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You are on page 1of 153

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Monday 01/25/2016

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can create a collage to represent many different items that were made in the factories.

Standard:VA.O.4.2.05 use a variety of textures in artwork

Extra PE:

Day:Wednesday

Activity: gonoodle.com exercise video

Health: discuss good eating habits- healthy food and drink choices

Character Ed:Polite- discuss and demonstrate some examples of being polite to others.

Multicultural:Orient month

**Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan
**

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn"

Transistion activities: Brain breaks between subjects. (gonoodle.com)

**Career Lesson: discuss different jobs found in the factories
**

A

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module___ Lessons___

Standard:

Page 1 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

I CAN:

Strategies:

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments,

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Morning Routine

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Standards:

Story:

Lesson:

Page 2 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:

Spelling:

Writing:

**Reading Small Group
**

Groups:

1: (with Pritchett for intensive focus) Jasper, Lacey, Grace, Kenneth

2: Emoni, Olivia Glen

3: Austin, Taureanne, Juliana, Samara

4:Luke, Noah, Isaiah

Day 1: Vocabulary Reader

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:

I Can:

weekly Lesson M-F:

Lab/experiment:

Social Studies

Standard:

I Can:

Lesson: (M-F)

Page 3 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Tuesday 01/26/2016

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can create a collage to represent many different items that were made in the factories.

Standard:VA.O.4.2.05 use a variety of textures in artwork

Extra PE:

Day:Wednesday

Activity: gonoodle.com exercise video

Health: discuss good eating habits- healthy food and drink choices

Character Ed:Polite- discuss and demonstrate some examples of being polite to others.

Multicultural:Orient month

**Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan
**

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn"

Transistion activities: Brain breaks between subjects. (gonoodle.com)

**Career Lesson: discuss different jobs found in the factories
**

A

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module__3_ Lessons_finish lesson 4 begin lesson 5- multiply multiples of 10, 100, 1,000 by single digits, recognizing

patterns __

Standard: M.4.NBT.1, M.4.NBT.5

Page 4 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Lesson: go over homework form lesson 4 with the class. give the exit ticket for lesson for to check for understanding.

Begin teaching lesson 5- fluency practice- group count by multiples of 10 and 100. multiply units.... concept developmentteach lesson according to handout. give students the problem set have them complete it. go over as a whole class

making in corrections if needed. give homework for lesson 5.

I CAN: I can multiply multiples of 10, 100, and 1,000 by single digits.

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments,

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Morning Routine

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Standards: ELA.4.R.C1.6; ELA.4.R.C1.5; ELA.4.R.C2.4; ELA.4.R.C4.2; ELA.4.W.C11.1

Page 5 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**Story:Social Studies unit- Chapter 11- Lessons 1-4 Westward Expansion Social Studies standards-SS.4.H.CL.4.3;
**

SS.4.H.CL.2; SS.4.H.CL.1

I Can- I can explain events in a historical text, I can find the main idea and details and summarize an informational text, I

can find the meaning of domain-specific words, I can read and comprehend informational text, I can conduct short

research through investigation of a topic.

Lesson: Introduce lesson 3 vocabulary- read together as whole group answering questions as going along. pages:

444-451, EQ: How did the US grow in the 1830s and the 1840s? explain Texas became a state, Describe how pioneers

traveled west on the Oregon and Mormon trails. Draw conclusions as reading lesson three.

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:dictator, annex, ford, Manifest Destiny, cession, gold rush, forty-niners, canal, lock, locomotive, Industrial

revolution, cotton gin, interchangeable parts

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar: Review writing in sequence for example timelines,

Spelling: see spelling homework sheet. daily practice. review

Writing: Writing to inform- students will use multiple sources to write about their assigned topic. they will present to the

class.

**Reading Small Group
**

Groups:

1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, Kirsten, Kenneth, Grace

2: Emoni, Olivia, Glen, Carrie

3: Austin, Taureanne, Juliana, Samara

4:Luke, Noah, Aiden, Isaiah

Day 2: Differentiate Comprehnsion:throughout the week groups will be working on cloze reading of the chapter in social

studies. we will also review vocabulary each day.students will practice locating headings, sub-headings, vocabulary, and

captions as they read informational text.

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:SC.S.4.3

I Can: I can identify how parts of a system interact.

weekly Lesson M-F: Discuss some of the inventions found in lesson 4 research. discuss and find ways that the items

created interact with each other. have students create an idea of their own invention that could possibly be made. have

them draw a picture and describe its use.

Lab/experiment:

Social Studies

Standard:SEE READING PLANS

I Can:

Page 6 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Lesson: (M-F)

Page 7 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Wednesday 01/27/2016

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can create a collage to represent many different items that were made in the factories.

Standard:VA.O.4.2.05 use a variety of textures in artwork

Extra PE:

Day:Wednesday

Activity: gonoodle.com exercise video

Health: discuss good eating habits- healthy food and drink choices

Character Ed:Polite- discuss and demonstrate some examples of being polite to others.

Multicultural:Orient month

**Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan
**

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn"

Transistion activities: Brain breaks between subjects. (gonoodle.com)

**Career Lesson: discuss different jobs found in the factories
**

A

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module__3_ Lessons_finish lesson 5 begin lesson 6- multiply 2-digit multiples of 10 by 2-digit multiples of 10 with the

area model.

Standard: M.4.NBT.1, M.4.NBT.5

Page 8 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Lesson: go over homework form lesson 5 with the class. give the exit ticket for lesson for lesson 5 to check for

understanding. Begin teaching lesson 6- fluency practice- multiply by different units, take out the 10, 100, or

1,000....application problem- complete with class...concept deveolopment- teach lesson- give problem set, then have

students complete it, go over as a whole class making corrections if needed, give lesson 6 homework.

I CAN: I can multiply multiples of 10, 100, and 1,000 by single digits.

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments,

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Morning Routine

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Standards: ELA.4.R.C1.6; ELA.4.R.C1.5; ELA.4.R.C2.4; ELA.4.R.C4.2; ELA.4.W.C11.1

Story:Social Studies unit- Chapter 11- Lessons 1-4 Westward Expansion Social Studies standards-SS.4.H.CL.4.3;

SS.4.H.CL.2; SS.4.H.CL.1

Page 9 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

I Can- I can explain events in a historical text, I can find the main idea and details and summarize an informational text, I

can find the meaning of domain-specific words, I can read and comprehend informational text, I can conduct short

research through investigation of a topic.

Lesson: Introduce lesson 3 vocabulary- read together as whole group answering questions as going along. pages:

444-451, EQ: How did the US grow in the 1830s and the 1840s? explain Texas became a state, Describe how pioneers

traveled west on the Oregon and Mormon trails. Draw conclusions as reading lesson three. Tell how the united States

gained lands after the Mexican-American war.

Describe the California gold rush. Review vocabulary for lesson three. p.447

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:dictator, annex, ford, Maifest Destiny, cession, gold rush, forty-niners, canal, lock, locomotive, Industrial

revolution, cotton gin, interchangeable parts

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:Review adjectives and proper nouns, practice with use in writing informational piece.

Spelling:Review spelling words- see spelling handout

Writing: Writing to inform- students will use multiple sources to write about their assigned topic. they will present to the

class.

Reading Small Group

Groups:

1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, Kirsten, Grace, Kenneth

2: Emoni, Olivia, Glen, Carrie

3: Austin, Taureanne, Juliana, Samara

4:Luke, Noah, Aiden, Isaiah

Day 3: Leveled Readers

throughout the week groups will be working on cloze reading of the chapter in social studies. we will also review

vocabulary each day.students will practice locating headings, sub-headings, vocabulary, and captions as they read

informational text.

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:SC.S.4.3

I Can: I can identify how parts of a system interact.

weekly Lesson M-F: Discuss some of the inventions found in lesson 4 research. discuss and find ways that the items

created interact with each other. have students create an idea of their own invention that could possibly be made. have

them draw a picture and describe its use.

Lab/experiment:

Social Studies

Standard:SEE READING PLANS

Page 10 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

I Can:

Lesson: (M-F)

Page 11 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Thursday 01/28/2016

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can create a collage to represent many different items that were made in the factories.

Standard:VA.O.4.2.05 use a variety of textures in artwork

Extra PE:

Day:Wednesday

Activity: gonoodle.com exercise video

Health: discuss good eating habits- healthy food and drink choices

Character Ed:Polite- discuss and demonstrate some examples of being polite to others.

Multicultural:Orient month

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn"

Transistion activities: Brain breaks between subjects. (gonoodle.com)

**Career Lesson: discuss different jobs found in the factories
**

A

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module__3_ Lessons_6__multiply 2-digit multiples of 10 by 2-digit multiples of 10 with the area mode

Standard: M.4.NBT.1, M.4.NBT.5

Page 12 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**I CAN: I can multiply a 2- digit multiples of 10 by 2-digit multiples of 10 with the area model.
**

Lesson- go over the lesson 6 homework with the class. giv ethe exit ticket fot students to complete to check for

understanding. Review all topics from the week with the students.

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments,

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Standards: ELA.4.R.C1.6; ELA.4.R.C1.5; ELA.4.R.C2.4; ELA.4.R.C4.2; ELA.4.W.C11.1

Story:Social Studies unit- Chapter 11- Lessons 1-4 Westward Expansion Social Studies standards-SS.4.H.CL.4.3;

SS.4.H.CL.2; SS.4.H.CL.1

Page 13 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

I Can- I can explain events in a historical text, I can find the main idea and details and summarize an informational text, I

can find the meaning of domain-specific words, I can read and comprehend informational text, I can conduct short

research through investigation of a topic.

Lesson: Review vocabulary Begin lesson 4- New Ideas and Inventions p-452-457, EQ: How did new inventions change

life in the United States?- explain how canals, steamboats, and railroads improved transportation and shipping. Describe

how new inventions led to the industrial revolution

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:dictator, annex, ford, Maifest Destiny, cession, gold rush, forty-niners, canal, lock, locomotive, Industrial

revolution, cotton gin, interchangeable parts

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:Review adjectives and proper nouns, practice with use in writing informational piece.

Spelling: review practice spelling words- see spelling handout- play sparkle to review for test.

Writing:Writing to inform- students will use multiple sources to write about their assigned topic. they will present to the

class.

Reading Small Group

Groups:

1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, Kirsten, Kenneth, Grace

2: emoni, Olivia, Glen, Carrie

3: Austin, Taureanne, Juliana, Samara

4:Luke, Noah, Aiden, Isaiah

Day 4: Differentiate Vocab Strategies:throughout the week groups will be working on cloze reading of the chapter in social

studies. we will also review vocabulary each day.students will practice locating headings, sub-headings, vocabulary, and

captions as they read informational text.

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:SC.S.4.3

I Can: I can identify how parts of a system interact.

weekly Lesson M-F: Discuss some of the inventions found in lesson 4 research. discuss and find ways that the items

created interact with each other. have students create an idea of their own invention that could possibly be made. have

them draw a picture and describe its use. :

Lab/experiment:

Social Studies

Standard:SEE READING PLANS

I Can:

Lesson: (M-F)

Page 14 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Friday 01/29/2016

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can create a collage to represent many different items that were made in the factories.

Standard:VA.O.4.2.05 use a variety of textures in artwork

Extra PE:

Day:Wednesday

Activity: gonoodle.com exercise video

Health: discuss good eating habits- healthy food and drink choices

Character Ed:Polite- discuss and demonstrate some examples of being polite to others.

Multicultural:Orient month

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn"

Transistion activities: Brain breaks between subjects. (gonoodle.com)

**Career Lesson: discuss different jobs found in the factories
**

A

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module__3_ Lessons_begin lesson 7-Use place value disks to represent two-digit by one-digit multiplication.__

Lesson- Fluency practice-§ Sprint: Multiply Multiples of 10, 100, and 1,000

Multiply Mentally

Page 15 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**Complete application problem- go over with class review. concept development- demonstrate multiplication of
**

2 digit by one digit multiplication.

Standard:M.4.NBT.5

I CAN: I can use place value disks to represent 2 digit by one digit multiplication.

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments,

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Standards: ELA.4.R.C1.6; ELA.4.R.C1.5; ELA.4.R.C2.4; ELA.4.R.C4.2; ELA.4.W.C11.1

Page 16 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**Story:Social Studies unit- Chapter 11- Lessons 1-4 Westward Expansion Social Studies standards-SS.4.H.CL.4.3;
**

SS.4.H.CL.2; SS.4.H.CL.1

I Can- I can explain events in a historical text, I can find the main idea and details and summarize an informational text, I

can find the meaning of domain-specific words, I can read and comprehend informational text, I can conduct short

research through investigation of a topic.

Lesson: Chapter Review and assess by give chapter 11 lessons 1-4 test.

