complexity band proficiently, science, and technical with scaffolding as needed at texts, in the grades 4-5 text the high end of the range. complexity band proficiently, with scaffolding as needed at the high end of the range.
ELACC4RF3: Know and Use combined knowledge Syllabication Rules apply grade-level phonics and of all letter-sound word analysis skills in correspondences, Sandcastle Quiz decoding words. syllabication patterns, and morphology (e.g., roots and Magic Pencil affixes) to read accurately unfamiliar multisyllabic words in context and out of context. ELACC4RF4: Read with Read grade-level text with Read along Stories sufficient accuracy and purpose and understanding. fluency to support comprehension.
ELACC4W1: Write opinion Introduce a topic or text PPPST: Persuasive Writing pieces on topics or texts, clearly, state an opinion, supporting a point of view with and create an reasons. organizational structure in PPPST: Essays and Reports which related ideas are grouped to support the writer’s purpose. ELACC4W2: Write Introduce a topic clearly PPPST: Expository Writing informative/explanatory texts and group related to examine a topic and information in paragraphs convey ideas and information and sections; include clearly. formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. ELACC4W3: Write narratives ELACC4W4: Produce clear PPPST: Narrative Writing to develop real or imagined and coherent writing in experiences or events using which the development and Narrative effective technique, organization are descriptive de appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in Standards 1–3 above.)
ELACC4W4: Produce clear ELACC4W5: With guidance Build a Sentence and coherent writing in which and support from peers and the development and adults, develop and Can you make sense of a organization are appropriate strengthen writing as sentence? to task, purpose, and needed by planning, audience. (Grade-specific revising, and editing. Scholastic Story Starter expectations for writing types (Editing for conventions are defined in Standards 1–3 should demonstrate Cinquains above.) command of Language standards 1–3 up to and including grade 4.)
ELACC4W5: With guidance Grammar Gorillas and support from peers and adults, develop and It's My Life: Story Strips strengthen writing as needed by planning, revising, and Expository Writing Analysis editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4.)
ELACC4W7: Conduct short Edit Dan's Copy research projects that build knowledge through investigation of different aspects of a topic.
ELACC4W9: Draw evidence ELACC4W8: Recall Research Tutorial from literary or informational relevant information from texts to support analysis, experiences or gather reflection, and research. relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. ELACC4SL2: Paraphrase ELACC4SL3: Identify the Informational Text, Neil portions of a text read aloud reasons and evidence a Armstrong or information presented in speaker provides to support diverse media and formats, particular points. Informational Text; Michelle including visually, Obama quantitatively, and orally.
ELACC4SL4: Report on a ELACC4SL3: Identify the Listening Memory Game topic or text, tell a story, or reasons and evidence a recount an experience in an speaker provides to support Wildlife Reserve Activity organized manner, using particular points. appropriate facts and News Broadcast for Kids relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
ELACC4L1: Demonstrate ELACC4L2: Demonstrate Irregular Plurals command of the conventions command of the of standard English grammar conventions of standard Root Words and usage when writing or English capitalization, speaking. punctuation, and spelling Analogies when writing Antonyms
Vocabulary
Language Arts
Parts of a Sentence ELACC4L2: Demonstrate ELACC4L1: Demonstrate Ice Cream Talk Nouns and Verbs command of the conventions command of the of standard English conventions of standard Punctuation Pals Game capitalization, punctuation, English grammar and and spelling when writing. usage when writing or Punctuation Pals Storybook speaking. Punctuation ELACC4L4: Determine or Language Arts clarify the meaning of unknown and multiple- Multiple Meaning Words meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. ELACC4L5: Demonstrate ELACC4L6: Acquire and Analogies Synonyms Antonyms understanding of figurative use accurately grade- language, word relationships, appropriate general and nuances in word academic and domain- meanings. specific vocabulary, including words and phrases that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and words and phrases basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Focus Standards: Provide additional time and Online Learning opportunity with these Supporting Standard Support and Activities standards. Build fractions from unit None NCTM Illuminations (4.NF.4.a) – fractions by applying and Scroll below the standards listed and extending previous you will find a list of 20+ related understandings of operations Illuminations activities related to this on whole numbers. standards. MCC.4.NF.4 Apply and extend previous https://ccgps.org/4.NF_4HJ0.html understandings of multiplication to multiply a YouTube videos discussing fraction by a whole number. multiplication of fractions:
MCC.4.NF.4a Understand a fraction a/b as a multiple of http://www.youtube.com/watch?v=Ts 1/b. For example, use a AFQ-7HUkw visual fraction model to represent 5/4 as the product http://www.youtube.com/watch?v=d3 5 × (1/4), recording the azHmrqtMU conclusion by the equation 5/4 = 5 × (1/4). MCC.4.NF.4b Understand a Story Problems in PDF document: multiple of a/b as a multiple https://docs.google.com/a/bryantscho of 1/b, and use this ols.org/file/d/0B2ZmEgbHrS3GZjVkM understanding to multiply a mFlMjItZTc5MC00ZTdiLWIxMTQtMG fraction by a whole number. ZiZjBmYTVlOGNk/edit?hl=en_US&pli For example, use a visual =1 fraction model to express 3 × Hands-on lesson (making trail mix) (2/5) as 6 × (1/5), offering students a chance to solve recognizing this product as real world problems involving 6/5. (In general, n × (a/b) = fractions with in a hands-on way with (n × a)/b.) food. The other documents offer MCC.4.NF.4c Solve word similar learning experiences with a problems involving hands-on (and usually food based) multiplication of a fraction by focus. a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie? Understand Decimal None Friendly Fractions to Decimals - Notation for Fractions and activity Compare Decimal Fractions MCC.4.NF.5 Express a Fractions to Decimals – Illustrative fraction with denominator 10 Mathematics as an equivalent fraction with denominator 100, and use http://www.decimalsquares.com/dsGa this technique to add two mes/games/beatclock.html Students fractions with respective get to race against time or a partner denominators 10 and 100.i writing the correct decimal for a given For example, express 3/10 model. (One whole is represented by as 30/100, and add 3/10 + a large square divided into 100 small 4/100 = 34/100. squares.) For fourth grade, choose MCC.4.NF.6 Use decimal “beginner” when playing this game. notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as From the National Council of 62/100; describe a length as Teachers of Mathematics, 0.62 meters; locate 0.62 on Illuminations: A Meter of Candy – In a number line diagram. this series of three hands-on MCC.4.NF.7 Compare two activities, students develop and decimals to hundredths by reinforce their understanding of reasoning about their size. hundredths as fractions, decimals Recognize that comparisons and percentages are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
Draw and identify lines Interactive Skills Practice: and angles, and classify shapes by properties of http://www.ezschool.com/Games/Ang their lines and angles. les.html - angle measuring MCC.4.G.1 Draw points, lines, line segments, http://www.eduplace.com/kids/mw/pra rays, angles (right, ctice/4/ep4_06.html - geometry acute, obtuse), and practice pages perpendicular and parallel lines. Identify Polygon Capture’ - these in two-dimensional http://illuminations.nctm.org/LessonD figures. etail.aspx?ID=L270 (could also be used for a skills practice activity) MCC.4.G.2 Classify two- dimensional figures http://www.ezschool.com/Games/Ang based on the presence les.html - angle measuring or absence of parallel or perpendicular lines, or the presence or absence Websites for Practice of angles of a specified size. Recognize right http://www.linkslearning.org/Kids/1_M triangles as a category, ath/2_Illustrated_Lessons/4_Line_Sy and identify right mmetry/index.html triangles. http://www.innovationslearning.co.uk/ MCC.4.G.3 Recognize a subjects/maths/activities/year3/symm line of symmetry for a etry/shape_game.asp two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