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:dictator, annex, ford, Manifest Destiny, cession, gold rush, forty-niners, canal, lock, locomotive, Industrial

revolution, cotton gin, interchangeable parts

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar: Review adjectives and proper nouns, practice with use in writing informational piece.

Spelling:assess give oral spelling test.

Writing:Writing to inform- students will use multiple sources to write about their assigned topic. they will present to the

class.

Reading Small Group

Groups:

1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, irsten, Grace

2: Kenneth, emoni, juliana, glen

3: samara, isaiah, carrie, austin

4:olivia, noah, taureanne, aiden, luke

Day 5: Options for Reteaching: (Vocab strategies, Comprehension skill, lang arts, decoding throughout the week groups

will be working on cloze reading of the chapter in social studies. we will also review vocabulary each day.students will

practice locating headings, sub-headings, vocabulary, and captions as they read informational text.

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:SC.S.4.3

I Can: I can identify how parts of a system interact.

weekly Lesson M-F: Discuss some of the inventions found in lesson 4 research. discuss and find ways that the items

created interact with each other. have students create an idea of their own invention that could possibly be made. have

them draw a picture and describe its use.

Lab/experiment:

Social Studies

Standard:SEE READING PLANS

I Can:

Lesson: (M-F)

Page 17 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Monday 02/01/2016

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

**Computer lab times: Wednesdays- 7:45-8:45, Fridays-12:30-1:15**

Art:

I Can:

Standard:

Extra PE:

Day:

Activity:

Health:

Character Ed:

Multicultural:

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn"

Transition activities: Brain breaks between subjects. (gonoodle.com)

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module__3_ Lessons_6__multiply 2-digit multiples of 10 by 2-digit multiples of 10 with the area mode

Standard: M.4.NBT.1, M.4.NBT.5

I CAN: I can multiply a 2- digit multiples of 10 by 2-digit multiples of 10 with the area model.

Lesson- go over the lesson 6 homework with the class. give the exit ticket for students to complete to check for

understanding. Review all topics from the week with the students.

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments,

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

Page 18 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Standards:

Story:

Lesson:

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:

Spelling:

Writing:

**Reading Small Group
**

Groups:

1: (with Pritchett for intensive focus) Jasper, Lacey, Grace, Kenneth

Page 19 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**2: Emoni, Olivia Glen
**

3: Austin, Taureanne, Juliana, Samara

4:Luke, Noah, Isaiah

Day 1: Vocabulary Reader

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:

I Can:

weekly Lesson M-F:

Lab/experiment:

Social Studies

Standard:

I Can:

Lesson: (M-F)

Page 20 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Tuesday 02/02/2016

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

**Computer lab times: Wednesdays- 7:45-8:45, Fridays-12:30-1:15**

Art:

I Can:

Standard:

Extra PE:

Day:

Activity:

Health:

Character Ed:

Multicultural:

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn"

Transition activities: Brain breaks between subjects. (gonoodle.com)

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module__3_ Lessons_begin lesson 7-Use place value disks to represent two-digit by one-digit multiplication.__

Lesson- Fluency practice-§ Sprint: Multiply Multiples of 10, 100, and 1,000

Multiply Mentally

Complete application problem- go over with class review. concept development- demonstrate multiplication of

2 digit by one digit multiplication.

Standard:M.4.NBT.5

I CAN: I can use place value disks to represent 2 digit by one digit multiplication.

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments,

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Page 21 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Standards:

Story:

Lesson:

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:

Spelling:

Writing:

Reading Small Group

Page 22 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Groups:

1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, Kirsten, Kenneth, Grace

2: Emoni, Olivia, Glen, Carrie

3: Austin, Taureanne, Juliana, Samara

4:Luke, Noah, Aiden, Isaiah

Day 2: Differentiate Comprehnsion:

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:

I Can:

weekly Lesson M-F:

Lab/experiment:

Social Studies

Standard:

I Can:

Lesson: (M-F)

Page 23 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Wednesday 02/03/2016

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

**Computer lab times: Wednesdays- 7:45-8:45, Fridays-12:30-1:15**

Art:

I Can:

Standard:

Extra PE:

Day:

Activity:

Health:

Character Ed:

Multicultural:

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn"

Transition activities: Brain breaks between subjects. (gonoodle.com)

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module__3_ Lessons__Finish lesson 7 begin lesson 8- Extend the use of place value disks to represent three and four

digit by one digit multiplication. _

fluency practice- epanded form, multiply mentally, multiply using disks. Complete the application problem, review as a

whole class- check for student understanding. Begin concept development- direct instruction. add in guided practice. Give

students the problem set to complete, review the problem set, give students homework.

Standard: M.4.OA.1, 2, M.4.NBT.1, 5.

I CAN:I can use place value disks to represent three and four digit by one digit multiplication.

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments,

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Page 24 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Standards:

Story:

Lesson:

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:

Spelling:

Writing:

Reading Small Group

Page 25 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Groups:

1: (with Pritchett for intensive focus) Jasper, Lacey, , Grace, Kenneth

2: Emoni, Olivia, Glen,

3: Austin, Taureanne, Juliana, Samara

4:Luke, Noah, Isaiah

Day 3: Leveled Readers

Below:

On:

Above:

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:

I Can:

weekly Lesson M-F:

Lab/experiment:

Social Studies

Standard:

I Can:

Lesson: (M-F)

Page 26 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Thursday 02/04/2016

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

**Computer lab times: Wednesdays- 7:45-8:45, Fridays-12:30-1:15**

Art:

I Can:

Standard:

Extra PE:

Day:

Activity:

Health:

Character Ed:

Multicultural:

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn"

Transition activities: Brain breaks between subjects. (gonoodle.com)

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module__3_ Lessons__Finish lesson 8 begin lesson 9- multiply 3 and 4 digit numbers by one digit numbers applying the

standard algorithm.

._

lesson- finish lesson 8- review homework that students completed, give exit ticket to check for understanding of lesson.

Begin lesson 9fluency practice- expanded form, multiply mentally, multiply using disks.

application problem- complete the application problem with the class checking for their understanding.

direct instruction- concept development- teach lesson 9 -complete problem set review with class check for understanding.

give homework for the evening.

Standard: M.4.OA.1, 2, M.4.NBT.1, 5.

I CAN:I can use place value disks to represent three and four digit by one digit multiplication.

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments,

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Page 27 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Standards:

Story:

Lesson:

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:

Spelling:

Writing:

Page 28 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**Reading Small Group
**

Groups:

1: (with Pritchett for intensive focus) Jasper, Lacey, Kenneth, Grace

2: emoni, Olivia, Glen

3: Austin, Taureanne, Juliana, Samara

4:Luke, Noah, , Isaiah

Day 4: Differentiate Vocab Strategies:

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:

I Can:

weekly Lesson M-F:

Lab/experiment:

Social Studies

Standard:

I Can:

Lesson: (M-F)

Page 29 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Friday 02/05/2016

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

**Computer lab times: Wednesdays- 7:45-8:45, Fridays-12:30-1:15**

Art:

I Can:

Standard:

Extra PE:

Day:

Activity:

Health:

Character Ed:

Multicultural:

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn"

Transition activities: Brain breaks between subjects. (gonoodle.com)

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module__3_ Lessons_finish lesson 9- multiply 3 digit and 4 digit by a 1 digit numbers applying the standard algorithm. __

lesson- review students' homework check answers. give the exit ticket to assess understanding of lesson 9. review all

topics form the week as a whole class to wrap up math for the week- play a game of around the world to review basic

multiplication.

Standard:M.4.NBT.1, M.4.NBT.5

I CAN: I can multiply a 3 or 4 digit number by a one digit number.

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments,

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

Page 30 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Standards:

Story:

Lesson:

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:

Spelling:

Writing:

**Reading Small Group
**

Groups:

1: (with Pritchett for intensive focus) , Jasper, Lacey, , Grace

Page 31 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**2: Kenneth, emoni, juliana, glen
**

3: samara, isaiah,, austin

4:olivia, noah, taureanne, , luke

Day 5: Options for Reteaching: (Vocab strategies, Comprehension skill, lang arts, decoding

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:

I Can:

weekly Lesson M-F:

Lab/experiment:

Social Studies

Standard:

I Can:

Lesson: (M-F)

Page 32 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Monday 02/08/2016

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can look at artwork and choose things about it that make it different and unique.

Standard:VA..O.4.5.04- Choose artwork and discuss characteristics that make it unique.

Extra PE:

Day:wednesday

Activity:kids zumba

Health:

WE.4.02.01

recommend specific

resources in the community

from which to seek health

care, health information, and

health enhancing activities.

Discuss some aids that can help people

Character Ed:sympathetic

Multicultural:African American Month

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn" create flash cards to assist student learning.

Transistion activities: Brain breaks between subjects. (gonoodle.com)

Career Lesson:Discuss jobs of people who work with animals, for example: vets, zookeeper, dog catchers, animal

trainers, etc...

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module__3_ Lessons_Begin lesson 9- multiply 3 and 4 digit numbers by one digit numbers applying the standard

algorithm. _

Lesson:

Direct Instruction: Concept development- teach the lesson from the engage NY outline. using sample problems.

Guided Practice: review- fluency practice- students will review expanded form, they will multiply mentally, students will

also multiply using disks. after several examples of direct instruction, the teacher will then allow students to use their

personal white boards to participate and practice with sample problems.

Independent Practice: Students will complete the application problem in lesson 8. The teacher will go over it after

students have finished the problem. After finishing the concept development, students will be given the problem set as

independent practice on their own. The teacher will review the problem set and students will use that to assist them in

their homework.

Standard: M.4.NBT.5- multiply a whole number of up to 4 digits by a one-digit whole number.

Objective: students will be able to multiply a 3 or 4 digit number by a 1 digit number.

Page 33 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**I CAN: I can multiply a 3 or 4 digit number by a one digit number.
**

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments,

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Standards:

Story: "Let Me Be Brave", "The Right Dog for the Job"

Lesson: Teacher Read Aloud “Let Me Be Brave,” T86–T87, Read and Comprehend, T90–T91 FIRST READ Think

Through the Text Read the Anchor Text: “The Right Dog for the Job: Ira’s Path from Service Dog to Guide T92–T103,

Fluency Model Intonation, T86

Page 34 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:Introduce Vocabulary words: reward, graduate, symbol, foster, disobey, confidence, patiently, confesses,

ceremony, performs. review vocabulary in Context, T88–T89 Domain-Specific Vocabulary, T116

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:Daily Proofreading Practice, T122 Teach Adverbs, T122

Spelling:review words with final /j/ and /s/ sounds: glance, judge, damage, package, twice, stage, carriage, since,

practice, marriage, baggage, office, message, bridge, chance, notice, ridge, manage, palace, bandage. Pretest, T120

Writing: Narrative Writing: Friendly Letter Analyze the Model, T126

Standards:

ELA.4.R.C1.1 Students will refer to details and examples in a literary text when explaining what the text says explicitly

and when drawing inferences from the text.

ELA.4.R.C1.2 Students will determine a theme of a story, drama or poem from details in the literary text; summarize the

text.

ELA.4.R.C1.3 Students will describe in depth a character, setting or event in a story or drama, drawing on specific

details in the literary text (e.g., a character's thoughts, words or actions).

ELA.4.R.C2.1 Students will determine the meaning of words and phrases as they are used in a literary text, including

those that allude to significant characters found in mythology (e.g., herculean).

ELA.4.R.C2.5 Students will describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution)

of events, ideas, concepts or information in an informational text or part of an informational text.

ELA.4.R.C4.1 Students will, by the end of the year read and comprehend literature, including stories, dramas and

poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELA.4.R.C8.1 Students will read with sufficient accuracy and fluency to support comprehension.

• read on-level text with purpose and understanding.

• read on-level prose and poetry orally with accuracy, appropriate rate and expression.

• use context to confirm or self-correct word recognition and understanding, rereading as necessary.

ELA.4.W.C9.3 Students will write narratives to develop real or imagined experiences or events using effective technique,

descriptive details and clear event sequences.

• orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence

that unfolds naturally.

• use dialogue and description to develop experiences and events or show the responses of characters to situations.

• use a variety of transitional words and phrases to manage the sequence of events.

• use concrete words and phrases and sensory details to convey experiences and events precisely.

• provide a conclusion that follows from the narrated experiences or events.

ELA.4.W.C12.1 Students will write routinely over extended time frames (time for research, reflection and revision) and

shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

ELA.4.SL.C13.2 Students will paraphrase portions of a text read aloud or information presented in diverse media and

formats, including visually, quantitatively and orally.

ELA.4.L.C16.1 Students will use knowledge of language and its conventions when writing, speaking, reading or

listening.

• choose words and phrases to convey ideas precisely.

• choose punctuation for effect.

• differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal

discourse is appropriate (e.g., small-group discussion).

ELA.4.L.C17.1 Students will determine or clarify the meaning of unknown and multiple-meaning words and phrases

based on grade 4 reading and content, choosing flexibly from a range of strategies.

• use context (e.g., definitions, examples or restatements in text) as a clue to the meaning of a word or phrase.

Page 35 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

• use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph,

photograph, autograph).

• consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation

and determine or clarify the precise meaning of key words and phrases.

ELA.4.L.C17.3 Students will acquire and use accurately grade-appropriate general academic and domain-specific words

and phrases, including those that signal precise actions, emotions or states of being (e.g., quizzed, whined, stammered)

and that are basic to a particular topic (e.g., wildlife, conservation and endangered when discussing animal

preservation).

Reading Small Group

Groups:

1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, Kirsten, Grace, Kenneth

2: Emoni, Olivia Glen, Carrie

3: Austin, Taureanne, Juliana, Samara

4:Luke, Noah, Aiden, Isaiah

Day 1: Vocabulary Reader Animals Helping People, Differentiated Instruction, p. T136

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:SC.O.4.1.06- Support statements with facts found through research from various sources, including

technology.

I Can:I can find facts in research in science.

weekly Lesson M-Students will be given a topic of a career that works with animals. they will collect information from their

source and organize it and present it to the class.

Social Studies

Standard:SS.4.C.3- explore the concepts for rule of law to create a visual or oral presentation of how these concepts

protect individual rights and the common good.

I Can:I can discuss things that are apart of the common good, and having good citizenship.

Lesson: (M-F) students will read page 64 in their social studies book on Common Good. We will discuss as a class. Each

day of the week we will also read some picture books on the bill of rights, discussing rights of people in the nation.

Page 36 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Tuesday 02/09/2016

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can look at artwork and choose things about it that make it different and unique.

Standard:VA..O.4.5.04- Choose artwork and discuss characteristics that make it unique.

Extra PE:

Day:wednesday

Activity:kids zumba

Health:

WE.4.02.01

recommend specific

resources in the community

from which to seek health

care, health information, and

health enhancing activities.

Discuss some aids that can help people

Character Ed:sympathetic

Multicultural:African American Month

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn" create flash cards to assist student learning.

Transistion activities: Brain breaks between subjects. (gonoodle.com)

Career Lesson:Discuss jobs of people who work with animals, for example: vets, zookeeper, dog catchers, animal

trainers, etc...

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module__3_ Lessons__finish lesson 9 begin lesson 10-multiply a 3 and 4 digit number by one digit numbers applying the

standard algorithm. _

Standard:M.4.OA.1- Interpret a multiplication problem, M.4.OA.2- multiply or divide to solve word problems,

M.4.OA.3-Solve multi-step word problems, M.4.NBT.5- Multiply a whole number of up to 4 digits by a one digit number.

M.NBT.1- recognize that a multi-digit number, a digit in one place represents ten times what it represents in the place to

its right.

Lesson:

direct Instruction:Concept development- teacher will use sample problems from engage NY lesson to teach the concept

of multiplying a 3 and 4 digit number by a one digit number.

guided practice:fluency practice- we will represent expanded form, multiply mentally, and multiply using partial product.

The teacher will go over lesson 9 homework to review lesson 9 with the class.

independent practice: Students will be given the exit ticket for lesson 9 to assess their understanding of lesson 9.

application problem- students will answer the problem given in the engage NY- teacher will review the problem with the

students once they have finished. Students will be given the problem set after the lesson is taught as independent

Page 37 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

practice. They will be allowed time to complete it, then the teacher will go over it with the class when completed. Students

will be given homework that goes along with the lesson.

I CAN: I can multiply a 3 or 4 digit number by a one digit number.

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments,

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Standards:

Story:The Right Dog For The Job

Page 38 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Lesson: Turn and Talk, T106, Dig Deeper: How to Analyze the Text, T104–T105 • Sequence of Events • Main Ideas and

Details • SECOND READ Analyze the Text Reread the Anchor Text: “The Right Dog for the Job: Ira’s Path from Service

Dog to Guide Dog,” T95, T99, T101 Your Turn, T106–T107, Fluency Teach Intonation, T118 Practice Intonation, T97

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:Domain specific vocabualy

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:Daily Proofreading Practice, T123 Teach Adverbs of Intensity and Frequency, T123

Spelling:Words with Final /j/ and /s/: Word Sort, T120

Writing: Narrative Writing: Friendly Letter Teach the Focus Trait, T127

Standards:

ELA.4.R.C1.1 Students will refer to details and examples in a literary text when explaining what the text says explicitly

and when drawing inferences from the text.

ELA.4.R.C1.2 Students will determine a theme of a story, drama or poem from details in the literary text; summarize the

text.

ELA.4.R.C1.3 Students will describe in depth a character, setting or event in a story or drama, drawing on specific

details in the literary text (e.g., a character's thoughts, words or actions).

ELA.4.R.C2.1 Students will determine the meaning of words and phrases as they are used in a literary text, including

those that allude to significant characters found in mythology (e.g., herculean).

ELA.4.R.C2.5 Students will describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution)

of events, ideas, concepts or information in an informational text or part of an informational text.

ELA.4.R.C4.1 Students will, by the end of the year read and comprehend literature, including stories, dramas and

poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELA.4.R.C8.1 Students will read with sufficient accuracy and fluency to support comprehension.

• read on-level text with purpose and understanding.

• read on-level prose and poetry orally with accuracy, appropriate rate and expression.

• use context to confirm or self-correct word recognition and understanding, rereading as necessary.

ELA.4.W.C9.3 Students will write narratives to develop real or imagined experiences or events using effective technique,

descriptive details and clear event sequences.

• orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence

that unfolds naturally.

• use dialogue and description to develop experiences and events or show the responses of characters to situations.

• use a variety of transitional words and phrases to manage the sequence of events.

• use concrete words and phrases and sensory details to convey experiences and events precisely.

• provide a conclusion that follows from the narrated experiences or events.

ELA.4.W.C12.1 Students will write routinely over extended time frames (time for research, reflection and revision) and

shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

ELA.4.SL.C13.2 Students will paraphrase portions of a text read aloud or information presented in diverse media and

formats, including visually, quantitatively and orally.

ELA.4.L.C16.1 Students will use knowledge of language and its conventions when writing, speaking, reading or

listening.

• choose words and phrases to convey ideas precisely.

• choose punctuation for effect.

• differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal

discourse is appropriate (e.g., small-group discussion).

ELA.4.L.C17.1 Students will determine or clarify the meaning of unknown and multiple-meaning words and phrases

based on grade 4 reading and content, choosing flexibly from a range of strategies.

Page 39 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**• use context (e.g., definitions, examples or restatements in text) as a clue to the meaning of a word or phrase.
**

• use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph,

photograph, autograph).

• consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation

and determine or clarify the precise meaning of key words and phrases.

ELA.4.L.C17.3 Students will acquire and use accurately grade-appropriate general academic and domain-specific words

and phrases, including those that signal precise actions, emotions or states of being (e.g., quizzed, whined, stammered)

and that are basic to a particular topic (e.g., wildlife, conservation and endangered when discussing animal

preservation).

Reading Small Group

Groups:

1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, Kirsten, Kenneth, Grace

2: Emoni, Olivia, Glen, Carrie

3: Austin, Taureanne, Juliana, Samara

4:Luke, Noah, Aiden, Isaiah

Day 2: Differentiate Comprehnsion:Sequence of Events; Summarize, p. T138

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:SC.O.4.1.06- Support statements with facts found through research from various sources, including

technology.

I Can:I can find facts in research in science.

weekly Lesson M-Students will be given a topic of a career that works with animals. they will collect information from their

source and organize it and present it to the class.

Social Studies

Standard:SS.4.C.3- explore the concepts for rule of law to create a visual or oral presentation of how these concepts

protect individual rights and the common good.

I Can:I can discuss things that are apart of the common good, and having good citizenship.

Lesson: (M-F) students will read page 64 in their social studies book on Common Good. We will discuss as a class. Each

day of the week we will also read some picture books on the bill of rights, discussing rights of people in the nation.

Page 40 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Wednesday 02/10/2016

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can look at artwork and choose things about it that make it different and unique.

Standard:VA..O.4.5.04- Choose artwork and discuss characteristics that make it unique.

Extra PE:

Day:wednesday

Activity:kids zumba

Health:

WE.4.02.01

recommend specific

resources in the community

from which to seek health

care, health information, and

health enhancing activities.

Discuss some aids that can help people

Character Ed:sympathetic

Multicultural:African American Month

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn" create flash cards to assist student learning.

Transistion activities: Brain breaks between subjects. (gonoodle.com)

Career Lesson:Discuss jobs of people who work with animals, for example: vets, zookeeper, dog catchers, animal

trainers, etc...

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module__3_ Lessons_finish lesson 10, begin lesson 11- Connect the area model and the partial products method to the

standard algorithm.__

Standard:M.4.NBT.5-Multiply a whole number of up to 4 digits by a one digit number, M.NBT.1- recognize that a multidigit number, a digit in one place represents ten times what it represents in the place to its right

I CAN: I can connect the area model and partial products method to the standard algorithm.

Lesson:

Direct Instructionguided practiceIndependent practiceSkills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments,

Page 41 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**Math Small Group
**

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Standards:

Story:"The Right Dog for the Job"

Lesson: Classroom Collaboration, T109, Independent Reading • Reader’s Guide: “The Right Dog for the Job: Ira’s Path

from Service Dog to Guide Dog,” T108 • Self-Selected Reading, T108, Fluency Practice Expression, T108 Decoding More

Sound/Spelling Changes, T119,

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:Apply Vocabulary Knowledge, T109

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:Daily Proofreading Practice, T123 Teach Adverbs in Different Parts of Sentences, T123

Page 42 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**Spelling:Words with Final /j/ and /s/: Multiple Meaning Words, T121
**

Writing:Narrative Writing: Friendly Letter Prewrite, T127

Standards:

ELA.4.R.C1.1 Students will refer to details and examples in a literary text when explaining what the text says explicitly

and when drawing inferences from the text.

ELA.4.R.C1.2 Students will determine a theme of a story, drama or poem from details in the literary text; summarize the

text.

ELA.4.R.C2.1 Students will determine the meaning of words and phrases as they are used in a literary text, including

those that allude to significant characters found in mythology (e.g., herculean).

ELA.4.R.C2.5 Students will describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution)

of events, ideas, concepts or information in an informational text or part of an informational text.

ELA.4.R.C4.1 Students will, by the end of the year read and comprehend literature, including stories, dramas and

poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELA.4.R.C8.1 Students will read with sufficient accuracy and fluency to support comprehension.

• read on-level text with purpose and understanding.

• read on-level prose and poetry orally with accuracy, appropriate rate and expression.

• use context to confirm or self-correct word recognition and understanding, rereading as necessary.

ELA.4.W.C9.3 Students will write narratives to develop real or imagined experiences or events using effective technique,

descriptive details and clear event sequences.

• orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence

that unfolds naturally.

• use dialogue and description to develop experiences and events or show the responses of characters to situations.

• use a variety of transitional words and phrases to manage the sequence of events.

• use concrete words and phrases and sensory details to convey experiences and events precisely.

• provide a conclusion that follows from the narrated experiences or events.

ELA.4.W.C12.1 Students will write routinely over extended time frames (time for research, reflection and revision) and

shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

ELA.4.SL.C13.2 Students will paraphrase portions of a text read aloud or information presented in diverse media and

formats, including visually, quantitatively and orally.

ELA.4.L.C16.1 Students will use knowledge of language and its conventions when writing, speaking, reading or

listening.

• choose words and phrases to convey ideas precisely.

• choose punctuation for effect.

• differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal

discourse is appropriate (e.g., small-group discussion).

ELA.4.L.C17.1 Students will determine or clarify the meaning of unknown and multiple-meaning words and phrases

based on grade 4 reading and content, choosing flexibly from a range of strategies.

• use context (e.g., definitions, examples or restatements in text) as a clue to the meaning of a word or phrase.

• use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph,

photograph, autograph).

• consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation

and determine or clarify the precise meaning of key words and phrases.

ELA.4.L.C17.3 Students will acquire and use accurately grade-appropriate general academic and domain-specific words

and phrases, including those that signal precise actions, emotions or states of being (e.g., quizzed, whined, stammered)

and that are basic to a particular topic (e.g., wildlife, conservation and endangered when discussing animal

preservation).