None Solve problems involving Makeshift Measurements: measurement and http://www.livebinders.com/play/play? conversion of id=518229 measurement from a larger unit to a smaller unit. Sense Making Experiences: MCC.4.MD.1 Know http://www.mathsisfun.com/measure/ relative sizes of metric-system-introduction.html - measurement units Metric and Standard units lesson within one system of materials units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a Children’s Literature: single system of Sir Cumference and the Great Knight measurement, express of Angleland measurements in a by Cindy Neuschwander larger unit in terms of a smaller unit. http://www.youtube.com/watch?v=Kw measurement XBMGdSWmI – Video with a equivalents in a two- perimeter song – explaining perimeter column table. For example, know that 1 ft is 12 times as long as 1 http://nrich.maths.org/2663 - in. Express the length of Problems involving measurement a 4 ft snake as 48 in. Generate a conversion Practice using angles and degrees- table for feet and inches http://www.ixl.com/math/grade/4 listing the number pairs (1, 12), (2, 24), (3, 36), ... MCC.4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. MCC.4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
Geometric measurement – understand concepts of angle and measure angles. MCC.4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles. b. An angle that turns through n one-degree angles is said to have an angle measure of n degrees. MCC.4.MD.6 Measure angles in whole number degrees using a protractor. Sketch angles of specified measure. MCC.4.MD.7 Recognize angle measure as additive. When an angle is decomposed into non- overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. Focus Standards: Provide additional time and Online Learning Supporting Standards opportunity with these Support and Activities standards. S4P3. Students will S4P3. Forces in Action demonstrate the relationship http://www.bbc.co.uk/schools/science a. Identify simple clips/ages/10_11/forces_action.shtml between the application of a machines and explain force and the resulting their uses (lever, pulley, Making Science Fun! Steve change in position and wedge, inclined plane, motion on an object. Spangler's Fun Activities on screw, wheel and axle). Forces and Motion! b. Using different size http://www.stevespanglerscience.co objects, observe how m/experiments/12 force affects speed and motion. c. Explain what happens to the speed or direction of an object when a greater force than the initial one is applied. d. Demonstrate the effect of gravitational force on the motion of an object. S4E1. Students will S4E1. Astronomy for Kids http://www.sciencekids.co.nz/astrono compare and contrast a. Recognize the my.html the physical physical attributes of stars in the night sky Eye on the Sky, Feet on the attributes of stars, such as number, size, Ground star patterns, and color and patterns. http://hea- www.harvard.edu/ECT/the_book/ planets. b. Compare the similarities and differences of planets to Moon Games http://kids.nationalgeographic.com/ki S4E2. Students will the stars in appearance, position, and number in ds/games/puzzlesquizzes/quizyourno model the position and the night sky. odle-the-moon/ motion of the earth in the solar system and will explain c. Explain why the the role of relative position pattern of stars in a and motion in determining constellation stays the sequence of the phases of same, but a planet can the moon. be seen in different locations at different times. d. Identify how technology is used to observe distant objects in the sky.
S4E2 a. Explain the day/night cycle of the earth using a model. b. Explain the sequence of the phases of the moon. c. Demonstrate the revolution of the earth around the sun and the earth’s tilt to explain the seasonal changes. d. Demonstrate the relative size and order from the sun of the planets in the solar system.
S4E3. Students will S4E3. Interactive Water Cycle http://www.harcourtschool.com/activit Differentiate a. Demonstrate how y/science_up_close/308/deploy/308_ between the states of water changes states HR_WaterCycle.swf from solid (ice) to liquid water and how they (water) to gas (water Water Cycle relate to the water vapor/steam) and http://apps.southeastwater.com.au/ga changes from gas to mes/se-water-cycle.swf cycle and weather. liquid to solid. b. Identify the temperatures at which Water Cycle Activities water becomes a solid http://www.myteacherpages.com/web and at which water pages/ttravis/science_class_3.cfm?s becomes a gas. ubpage=1208483
c. Investigate how clouds are formed. Label the Water Cycle d. Explain the water http://www.neok12.com/diagram/Wat cycle (evaporation, er-Cycle-01.htm condensation, and precipitation). e. Investigate different forms of precipitation and sky conditions. (rain, snow, sleet, hail, clouds, and fog). Focus Standards: Provide Online Learning additional time and opportunity Supporting Standard Support and Activities with these standards. SS4H1 The student will Locate where Native Native Americans describe how early Native Americans settled with American cultures developed emphasis on the Arctic in North America. (Inuit), Northwest (Kwakiutl), Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee), and Southeast (Seminole).