Reading Small Group

Groups:

1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, Kirsten, Grace, Kenneth

2: Emoni, Olivia, Glen, Carrie

3: Austin, Taureanne, Juliana, Samara

Page 43 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**4:Luke, Noah, Aiden, Isaiah
**

Day 3: Leveled Readers

Below:Animal Doctors, p. T140

On:A Rural Veterinarian, p. T141

Above:Helping Wild Animals, p. T142

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:SC.O.4.1.06- Support statements with facts found through research from various sources, including

technology.

I Can:I can find facts in research in science.

weekly Lesson M-Students will be given a topic of a career that works with animals. they will collect information from their

source and organize it and present it to the class.

Social Studies

Standard:SS.4.C.3- explore the concepts for rule of law to create a visual or oral presentation of how these concepts

protect individual rights and the common good.

I Can:I can discuss things that are apart of the common good, and having good citizenship.

Lesson: (M-F) students will read page 64 in their social studies book on Common Good. We will discuss as a class. Each

day of the week we will also read some picture books on the bill of rights, discussing rights of people in the nation.

Page 44 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Thursday 02/11/2016

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can look at artwork and choose things about it that make it different and unique.

Standard:VA..O.4.5.04- Choose artwork and discuss characteristics that make it unique.

Extra PE:

Day:wednesday

Activity:kids zumba

Health:

WE.4.02.01

recommend specific

resources in the community

from which to seek health

care, health information, and

health enhancing activities.

Discuss some aids that can help people

Character Ed:sympathetic

Multicultural:African American Month

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn" create flash cards to assist student learning.

Transistion activities: Brain breaks between subjects. (gonoodle.com)

Career Lesson:Discuss jobs of people who work with animals, for example: vets, zookeeper, dog catchers, animal

trainers, etc...

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module__3_ Lessons__finish lesson 11, begin lesson 12- solve two-step word problems, including multiplicative

comparison. _

Standard:M.4.OA.2- multiply or divide to solve word problems involving multiplicative comparison by using drawings and

equations with a symbol for unknown number to represent the problem and distinguishing the multiplicative comparison

from additive comparison.

I CAN: I can solve a 2 step multiplication word problem.

Lesson- direct instruction: begin concept development- model the problem teach students calculate and solve and write a

statement, assess the solution.

guided practice- complete fluency practice- multiply mentally, and multiply in three different ways- follow engage ny

outline

independent practice- complete exit ticket form lesson 11. give problem set for students to begin working on, go over with

studetns once they are finished. pass out homework.

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Page 45 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,
**

observation

Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments,

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Standards:

Story:"The Right Dog for the Job", "Knowing Noses"

Lesson: Classroom Collaboration, T110, Connect to the Topic • Read Informational Text: “Knowing Noses: Search-andRescue Dogs,” T110–T112 • Think Through the Text, T112 Compare Texts, T113 Practice Intonation, T111

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:Vocabulary Strategies Suffixes -ion, -ation, -ition, T114–T115

Page 46 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**Evaluations Used: homework, exit slips, writing prompts, responders, quizzes
**

Grammar:Daily Proofreading Practice, T124 Review Adverbs, T124

Spelling:Words with Final /j/ and /s/: Connect to Writing, T121

Writing: Narrative Writing: Friendly Letter Draft, T128

Standards:

ELA.4.R.C1.2 Students will determine a theme of a story, drama or poem from details in the literary text; summarize the

text.

ELA.4.R.C1.3 Students will describe in depth a character, setting or event in a story or drama, drawing on specific

details in the literary text (e.g., a character's thoughts, words or actions).

ELA.4.R.C2.1 Students will determine the meaning of words and phrases as they are used in a literary text, including

those that allude to significant characters found in mythology (e.g., herculean).

ELA.4.R.C2.5 Students will describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution)

of events, ideas, concepts or information in an informational text or part of an informational text.

ELA.4.R.C4.1 Students will, by the end of the year read and comprehend literature, including stories, dramas and

poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELA.4.R.C8.1 Students will read with sufficient accuracy and fluency to support comprehension.

• read on-level text with purpose and understanding.

• read on-level prose and poetry orally with accuracy, appropriate rate and expression.

• use context to confirm or self-correct word recognition and understanding, rereading as necessary.

ELA.4.W.C9.3 Students will write narratives to develop real or imagined experiences or events using effective technique,

descriptive details and clear event sequences.

• orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence

that unfolds naturally.

• use dialogue and description to develop experiences and events or show the responses of characters to situations.

• use a variety of transitional words and phrases to manage the sequence of events.

• use concrete words and phrases and sensory details to convey experiences and events precisely.

• provide a conclusion that follows from the narrated experiences or events.

ELA.4.W.C12.1 Students will write routinely over extended time frames (time for research, reflection and revision) and

shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

ELA.4.SL.C13.2 Students will paraphrase portions of a text read aloud or information presented in diverse media and

formats, including visually, quantitatively and orally.

ELA.4.L.C16.1 Students will use knowledge of language and its conventions when writing, speaking, reading or

listening.

• choose words and phrases to convey ideas precisely.

• choose punctuation for effect.

• differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal

discourse is appropriate (e.g., small-group discussion).

ELA.4.L.C17.1 Students will determine or clarify the meaning of unknown and multiple-meaning words and phrases

based on grade 4 reading and content, choosing flexibly from a range of strategies.

• use context (e.g., definitions, examples or restatements in text) as a clue to the meaning of a word or phrase.

• use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph,

photograph, autograph).

• consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation

and determine or clarify the precise meaning of key words and phrases.

ELA.4.L.C17.3 Students will acquire and use accurately grade-appropriate general academic and domain-specific words

and phrases, including those that signal precise actions, emotions or states of being (e.g., quizzed, whined, stammered)

and that are basic to a particular topic (e.g., wildlife, conservation and endangered when discussing animal

preservation).

Reading Small Group

Groups:

Page 47 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, Kirsten, Kenneth, Grace
**

2: emoni, Olivia, Glen, Carrie

3: Austin, Taureanne, Juliana, Samara

4:Luke, Noah, Aiden, Isaiah

Day 4: Differentiate Vocab Strategies:Suffixes -ion, -ation, -ition, p. T144

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:SC.O.4.1.06- Support statements with facts found through research from various sources, including

technology.

I Can:I can find facts in research in science.

weekly Lesson M-Students will be given a topic of a career that works with animals. they will collect information from their

source and organize it and present it to the class.

Social Studies

Standard:SS.4.C.3- explore the concepts for rule of law to create a visual or oral presentation of how these concepts

protect individual rights and the common good.

I Can:I can discuss things that are apart of the common good, and having good citizenship.

Lesson: (M-F) students will read page 64 in their social studies book on Common Good. We will discuss as a class. Each

day of the week we will also read some picture books on the bill of rights, discussing rights of people in the nation.

Page 48 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Friday 02/12/2016

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can look at artwork and choose things about it that make it different and unique.

Standard:VA..O.4.5.04- Choose artwork and discuss characteristics that make it unique.

Extra PE:

Day:wednesday

Activity:kids zumba

Health:

WE.4.02.01

recommend specific

resources in the community

from which to seek health

care, health information, and

health enhancing activities.

Discuss some aids that can help people

Character Ed:sympathetic

Multicultural:African American Month

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn" create flash cards to assist student learning.

Transistion activities: Brain breaks between subjects. (gonoodle.com)

Career Lesson:Discuss jobs of people who work with animals, for example: vets, zookeeper, dog catchers, animal

trainers, etc...

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module_3_ Lessons_finish lesson 12- review weeks lessons.

Standard:M.4.OA.2- multiply or divide to solve word problems involving multiplicative comparison by using drawings and

equations with a symbol for unknown number to represent the problem and distinguishing the multiplicative comparison

from additive comparison.

I CAN: I can solve a two step multiplication problem.

Lesson:

Guided practice: review lesson 12 homework. review all lessons for the week practice with the whole group.

Independent practice : exit ticket for lesson 12-to check for understanding, allow time to complete

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments,

Page 49 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**Math Small Group
**

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Standards:

Story:"The Right Dog for the Job" "Knowing Noses"

Lesson: Speaking and Listening, T117, Extend the Topic: Service Animals • Optional Second Read: “Knowing Noses:

Search-and-Rescue Dogs,” T110–T112, Progress Monitoring, T131

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:Domain-Specific Vocabulary, T116

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:Daily Proofreading Practice, T124 Connect Grammar to Writing, T124–T125

Page 50 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**Spelling:Words with Final /j/ and /s/: Assess, T121
**

Writing: Narrative Writing: Friendly Letter Analyze the Model, T128–T129

Standards:

ELA.4.R.C1.2 Students will determine a theme of a story, drama or poem from details in the literary text; summarize the

text.

ELA.4.R.C1.3 Students will describe in depth a character, setting or event in a story or drama, drawing on specific

details in the literary text (e.g., a character's thoughts, words or actions).

ELA.4.R.C2.1 Students will determine the meaning of words and phrases as they are used in a literary text, including

those that allude to significant characters found in mythology (e.g., herculean).

ELA.4.R.C2.5 Students will describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution)

of events, ideas, concepts or information in an informational text or part of an informational text.

ELA.4.R.C4.1 Students will, by the end of the year read and comprehend literature, including stories, dramas and

poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELA.4.R.C8.1 Students will read with sufficient accuracy and fluency to support comprehension.

• read on-level text with purpose and understanding.

• read on-level prose and poetry orally with accuracy, appropriate rate and expression.

• use context to confirm or self-correct word recognition and understanding, rereading as necessary.

ELA.4.W.C12.1 Students will write routinely over extended time frames (time for research, reflection and revision) and

shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

ELA.4.W.C9.3 Students will write narratives to develop real or imagined experiences or events using effective technique,

descriptive details and clear event sequences.

• orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence

that unfolds naturally.

• use dialogue and description to develop experiences and events or show the responses of characters to situations.

• use a variety of transitional words and phrases to manage the sequence of events.

• use concrete words and phrases and sensory details to convey experiences and events precisely.

• provide a conclusion that follows from the narrated experiences or events.

ELA.4.SL.C13.2 Students will paraphrase portions of a text read aloud or information presented in diverse media and

formats, including visually, quantitatively and orally.

ELA.4.L.C16.1 Students will use knowledge of language and its conventions when writing, speaking, reading or

listening.

• choose words and phrases to convey ideas precisely.

• choose punctuation for effect.

• differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal

discourse is appropriate (e.g., small-group discussion).

ELA.4.L.C17.1 Students will determine or clarify the meaning of unknown and multiple-meaning words and phrases

based on grade 4 reading and content, choosing flexibly from a range of strategies.

• use context (e.g., definitions, examples or restatements in text) as a clue to the meaning of a word or phrase.

• use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph,

photograph, autograph).

• consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation

and determine or clarify the precise meaning of key words and phrases.

ELA.4.L.C17.3 Students will acquire and use accurately grade-appropriate general academic and domain-specific words

and phrases, including those that signal precise actions, emotions or states of being (e.g., quizzed, whined, stammered)

and that are basic to a particular topic (e.g., wildlife, conservation and endangered when discussing animal

preservation).

Reading Small Group

Groups:

1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, irsten, Grace

2: Kenneth, emoni, juliana, glen

3: samara, isaiah, carrie, austin

4:olivia, noah, taureanne, aiden, luke

Page 51 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**Day 5: Options for Reteaching: (Vocab strategies, Comprehension skill, lang arts, decoding-pp. T146–T147
**

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:SC.O.4.1.06- Support statements with facts found through research from various sources, including

technology.

I Can:I can find facts in research in science.

weekly Lesson M-Students will be given a topic of a career that works with animals. they will collect information from their

source and organize it and present it to the class.

Social Studies

Standard:SS.4.C.3- explore the concepts for rule of law to create a visual or oral presentation of how these concepts

protect individual rights and the common good.

I Can:I can discuss things that are apart of the common good, and having good citizenship.

Lesson: (M-F) students will read page 64 in their social studies book on Common Good. We will discuss as a class. Each

day of the week we will also read some picture books on the bill of rights, discussing rights of people in the nation.

Page 52 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Monday 02/15/2016

Presidents' Day

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can look at artwork and choose things about it that make it different and unique.

Standard:VA..O.4.5.04- Choose artwork and discuss characteristics that make it unique.

Extra PE:

Day:wednesday

Activity:kids zumba

Health:

WE.4.02.01

recommend specific

resources in the community

from which to seek health

care, health information, and

health enhancing activities.

Discuss some aids that can help people

Character Ed:sympathetic

Multicultural:African American Month

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn" create flash cards to assist student learning.

Transistion activities: Brain breaks between subjects. (gonoodle.com)

Career Lesson:Discuss jobs of people who work with animals, for example: vets, zookeeper, dog catchers, animal

trainers, etc...

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module 3 begin lesson 13

Standard:

Objective:Use multiplication, addition, or subtraction to solve multi-step word problems.

I CAN: I can use multiplication, addition, or subtraction to solve a multi-step word problem.

Direct Instruction: Concept Development: Teacher will model and teach the lesson from the engageny outline using

sample problems. "Over the summer, Kate earned $180 each week for 7 weeks. Of that money, she spent $375 on a

new computer and $137 on new clothes. How much money did she have left?" This multi-step problem requires students

to apply their knowledge of multiplication of a multi-digit number by a single-digit number. While most students may apply

the multiplication algorithm, they should be encouraged to use whichever strategy they are most comfortable with to

complete the multiplication.

Page 53 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Guided practice: Fluency practice: Students will review mental multiplication and multiplying using partial products and

standard algorithm. After several examples of direct instruction, the teacher will then allow students to use their personal

white boards to participate and practice sample problems.

Independent practice: Students will be given the problem set as independent practice on their own. The teacher will

review the problem set and students will use that to assist them with their homework.

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments. Extend the problems

for students working above grade level. Learners differ in their solution strategies, and classroom discussion is enriched

with the sharing of diverse, innovative, efficient, and thoughtful solutions.

Standards:

M.4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.

M.4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit 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.

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Morning Routine

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

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Mrs. Lilly

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**

Day View

**Breakfast Read Aloud:
**

Mon-Fri- School Days According To Humphrey

Reading

Story: Hercules' Quest

Lesson: Teacher Read Aloud “Theseus and the Minotaur,” T160–T161, Introduce Vocabulary Vocabulary in Context,

T162–T163 Read and Comprehend, T164–T165 FIRST READ Think Through the Text Read the Anchor Text: “Hercules’

Quest,” T166–T175, Fluency Model Accuracy and SelfCorrection, T160

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:acquire, unfortunate, coerce, boasted, beamed, glared, ceased, declared, devised, resourceful

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:Daily Proofreading Practice, T200 Teach Prepositions, T200

Spelling:Prefixes re-, un-, dis-: unused, refresh, dislike, replace, unpaid, redo, disorder, unplanned, distrust, rewind,

untrue, unload, recall, displease, uneven, rebuild, restart, uncover, untidy, discolor Pretest, T198

Writing:Narrative Writing: Story Analyze the Model, T204

Standards:

ELA.4.R.C1.1 Students will refer to details and examples in a literary text when explaining what the text says explicitly

and when drawing inferences from the text.

ELA.4.R.C1.2 Students will determine a theme of a story, drama or poem from details in the literary text; summarize the

text.

ELA.4.R.C1.3 Students will describe in depth a character, setting or event in a story or drama, drawing on specific

details in the literary text (e.g., a character's thoughts, words or actions).

ELA.4.R.C2.1 Students will determine the meaning of words and phrases as they are used in a literary text, including

those that allude to significant characters found in mythology (e.g., herculean).

ELA.4.R.C3.2 Students will compare and contrast the treatment of similar themes and topics (e.g., opposition of good

and evil) and patterns of events (e.g., the quest) in stories, myths, traditional literature and literary text from different

cultures.

ELA.4.R.C4.1 Students will, by the end of the year read and comprehend literature, including stories, dramas and

poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELA.4.R.C8.1 Students will read with sufficient accuracy and fluency to support comprehension.

• read on-level text with purpose and understanding.

• read on-level prose and poetry orally with accuracy, appropriate rate and expression.

• use context to confirm or self-correct word recognition and understanding, rereading as necessary.

ELA.4.W.C9.3 Students will write narratives to develop real or imagined experiences or events using effective technique,

descriptive details and clear event sequences.

• orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence

that unfolds naturally.

• use dialogue and description to develop experiences and events or show the responses of characters to situations.

• use a variety of transitional words and phrases to manage the sequence of events.

• use concrete words and phrases and sensory details to convey experiences and events precisely.

• provide a conclusion that follows from the narrated experiences or events.

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Mrs. Lilly

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**

Day View

ELA.4.W.C12.1 Students will write routinely over extended time frames (time for research, reflection and revision) and

shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

ELA.4.SL.C13.2 Students will paraphrase portions of a text read aloud or information presented in diverse media and

formats, including visually, quantitatively and orally.

ELA.4.L.C15.2 Students will demonstrate command of the conventions of standard English capitalization, punctuation

and spelling when writing.

• use correct capitalization.

• use commas and quotation marks to mark direct speech and quotations from a text.

• use a comma before a coordinating conjunction in a compound sentence.

• spell grade-appropriate words correctly, consulting references as needed.

ELA.4.L.C16.1 Students will use knowledge of language and its conventions when writing, speaking, reading or

listening.

• choose words and phrases to convey ideas precisely.

• choose punctuation for effect.

• differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal

discourse is appropriate (e.g., small-group discussion).

ELA.4.L.C17.1 Students will determine or clarify the meaning of unknown and multiple-meaning words and phrases

based on grade 4 reading and content, choosing flexibly from a range of strategies.

• use context (e.g., definitions, examples or restatements in text) as a clue to the meaning of a word or phrase.

• use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph,

photograph, autograph).

• consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation

and determine or clarify the precise meaning of key words and phrases.

ELA.4.L.C17.2 Students will demonstrate understanding of figurative language, word relationships and nuances in word

meanings.

• explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

• recognize and explain the meaning of common idioms, adages and proverbs.

• demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not

identical meanings (synonyms).

ELA.4.L.C17.3 Students will acquire and use accurately grade-appropriate general academic and domain-specific words

and phrases, including those that signal precise actions, emotions or states of being (e.g., quizzed, whined, stammered)

and that are basic to a particular topic (e.g., wildlife, conservation and endangered when discussing animal

preservation).

Reading Small Group

Groups:

1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, Kirsten, Grace, Kenneth

2: Emoni, Olivia Glen, Carrie

3: Austin, Taureanne, Juliana, Samara

4:Luke, Noah, Aiden, Isaiah

Day 1: Vocabulary Reader: Long Ago in Greece, Differentiated Instruction, p. T214

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:SC.O.4.1.06- Support statements with facts found through research from various sources, including

technology.

I Can:I can find facts in research in science.

weekly Lesson M-Students will be given a topic of a career that works with animals. they will collect information from their

source and organize it and present it to the class.

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Mrs. Lilly

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**

Day View

Social Studies

Standard:SS.4.C.3- explore the concepts for rule of law to create a visual or oral presentation of how these concepts

protect individual rights and the common good.

I Can:I can discuss things that are apart of the common good, and having good citizenship.

Lesson: (M-F) students will read page 64 in their social studies book on Common Good. We will discuss as a class. Each

day of the week we will also read some picture books on the bill of rights, discussing rights of people in the nation.

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Mrs. Lilly

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**

Day View

Tuesday 02/16/2016

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can look at artwork and choose things about it that make it different and unique.

Standard:VA..O.4.5.04- Choose artwork and discuss characteristics that make it unique.

Extra PE:

Day:wednesday

Activity:kids zumba

Health:

WE.4.02.01

recommend specific

resources in the community

from which to seek health

care, health information, and

health enhancing activities.

Discuss some aids that can help people

Character Ed:sympathetic

Multicultural:African American Month

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn" create flash cards to assist student learning.

Transistion activities: Brain breaks between subjects. (gonoodle.com)

Career Lesson:Discuss jobs of people who work with animals, for example: vets, zookeeper, dog catchers, animal

trainers, etc...

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module 3 finish lesson 13 and begin lesson 14

Standard:

Objective: Solve division word problems with remainders.

I CAN: I can solve division word problems with remainders

Direct Instruction:: Concept development- Teacher will use the engageny outline to teach students how to divide a twodigit number by a one-digit number modeled with an array, with and without reminders, using tape diagrams.

Guided Practice: Review homework. Fluency practice- group count to divide, number sentences in an array, divide with

remainders. Teacher will guide students as they practice these skills. Teacher will review problem set with the class once

they have finished.

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Mrs. Lilly

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**

Day View

Independent Practice: Students will be given exit ticket for lesson 13 to assess their understanding of lesson 13. Students

will work independently on application problem. This Application Problem reviews the objective of Lesson 13: Use

multiplication, addition, or subtraction to solve multi-step word problems. It precedes the Fluency Practice and Concept

Development as a review of multiplication skills prior to work with division in Grade 4, which starts in this lesson. After

concept development, students will work on problem set problems independently. Teacher will review problem set with

the class and students will use problem set to help assist with their homework.

**Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives
**

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments. Some students may

want to model using a tape diagram.

Standards:

M.4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 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.

M.4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit 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.

M.4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using

strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Page 59 of 153

2015-2016

Mrs. Lilly

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**

Day View

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Story:Hercules' Quest

Lesson: Turn and Talk, T178, Dig Deeper: How to Analyze the Text, T176– T177 • Story Structure • Theme • Allusion

SECOND READ Analyze the Text Reread the Anchor Text: “Hercules’ Quest,” T171, T173, T175 Your Turn, T178–T179,

Fluency Teach Accuracy and Self Correction, T196 Practice Accuracy and SelfCorrection, T169.

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:acquire, unfortunate, coerce, boasted, beamed, glared, ceased, declared, devised, resourceful

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:Daily Proofreading Practice, T201 Teach Prepositional Phrases, T201

Spelling:Prefixes re-, un-, dis-: Word Sort, T198

Writing:Narrative Writing: Story Teach the Focus Trait, T205

Standards:

ELA.4.R.C1.1 Students will refer to details and examples in a literary text when explaining what the text says explicitly

and when drawing inferences from the text.

ELA.4.R.C1.2 Students will determine a theme of a story, drama or poem from details in the literary text; summarize the

text.

ELA.4.R.C1.3 Students will describe in depth a character, setting or event in a story or drama, drawing on specific

details in the literary text (e.g., a character's thoughts, words or actions).

ELA.4.R.C2.1 Students will determine the meaning of words and phrases as they are used in a literary text, including

those that allude to significant characters found in mythology (e.g., herculean).

ELA.4.R.C3.2 Students will compare and contrast the treatment of similar themes and topics (e.g., opposition of good

and evil) and patterns of events (e.g., the quest) in stories, myths, traditional literature and literary text from different

cultures.

ELA.4.R.C8.1 Students will read with sufficient accuracy and fluency to support comprehension.

• read on-level text with purpose and understanding.

• read on-level prose and poetry orally with accuracy, appropriate rate and expression.

• use context to confirm or self-correct word recognition and understanding, rereading as necessary.

ELA.4.W.C11.3 Students will draw evidence from literary or informational texts to support analysis, reflection and

research.

• apply grade 4 reading objectives to literature (e.g., "describe in depth a character, setting or event in a story or drama,

drawing on specific details in the text [e.g., a character's thoughts, words or actions].").

• apply grade 4 reading objectives to informational texts (e.g., "explain how an author uses reasons and evidence to

support particular points in a text.").

ELA.4.W.C12.1 Students will write routinely over extended time frames (time for research, reflection and revision) and

shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

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**

Day View

**ELA.4.SL.C13.1 Students will engage effectively in a range of collaborative discussions (one-on-one, in groups and
**

teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own

clearly.

• come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other

information known about the topic to explore ideas under discussion.

• follow agreed-upon rules for discussions and carry out assigned roles.

• pose and respond to specific questions to clarify or follow up on information and make comments that contribute to the

discussion and link to the remarks of others.

• review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

ELA.4.L.C15.1 Students will demonstrate command of the conventions of standard English grammar and usage when

writing or speaking.

• use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why,).

• form and use the progressive (e.g., i was walking; i am walking; i will be walking) verb tenses.

• use modal auxiliaries (e.g., can, may, must) to convey various conditions.

• order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small

bag).

• form and use prepositional phrases.

• produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

• correctly use frequently confused words (e.g., to, too, two; there, their).

ELA.4.L.C15.2 Students will demonstrate command of the conventions of standard English capitalization, punctuation

and spelling when writing.

• use correct capitalization.

• use commas and quotation marks to mark direct speech and quotations from a text.

• use a comma before a coordinating conjunction in a compound sentence.

• spell grade-appropriate words correctly, consulting references as needed.

ELA.4.L.C16.1 Students will use knowledge of language and its conventions when writing, speaking, reading or

listening.

• choose words and phrases to convey ideas precisely.

• choose punctuation for effect.

• differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal

discourse is appropriate (e.g., small-group discussion).

ELA.4.L.C17.3 Students will acquire and use accurately grade-appropriate general academic and domain-specific words

and phrases, including those that signal precise actions, emotions or states of being (e.g., quizzed, whined, stammered)

and that are basic to a particular topic (e.g., wildlife, conservation and endangered when discussing animal

preservation).