Describe how Native Americans used their environment to obtain food, clothing, and shelter.
SS4H2 The student will Describe the reasons Explorers describe European exploration for, obstacles to, and in North America. accomplishments of the Spanish, French, and English explorations of John Cabot, Vasco Núñez de Balboa, Juan Ponce de León, Christopher Columbus, Henry Hudson, and Jacques Cartier.
Describe examples of cooperation and conflict between Europeans and Native Americans.
SS4H3 The student will explain Identify the Colonization of North America the factors that shaped British weaknesses of the colonial America. government established by the Articles of Confederation.
Identify the major leaders of the Constitutional Convention (James Madison and Benjamin Franklin) and describe the major issues they debated, including the rights of states, the Great Compromise, and slavery.
Identify the three branches of the U. S. government as outlined by the Constitution, describe what they do, how they relate to each other (checks and balances and separation of power), and how they relate to the states.
Identify and explain the rights in the Bill of Rights, describe how the Bill of Rights places limits on the power of government, and explain the reasons for its inclusion in the Constitution in 1791.
Describe the causes and events of the War of 1812; include the burning of the Capitol and the White House.
SS4H6 The student will explain Describe territorial Expansion of a New Nation westward expansion of expansion with America between 1801 and emphasis on the 1861. Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Texas (the Alamo and independence), Oregon (Oregon Trail), and California (Gold Rush and the development of mining towns).
Describe the impact of the steamboat, the steam locomotive, and the telegraph on life in America.
SS4H7 The student will Discuss the Abolition and Suffrage examine the main ideas of the biographies of Harriet abolitionist and suffrage Tubman and Elizabeth movements. Cady Stanton.
Explain the significance of Sojourner Truth to the abolition and suffrage movements.
SS4G1 The student will be Locate major physical Physical and Man Made Features in able to locate important features of the United the US physical and man-made States; include the features in the United States. Atlantic Coastal Plain, the Great Plains, the Continental Divide, the Great Basin, Death Valley, the Gulf of Mexico, the St. Lawrence River, and the Great Lakes.
Locate major man- made features; include New York City, NY; Boston, MA; Philadelphia, PA; and the Erie Canal. SS4G2 The student will Physical Systems describe how physical systems Explain why each of affect human systems. the Native American groups (SS4H1a) occupied the areas they did, with emphasis on why some developed permanent villages and others did not.
Describe how the early explorers (SS4H2a) adapted, or failed to adapt, to the various physical environments in which they traveled.
Explain how the physical geography of the New England, Mid- Atlantic, and Southern colonies helped determine economic activities practiced therein.
SS4CG1 The student will The Declaration of Independence describe the meaning of: We the People Natural rights as found in the Declaration of Independence (the right to life, liberty, and the pursuit of happiness).
“We the people” from the Preamble to the U.S. Constitution as a reflection of consent of the governed or popular sovereignty.
SS4CG2 The student will explain the importance of Create your own cartoon explaining freedom of expression as the importance of the Constitution guaranteed by the First using information from these Amendment to the U. S. documents, Utilize we based Constitution. websites www.goanimate.com SS4CG3 The student will Explain the process for Functions of the Government describe the functions of making and enforcing government. laws.
Explain managing conflicts and protecting rights.
Describe providing for the defense of the nation.
Explain limiting the power of people in authority.
Explain the fiscal responsibility of government.
SS4CG4 The student will Explain the necessity Civic Responsibility explain the importance of of respecting the rights Americans sharing certain of others and central democratic beliefs and promoting the common principles, both personal and good. civic.
SS4E1 The student will use the Describe opportunity Economics basic economic concepts of costs and their trade, opportunity cost, relationship to specialization, voluntary decision-making across exchange, productivity, and time (such as decisions price incentives to illustrate to send expeditions to historical events. North and South America).
Explain how price incentives affect people’s behavior and choices (such as colonial decisions about what crops to grow and products to produce).
SS4E2 The student will identify Spending and Saving eBook the elements of a personal budget and explain why Spending personal spending and saving decisions are important. Keeping Track of What You Have
Why Invest