Reading Small Group

Groups:

1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, Kirsten, Kenneth, Grace

2: Emoni, Olivia, Glen, Carrie

3: Austin, Taureanne, Juliana, Samara

4:Luke, Noah, Aiden, Isaiah

Day 2: Differentiate Comprehnsion:Story Structure; Question, p. T216

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:SC.O.4.1.06- Support statements with facts found through research from various sources, including

technology.

I Can:I can find facts in research in science.

Page 61 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

weekly Lesson M-Students will be given a topic of a career that works with animals. they will collect information from their

source and organize it and present it to the class.

Social Studies

Standard:SS.4.C.3- explore the concepts for rule of law to create a visual or oral presentation of how these concepts

protect individual rights and the common good.

I Can:I can discuss things that are apart of the common good, and having good citizenship.

Lesson: (M-F) students will read page 64 in their social studies book on Common Good. We will discuss as a class. Each

day of the week we will also read some picture books on the bill of rights, discussing rights of people in the nation.

Page 62 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Wednesday 02/17/2016

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can look at artwork and choose things about it that make it different and unique.

Standard:VA..O.4.5.04- Choose artwork and discuss characteristics that make it unique.

Extra PE:

Day:wednesday

Activity:kids zumba

Health:

WE.4.02.01

recommend specific

resources in the community

from which to seek health

care, health information, and

health enhancing activities.

Discuss some aids that can help people

Character Ed:sympathetic

Multicultural:African American Month

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn" create flash cards to assist student learning.

Transistion activities: Brain breaks between subjects. (gonoodle.com)

Career Lesson:Discuss jobs of people who work with animals, for example: vets, zookeeper, dog catchers, animal

trainers, etc...

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module 3 finish lesson 14 begin lesson 15.

Standard:

Objective: Understand and solve division problems with a remainder using the array and area models.

I CAN: I can understand and solve division problems with a remainder using the array and area models.

Direct Instruction: Concept development- Teacher will model and teach lesson from the engageny outline using sample

problems. how to solve a division problem with and without a remainder using the area model and solve a division

problem using an array and the area model.

Guided Practice; Review homework. Fluency practice- Teacher will guide students as they review place values and place

value disks, dividing with remainders, and using number sentences in an array.

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Day View

Independent Practice: Students will be given exit ticket for lesson 14 to assess their understanding of lesson 14. Before

beginning lesson 15, students will be given an application problem that relates to the objective of Lesson 14 in that

students solve a division word problem with a remainder. Here, students interpret the remainder to determine the total

number of scrapbook pages needed. This anticipates the last problem in this lesson. After concept development,

students will be given problem set problems to complete on their own. The teacher will go over problem set problems with

the class to help assist with homework practice.

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation: Modeling the array (rather than the tape diagram) may give students a clearer picture of the solution to the

Application Problem. Small groups, data analysis, extended time, peer monitoring, modified assignments,

Standards:

M.4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in

the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

M.4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using

strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Morning Routine

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Page 64 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**Breakfast Read Aloud:
**

Mon-Fri- School Days According To Humphrey

Reading

Standards:

Story:Hercules' Quest

Lesson: Classroom Collaboration, T181, Independent Reading • Reader’s Guide: “Hercules’ Quest,” T180 • Self-Selected

Reading, T180 Apply Vocabulary Knowledge, T181, Fluency Practice Expression, T180 Decoding Recognizing Prefixes

re-, un-, dis-, T197,

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:acquire, unfortunate, coerce, boasted, beamed, glared, ceased, declared, devised, resourceful

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:Daily Proofreading Practice, T201 Extend Prepositional Phrases, T201

Spelling:Prefixes re-, un-, dis-: Analogies, T199

Writing:Narrative Writing: Story Prewrite, T205

Standards:

ELA.4.R.C4.1 Students will, by the end of the year read and comprehend literature, including stories, dramas and

poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELA.4.R.C7.1 Students will know and apply grade-level phonics and word analysis skills in decoding words.

• use combined knowledge of all letter-sound correspondences, syllabication patterns and morphology (e.g., roots and

affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

ELA.4.R.C8.1 Students will read with sufficient accuracy and fluency to support comprehension.

• read on-level text with purpose and understanding.

• read on-level prose and poetry orally with accuracy, appropriate rate and expression.

• use context to confirm or self-correct word recognition and understanding, rereading as necessary.

ELA.4.W.C9.3 Students will write narratives to develop real or imagined experiences or events using effective technique,

descriptive details and clear event sequences.

• orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence

that unfolds naturally.

• use dialogue and description to develop experiences and events or show the responses of characters to situations.

• use a variety of transitional words and phrases to manage the sequence of events.

• use concrete words and phrases and sensory details to convey experiences and events precisely.

• provide a conclusion that follows from the narrated experiences or events.

ELA.4.W.C12.1 Students will write routinely over extended time frames (time for research, reflection and revision) and

shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

ELA.4.SL.C13.1 Students will engage effectively in a range of collaborative discussions (one-on-one, in groups and

teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own

clearly.

• come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other

information known about the topic to explore ideas under discussion.

• follow agreed-upon rules for discussions and carry out assigned roles.

• pose and respond to specific questions to clarify or follow up on information and make comments that contribute to the

discussion and link to the remarks of others.

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**

Day View

• review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

ELA.4.L.C15.1 Students will demonstrate command of the conventions of standard English grammar and usage when

writing or speaking.

• use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why,).

• form and use the progressive (e.g., i was walking; i am walking; i will be walking) verb tenses.

• use modal auxiliaries (e.g., can, may, must) to convey various conditions.

• order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small

bag).

• form and use prepositional phrases.

• produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

• correctly use frequently confused words (e.g., to, too, two; there, their).

ELA.4.L.C15.2 Students will demonstrate command of the conventions of standard English capitalization, punctuation

and spelling when writing.

• use correct capitalization.

• use commas and quotation marks to mark direct speech and quotations from a text.

• use a comma before a coordinating conjunction in a compound sentence.

• spell grade-appropriate words correctly, consulting references as needed.

ELA.4.L.C16.1 Students will use knowledge of language and its conventions when writing, speaking, reading or

listening.

• choose words and phrases to convey ideas precisely.

• choose punctuation for effect.

• differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal

discourse is appropriate (e.g., small-group discussion).

ELA.4.L.C17.2 Students will demonstrate understanding of figurative language, word relationships and nuances in word

meanings.

• explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

• recognize and explain the meaning of common idioms, adages and proverbs.

• demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not

identical meanings (synonyms).

ELA.4.L.C17.3 Students will acquire and use accurately grade-appropriate general academic and domain-specific words

and phrases, including those that signal precise actions, emotions or states of being (e.g., quizzed, whined, stammered)

and that are basic to a particular topic (e.g., wildlife, conservation and endangered when discussing animal

preservation).

Reading Small Group

Groups:

1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, Kirsten, Grace, Kenneth

2: Emoni, Olivia, Glen, Carrie

3: Austin, Taureanne, Juliana, Samara

4:Luke, Noah, Aiden, Isaiah

Day 3: Leveled Readers

Below:King Midas and the Golden Touch, p. T218

On:The Adventures of Perseus, p. T219

Above:The Story of Icarus, p. T220

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:SC.O.4.1.06- Support statements with facts found through research from various sources, including

technology.

Page 66 of 153

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Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**I Can:I can find facts in research in science.
**

weekly Lesson M-Students will be given a topic of a career that works with animals. they will collect information from their

source and organize it and present it to the class.

Social Studies

Standard:SS.4.C.3- explore the concepts for rule of law to create a visual or oral presentation of how these concepts

protect individual rights and the common good.

I Can:I can discuss things that are apart of the common good, and having good citizenship.

Lesson: (M-F) students will read page 64 in their social studies book on Common Good. We will discuss as a class. Each

day of the week we will also read some picture books on the bill of rights, discussing rights of people in the nation.

Page 67 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Thursday 02/18/2016

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can look at artwork and choose things about it that make it different and unique.

Standard:VA..O.4.5.04- Choose artwork and discuss characteristics that make it unique.

Extra PE:

Day:wednesday

Activity:kids zumba

Health:

WE.4.02.01

recommend specific

resources in the community

from which to seek health

care, health information, and

health enhancing activities.

Discuss some aids that can help people

Character Ed:sympathetic

Multicultural:African American Month

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn" create flash cards to assist student learning.

Transistion activities: Brain breaks between subjects. (gonoodle.com)

Career Lesson:Discuss jobs of people who work with animals, for example: vets, zookeeper, dog catchers, animal

trainers, etc...

Math

Lesson: Everyday Math; Supplement- Eureka Math

Module 3 finish lesson 15 begin lesson 16.

Standard:

Objective:: Understand and solve two-digit dividend division problems with a remainder in the ones place by using place

value disks.

I CAN: I can Understand and solve two-digit dividend division problems with a remainder in the ones place by using place

value disks.

Direct Instruction: Concept development- Teacher will model how to solve two-digit dividend division problems with and

without remainders, using the engage NY outline.

Guided Practice: Review Homework. Fluency practice- This fluency activity prepares students to divide with remainders

during today’s Concept Development.

Direct students to count forward and backward, occasionally changing the direction of the count:

twos to 20

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Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

threes to 30

four to 40

fives to 50

Independent Practice: Students will be given exit ticket for lesson 15 to assess understanding of lesson 15. After concept

development, students will be given problem set problems to complete on their own. The teacher will review problem set

with the class and students will use problem set to help assist for homework practice.

Skills/Strategies:Cooperative groups, personal white boards, direct instruction, exploitative learning,

manipulatives

Assessments:include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation:Small groups, data analysis, extended time, peer monitoring, modified assignments. Since learners differ in

their physical abilities, provide options for modeling and crossing out small dots, such as concrete place value disks in an

enlarged place value chart, drawing larger circles, drawing tick marks, or using fingerprints. Adjust response time

accordingly.

A student whose pace is ahead

of the class may be engaged by

journaling a response to the

following:

§ Compare the quotients of 36 ÷

3 and 6 ÷ 3. What do you

notice?

§ Write three equations to check

36 ÷ 3 = 12.

§ Compare the models of

division (i.e., array, area

model, etc.).

Standards:

M.4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 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.

M.4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using

strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Page 69 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Standards:

Story:Hercules' Quest

Lesson: Classroom Collaboration, T182, Connect to the Topic • Read Folktale: “Zomo’s Friends,” T182–T190 • Think

Through the Text, T184, T186, T188, T190 Compare Texts, T191 Vocabulary Strategies Adages and Proverbs,

T192–T193, Fluency Practice Accuracy and Self-Correction, T183

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:acquire, unfortunate, coerce, boasted, beamed, glared, ceased, declared, devised, resourceful

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:Daily Proofreading Practice, T202 Review Prepositional Phrases, T202

Spelling:Prefixes re-, un-, dis-: Connect to Writing, T199

Writing:Narrative Writing: Story Draft, T206

Standards:

ELA.4.R.C1.1 Students will refer to details and examples in a literary text when explaining what the text says explicitly

and when drawing inferences from the text.

ELA.4.R.C1.2 Students will determine a theme of a story, drama or poem from details in the literary text; summarize the

text.

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Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**ELA.4.R.C1.3 Students will describe in depth a character, setting or event in a story or drama, drawing on specific
**

details in the literary text (e.g., a character's thoughts, words or actions).

ELA.4.R.C2.1 Students will determine the meaning of words and phrases as they are used in a literary text, including

those that allude to significant characters found in mythology (e.g., herculean).

ELA.4.R.C3.1 Students will make connections between the text of a story or drama and a visual or oral presentation of

the literary text, identifying where each version reflects specific descriptions and directions in the text.

ELA.4.R.C3.2 Students will compare and contrast the treatment of similar themes and topics (e.g., opposition of good

and evil) and patterns of events (e.g., the quest) in stories, myths, traditional literature and literary text from different

cultures.

ELA.4.R.C4.1 Students will, by the end of the year read and comprehend literature, including stories, dramas and

poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELA.4.R.C8.1 Students will read with sufficient accuracy and fluency to support comprehension.

• read on-level text with purpose and understanding.

• read on-level prose and poetry orally with accuracy, appropriate rate and expression.

• use context to confirm or self-correct word recognition and understanding, rereading as necessary.

ELA.4.W.C9.3 Students will write narratives to develop real or imagined experiences or events using effective technique,

descriptive details and clear event sequences.

• orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence

that unfolds naturally.

• use dialogue and description to develop experiences and events or show the responses of characters to situations.

• use a variety of transitional words and phrases to manage the sequence of events.

• use concrete words and phrases and sensory details to convey experiences and events precisely.

• provide a conclusion that follows from the narrated experiences or events.

ELA.4.W.C12.1 Students will write routinely over extended time frames (time for research, reflection and revision) and

shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

ELA.4.L.C15.1 Students will demonstrate command of the conventions of standard English grammar and usage when

writing or speaking.

• use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why,).

• form and use the progressive (e.g., i was walking; i am walking; i will be walking) verb tenses.

• use modal auxiliaries (e.g., can, may, must) to convey various conditions.

• order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small

bag).

• form and use prepositional phrases.

• produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

• correctly use frequently confused words (e.g., to, too, two; there, their).

ELA.4.L.C15.2 Students will demonstrate command of the conventions of standard English capitalization, punctuation

and spelling when writing.

• use correct capitalization.

• use commas and quotation marks to mark direct speech and quotations from a text.

• use a comma before a coordinating conjunction in a compound sentence.

• spell grade-appropriate words correctly, consulting references as needed.

ELA.4.L.C16.1 Students will use knowledge of language and its conventions when writing, speaking, reading or

listening.

• choose words and phrases to convey ideas precisely.

• choose punctuation for effect.

• differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal

discourse is appropriate (e.g., small-group discussion).

ELA.4.L.C17.1 Students will determine or clarify the meaning of unknown and multiple-meaning words and phrases

based on grade 4 reading and content, choosing flexibly from a range of strategies.

• use context (e.g., definitions, examples or restatements in text) as a clue to the meaning of a word or phrase.

• use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph,

photograph, autograph).

• consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation

and determine or clarify the precise meaning of key words and phrases.

ELA.4.L.C17.2 Students will demonstrate understanding of figurative language, word relationships and nuances in word

meanings.

• explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

Page 71 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**• recognize and explain the meaning of common idioms, adages and proverbs.
**

• demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not

identical meanings (synonyms).

Reading Small Group

Groups:

1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, Kirsten, Kenneth, Grace

2: emoni, Olivia, Glen, Carrie

3: Austin, Taureanne, Juliana, Samara

4:Luke, Noah, Aiden, Isaiah

Day 4: Differentiate Vocab Strategies:Adages and Proverbs, p. T222

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:SC.O.4.1.06- Support statements with facts found through research from various sources, including

technology.

I Can:I can find facts in research in science.

weekly Lesson M-Students will be given a topic of a career that works with animals. they will collect information from their

source and organize it and present it to the class.

Social Studies

Standard:SS.4.C.3- explore the concepts for rule of law to create a visual or oral presentation of how these concepts

protect individual rights and the common good.

I Can:I can discuss things that are apart of the common good, and having good citizenship.

Lesson: (M-F) students will read page 64 in their social studies book on Common Good. We will discuss as a class. Each

day of the week we will also read some picture books on the bill of rights, discussing rights of people in the nation.

Page 72 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Friday 02/19/2016

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can look at artwork and choose things about it that make it different and unique.

Standard:VA..O.4.5.04- Choose artwork and discuss characteristics that make it unique.

Extra PE:

Day:wednesday

Activity:kids zumba

Health:

WE.4.02.01

recommend specific

resources in the community

from which to seek health

care, health information, and

health enhancing activities.

Discuss some aids that can help people

Character Ed:sympathetic

Multicultural:African American Month

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn" create flash cards to assist student learning.

Transistion activities: Brain breaks between subjects. (gonoodle.com)

Career Lesson:Discuss jobs of people who work with animals, for example: vets, zookeeper, dog catchers, animal

trainers, etc...

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module 3 finish lesson 16, review weeks lessons.

Standard:

Objective:Understand and solve two-digit dividend division problems with a remainder in the ones place by using place

value disks.

I CAN: I can understand and solve two-digit dividend division problems with a remainder in the ones place by using place

value disks.

Guided practice:Review lesson 16 homework, review all lessons for the week practice with whole group.

Independent practice: Students will complete exit ticket for lesson 16.

** Today we will complete a diagnostic test to practice for summative assessment in mathematics**

Page 73 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives
**

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments,

Standards:

M.4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 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.

M.4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using

strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Standards:

Page 74 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**Story:Hercules' Quest
**

Lesson: Speaking and Listening, T195, Extend the Topic: Traditional Tales • Domain-Specific Vocabulary, T194 •

Optional Second Read: “Zomo’s Friends,” T182–T190, Fluency Progress Monitoring, T209,

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:acquire, unfortunate, coerce, boasted, beamed, glared, ceased, declared, devised, resourceful

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:Daily Proofreading Practice, T202 Connect Grammar to Writing, T202–T203

Spelling:Prefixes re-, un-, dis-: Assess, T199

Writing:Narrative Writing: Story Analyze the Model, T206–T207

Standards:

ELA.4.R.C3.1 Students will make connections between the text of a story or drama and a visual or oral presentation of

the literary text, identifying where each version reflects specific descriptions and directions in the text.

ELA.4.W.C9.3 Students will write narratives to develop real or imagined experiences or events using effective technique,

descriptive details and clear event sequences.

• orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence

that unfolds naturally.

• use dialogue and description to develop experiences and events or show the responses of characters to situations.

• use a variety of transitional words and phrases to manage the sequence of events.

• use concrete words and phrases and sensory details to convey experiences and events precisely.

• provide a conclusion that follows from the narrated experiences or events.

ELA.4.W.C12.1 Students will write routinely over extended time frames (time for research, reflection and revision) and

shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

ELA.4.SL.C13.2 Students will paraphrase portions of a text read aloud or information presented in diverse media and

formats, including visually, quantitatively and orally.

ELA.4.SL.C14.1 Students will report on a topic or text, tell a story or recount an experience in an organized manner,

using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an

understandable pace.

ELA.4.SL.C14.2 Students will add audio recordings and visual displays to presentations when appropriate to enhance

the development of main ideas or themes.

ELA.4.SL.C14.3 Students will differentiate between contexts that call for formal English (e.g., presenting ideas) and

situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to

task and situation. (see grade 4 language objectives for specific expectations.)

ELA.4.L.C15.1 Students will demonstrate command of the conventions of standard English grammar and usage when

writing or speaking.

• use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why,).

• form and use the progressive (e.g., i was walking; i am walking; i will be walking) verb tenses.

• use modal auxiliaries (e.g., can, may, must) to convey various conditions.

• order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small

bag).

• form and use prepositional phrases.

• produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

• correctly use frequently confused words (e.g., to, too, two; there, their).

ELA.4.L.C15.2 Students will demonstrate command of the conventions of standard English capitalization, punctuation

and spelling when writing.

• use correct capitalization.

• use commas and quotation marks to mark direct speech and quotations from a text.

Page 75 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**• use a comma before a coordinating conjunction in a compound sentence.
**

• spell grade-appropriate words correctly, consulting references as needed.

ELA.4.L.C16.1 Students will use knowledge of language and its conventions when writing, speaking, reading or

listening.

• choose words and phrases to convey ideas precisely.

• choose punctuation for effect.

• differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal

discourse is appropriate (e.g., small-group discussion).

ELA.4.L.C17.3 Students will acquire and use accurately grade-appropriate general academic and domain-specific words

and phrases, including those that signal precise actions, emotions or states of being (e.g., quizzed, whined, stammered)

and that are basic to a particular topic (e.g., wildlife, conservation and endangered when discussing animal

preservation).

Reading Small Group

Groups:

1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, irsten, Grace

2: Kenneth, emoni, juliana, glen

3: samara, isaiah, carrie, austin

4:olivia, noah, taureanne, aiden, luke

Day 5: Options for Reteaching: (Vocab strategies, Comprehension skill, lang arts, decodingpp. T224–T225

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:SC.O.4.1.06- Support statements with facts found through research from various sources, including

technology.

I Can:I can find facts in research in science.

weekly Lesson M-Students will be given a topic of a career that works with animals. they will collect information from their

source and organize it and present it to the class.

Social Studies

Standard:SS.4.C.3- explore the concepts for rule of law to create a visual or oral presentation of how these concepts

protect individual rights and the common good.

I Can:I can discuss things that are apart of the common good, and having good citizenship.

Lesson: (M-F) students will read page 64 in their social studies book on Common Good. We will discuss as a class. Each

day of the week we will also read some picture books on the bill of rights, discussing rights of people in the nation.

Page 76 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Monday 02/22/2016

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can:I can compare and explain how artworks represent feelings.

Standard:VA.O.4.5.03

Extra PE:

Day: Wednesday

Activity:stretches- kids zumba

Health:WE.4.1.01- Students will identify responsible health behaviors to avoid the spread of contagious diseases.

Character Ed:trustworthy- discuss and show examples with class.

Multicultural:African American month- Discuss and watch videos on famous African Americans- martin Luther, Rosa

parks, etc...

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn" Create flash cards to help with learning vocabulary.

Transistion activities: Brain breaks between subjects. (gonoodle.com)

Career Lesson: Discuss jobs of African Americans that are successful.

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module__3_ Lessons_finish lesson 10, begin lesson 11- Connect the area model and the partial products method to the

standard algorithm.__

Standard:M.4.NBT.5-Multiply a whole number of up to 4 digits by a one digit number, M.NBT.1- recognize that a multidigit number, a digit in one place represents ten times what it represents in the place to its right

I CAN: I can connect the area model and partial products method to the standard algorithm.

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments,

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Page 77 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Story: Hercules' Quest

Lesson: Teacher Read Aloud “Theseus and the Minotaur,” T160–T161, Introduce Vocabulary Vocabulary in Context,

T162–T163 Read and Comprehend, T164–T165 FIRST READ Think Through the Text Read the Anchor Text: “Hercules’

Quest,” T166–T175, Fluency Model Accuracy and SelfCorrection, T160

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:acquire, unfortunate, coerce, boasted, beamed, glared, ceased, declared, devised, resourceful

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:Daily Proofreading Practice, T200 Teach Prepositions, T200

Spelling:Prefixes re-, un-, dis-: unused, refresh, dislike, replace, unpaid, redo, disorder, unplanned, distrust, rewind,

untrue, unload, recall, displease, uneven, rebuild, restart, uncover, untidy, discolor Pretest, T198

Writing:Narrative Writing: Story Analyze the Model, T204

**Reading Small Group
**

Groups:

1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, Kirsten, Grace, Kenneth

2: Emoni, Olivia Glen, Carrie

Page 78 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**3: Austin, Taureanne, Juliana, Samara
**

4:Luke, Noah, Aiden, Isaiah

Day 1: Vocabulary Reader- Long Ago in Greece, Differentiated Instruction, p. T214

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:

I Can:

weekly Lesson M-F:

Lab/experiment:

Social Studies

Standard:SS.4.C.3- explore the concepts for rule of law to create a visual or oral presentation of how these concepts

protect individual rights and the common good.

I Can:I can discuss things that are apart of the common good, and having good citizenship.

Lesson: (M-F) students will read page 64 in their social studies book on Common Good. We will discuss as a class. Each

day of the week we will also read some picture books on the bill of rights, discussing rights of people in the nation

Page 79 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Tuesday 02/23/2016

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can:I can compare and explain how artworks represent feelings.

Standard:VA.O.4.5.03

Extra PE:

Day: Wednesday

Activity:stretches- kids zumba

Health:WE.4.1.01- Students will identify responsible health behaviors to avoid the spread of contagious diseases.

Character Ed:trustworthy- discuss and show examples with class.

Multicultural:African American month- Discuss and watch videos on famous African Americans- martin Luther, Rosa

parks, etc...

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn" Create flash cards to help with learning vocabulary.

Transistion activities: Brain breaks between subjects. (gonoodle.com)

Career Lesson: Discuss jobs of African Americans that are successful.

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module__3_ Lessons__finish lesson 11, begin lesson 12- solve two-step word problems, including multiplicative

comparison. _

Standard:M.4.OA.2- multiply or divide to solve word problems involving multiplicative comparison by using drawings and

equations with a symbol for unknown number to represent the problem and distinguishing the multiplicative comparison

from additive comparison.

I CAN: I can solve a 2 step multiplication word problem.

Lesson- direct instruction: begin concept development- model the problem teach students calculate and solve and write a

statement, assess the solution.

guided practice- complete fluency practice- multiply mentally, and multiply in three different ways- follow engage ny

outline

independent practice- complete exit ticket form lesson 11. give problem set for students to begin working on, go over with

studetns once they are finished. pass out homework.

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments,

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Page 80 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Story:Hercules' Quest

Lesson: Turn and Talk, T178, Dig Deeper: How to Analyze the Text, T176– T177 • Story Structure • Theme • Allusion

SECOND READ Analyze the Text Reread the Anchor Text: “Hercules’ Quest,” T171, T173, T175 Your Turn, T178–T179,

Fluency Teach Accuracy and Self Correction, T196 Practice Accuracy and SelfCorrection, T169.

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:acquire, unfortunate, coerce, boasted, beamed, glared, ceased, declared, devised, resourceful

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:Daily Proofreading Practice, T201 Teach Prepositional Phrases, T201

Spelling:Prefixes re-, un-, dis-: Word Sort, T198

Page 81 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Writing:Narrative Writing: Story Teach the Focus Trait, T205

**Reading Small Group
**

Groups:

1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, Kirsten, Kenneth, Grace

2: Emoni, Olivia, Glen, Carrie

3: Austin, Taureanne, Juliana, Samara

4:Luke, Noah, Aiden, Isaiah

Day 2: Differentiate Comprehnsion:Story Structure; Question, p. T216

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:

I Can:

weekly Lesson M-F:

Lab/experiment:

Social Studies

Standard:SS.4.C.3- explore the concepts for rule of law to create a visual or oral presentation of how these concepts

protect individual rights and the common good.

I Can:I can discuss things that are apart of the common good, and having good citizenship.

Lesson: (M-F) students will read page 64 in their social studies book on Common Good. We will discuss as a class. Each

day of the week we will also read some picture books on the bill of rights, discussing rights of people in the nation

Page 82 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Wednesday 02/24/2016

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can:I can compare and explain how artworks represent feelings.

Standard:VA.O.4.5.03

Extra PE:

Day: Wednesday

Activity:stretches- kids zumba

Health:WE.4.1.01- Students will identify responsible health behaviors to avoid the spread of contagious diseases.

Character Ed:trustworthy- discuss and show examples with class.

Multicultural:African American month- Discuss and watch videos on famous African Americans- martin Luther, Rosa

parks, etc...

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn" Create flash cards to help with learning vocabulary.

Transistion activities: Brain breaks between subjects. (gonoodle.com)

Career Lesson: Discuss jobs of African Americans that are successful.

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module 3 begin lesson 13

Standard:

Objective:Use multiplication, addition, or subtraction to solve multi-step word problems.

I CAN: I can use multiplication, addition, or subtraction to solve a multi-step word problem.

Direct Instruction: Concept Development: Teacher will model and teach the lesson from the engageny outline using

sample problems. "Over the summer, Kate earned $180 each week for 7 weeks. Of that money, she spent $375 on a

new computer and $137 on new clothes. How much money did she have left?" This multi-step problem requires students

to apply their knowledge of multiplication of a multi-digit number by a single-digit number. While most students may apply

the multiplication algorithm, they should be encouraged to use whichever strategy they are most comfortable with to

complete the multiplication.

Guided practice: Fluency practice: Students will review mental multiplication and multiplying using partial products and

standard algorithm. After several examples of direct instruction, the teacher will then allow students to use their personal

white boards to participate and practice sample problems.

Independent practice: Students will be given the problem set as independent practice on their own. The teacher will

review the problem set and students will use that to assist them with their homework.

Standards:

M.4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.

Page 83 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

M.4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit 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.

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Story:Hercules' Quest

Lesson: Classroom Collaboration, T181, Independent Reading • Reader’s Guide: “Hercules’ Quest,” T180 • Self-Selected

Reading, T180 Apply Vocabulary Knowledge, T181, Fluency Practice Expression, T180 Decoding Recognizing Prefixes

re-, un-, dis-, T197,

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:acquire, unfortunate, coerce, boasted, beamed, glared, ceased, declared, devised, resourceful

Page 84 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**Evaluations Used: homework, exit slips, writing prompts, responders, quizzes
**

Grammar:Daily Proofreading Practice, T201 Extend Prepositional Phrases, T201

Spelling:Prefixes re-, un-, dis-: Analogies, T199

Writing:Narrative Writing: Story Prewrite, T205

**Reading Small Group
**

Groups:

1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, Kirsten, Grace, Kenneth

2: Emoni, Olivia, Glen, Carrie

3: Austin, Taureanne, Juliana, Samara

4:Luke, Noah, Aiden, Isaiah

Day 3: Leveled Readers

Below:King Midas and the Golden Touch, p. T218

On:The Adventures of Perseus, p. T219

Above:The Story of Icarus, p. T220

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:

I Can:

weekly Lesson M-F:

Lab/experiment:

Social Studies

Standard:SS.4.C.3- explore the concepts for rule of law to create a visual or oral presentation of how these concepts

protect individual rights and the common good.

I Can:I can discuss things that are apart of the common good, and having good citizenship.

Lesson: (M-F) students will read page 64 in their social studies book on Common Good. We will discuss as a class. Each

day of the week we will also read some picture books on the bill of rights, discussing rights of people in the nation

Page 85 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Thursday 02/25/2016

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can:I can compare and explain how artworks represent feelings.

Standard:VA.O.4.5.03

Extra PE:

Day: Wednesday

Activity:stretches- kids zumba

Health:WE.4.1.01- Students will identify responsible health behaviors to avoid the spread of contagious diseases.

Character Ed:trustworthy- discuss and show examples with class.

Multicultural:African American month- Discuss and watch videos on famous African Americans- martin Luther, Rosa

parks, etc...

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn" Create flash cards to help with learning vocabulary.

Transistion activities: Brain breaks between subjects. (gonoodle.com)

Career Lesson: Discuss jobs of African Americans that are successful.

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module 3 finish lesson 13 and begin lesson 14

Standard:

Objective: Solve division word problems with remainders.

I CAN: I can solve division word problems with remainders

Direct Instruction:: Concept development- Teacher will use the engageny outline to teach students how to divide a twodigit number by a one-digit number modeled with an array, with and without reminders, using tape diagrams.

Guided Practice: Review homework. Fluency practice- group count to divide, number sentences in an array, divide with

remainders. Teacher will guide students as they practice these skills. Teacher will review problem set with the class once

they have finished.

Independent Practice: Students will be given exit ticket for lesson 13 to assess their understanding of lesson 13. Students

will work independently on application problem. This Application Problem reviews the objective of Lesson 13: Use

multiplication, addition, or subtraction to solve multi-step word problems. It precedes the Fluency Practice and Concept

Development as a review of multiplication skills prior to work with division in Grade 4, which starts in this lesson. After

concept development, students will work on problem set problems independently. Teacher will review problem set with

the class and students will use problem set to help assist with their homework.

Page 86 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives
**

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments. Some students may

want to model using a tape diagram.

Standards:

M.4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit 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.

M.4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using

strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

M.4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 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.

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Morning Routine

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Page 87 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Mon-Fri- School Days According To Humphrey

Reading

Story:Hercules' Quest

Lesson: Classroom Collaboration, T182, Connect to the Topic • Read Folktale: “Zomo’s Friends,” T182–T190 • Think

Through the Text, T184, T186, T188, T190 Compare Texts, T191 Vocabulary Strategies Adages and Proverbs,

T192–T193, Fluency Practice Accuracy and Self-Correction, T183

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:acquire, unfortunate, coerce, boasted, beamed, glared, ceased, declared, devised, resourceful

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:Daily Proofreading Practice, T202 Review Prepositional Phrases, T202

Spelling:Prefixes re-, un-, dis-: Connect to Writing, T199

Writing:Narrative Writing: Story Draft, T206

Reading Small Group

Groups:

1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, Kirsten, Kenneth, Grace

2: emoni, Olivia, Glen, Carrie

3: Austin, Taureanne, Juliana, Samara

4:Luke, Noah, Aiden, Isaiah

Day 4: Differentiate Vocab Strategies:Adages and Proverbs, p. T222

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:

I Can:

weekly Lesson M-F:

Lab/experiment:

Social Studies

Standard:SS.4.C.3- explore the concepts for rule of law to create a visual or oral presentation of how these concepts

protect individual rights and the common good.

I Can:I can discuss things that are apart of the common good, and having good citizenship.

Lesson: (M-F) students will read page 64 in their social studies book on Common Good. We will discuss as a class. Each

day of the week we will also read some picture books on the bill of rights, discussing rights of people in the nation

Page 88 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Friday 02/26/2016

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can:I can compare and explain how artworks represent feelings.

Standard:VA.O.4.5.03

Extra PE:

Day: Wednesday

Activity:stretches- kids zumba

Health:WE.4.1.01- Students will identify responsible health behaviors to avoid the spread of contagious diseases.

Character Ed:trustworthy- discuss and show examples with class.

Multicultural:African American month- Discuss and watch videos on famous African Americans- martin Luther, Rosa

parks, etc...

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn" Create flash cards to help with learning vocabulary.

Transistion activities: Brain breaks between subjects. (gonoodle.com)

Career Lesson: Discuss jobs of African Americans that are successful.

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module 3 finish lesson 14 begin lesson 15.

Standard:

Objective: Understand and solve division problems with a remainder using the array and area models.

I CAN: I can understand and solve division problems with a remainder using the array and area models.

Direct Instruction: Concept development- Teacher will model and teach lesson from the engageny outline using sample

problems. how to solve a division problem with and without a remainder using the area model and solve a division

problem using an array and the area model.

Guided Practice; Review homework. Fluency practice- Teacher will guide students as they review place values and place

value disks, dividing with remainders, and using number sentences in an array.

Independent Practice: Students will be given exit ticket for lesson 14 to assess their understanding of lesson 14. Before

beginning lesson 15, students will be given an application problem that relates to the objective of Lesson 14 in that

students solve a division word problem with a remainder. Here, students interpret the remainder to determine the total

number of scrapbook pages needed. This anticipates the last problem in this lesson. After concept development,

students will be given problem set problems to complete on their own. The teacher will go over problem set problems with

the class to help assist with homework practice.

Page 89 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation: Modeling the array (rather than the tape diagram) may give students a clearer picture of the solution to the

Application Problem. Small groups, data analysis, extended time, peer monitoring, modified assignments,

Standards:

M.4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using

strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

M.4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in

the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

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Mrs. Lilly

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**

Day View

**Story:Hercules' Quest
**

Lesson: Speaking and Listening, T195, Extend the Topic: Traditional Tales • Domain-Specific Vocabulary, T194 •

Optional Second Read: “Zomo’s Friends,” T182–T190, Fluency Progress Monitoring, T209,

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:acquire, unfortunate, coerce, boasted, beamed, glared, ceased, declared, devised, resourceful

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:Daily Proofreading Practice, T202 Connect Grammar to Writing, T202–T203

Spelling:Prefixes re-, un-, dis-: Assess, T199

Writing:Narrative Writing: Story Analyze the Model, T206–T207

**Reading Small Group
**

Groups:

1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, irsten, Grace

2: Kenneth, emoni, juliana, glen

3: samara, isaiah, carrie, austin

4:olivia, noah, taureanne, aiden, luke

Day 5: Options for Reteaching: (Vocab strategies, Comprehension skill, lang arts, decoding pp. T224–T225

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:

I Can:

weekly Lesson M-F:

Lab/experiment:

Social Studies

Standard:SS.4.C.3- explore the concepts for rule of law to create a visual or oral presentation of how these concepts

protect individual rights and the common good.

I Can:I can discuss things that are apart of the common good, and having good citizenship.

Lesson: (M-F) students will read page 64 in their social studies book on Common Good. We will discuss as a class. Each

day of the week we will also read some picture books on the bill of rights, discussing rights of people in the nation

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Mrs. Lilly

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**

Day View

Monday 02/29/2016

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can create artwork using a variety of textures.

Standard:VA.O.4.2.05

We will discuss what variety means. Students will be shown examples of artwork that have different textures. students will

bring scraps of different things that have different textures in to class to glue together to create a piece of artwork that

represents them.

Extra PE:

Day: Wednesday

Activity:stretches- brainpop work out- kids zumba

Health: WE.4.1.03- describe major organs of the circulatory, respiratory, nervous, and endocrine systems. Begin by

introducing the circulatory system. show students a video on the circulatory system and how it works. Have students label

all the major organs of the circulatory system.

Character Ed:Trustworthy- discuss with class, and give examples.

Multicultural:creative arts month- have students create artwork that represents them.

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn"

Transition activities: Brain breaks between subjects. (gonoodle.com)

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module 3 finish lesson 13 and begin lesson 14

Standard:M.4.NBT.5, 6; M.4.OA.1

Objective: Solve division word problems with remainders.

I CAN: I can solve division word problems with remainders

Direct Instruction:: Concept development- Teacher will use the engageny outline to teach students how to divide a twodigit number by a one-digit number modeled with an array, with and without reminders, using tape diagrams.

Guided Practice: Review homework. Fluency practice- group count to divide, number sentences in an array, divide with

remainders. Teacher will guide students as they practice these skills. Teacher will review problem set with the class once

they have finished.

Independent Practice: Students will be given exit ticket for lesson 13 to assess their understanding of lesson 13. Students

will work independently on application problem. This Application Problem reviews the objective of Lesson 13: Use

multiplication, addition, or subtraction to solve multi-step word problems. It precedes the Fluency Practice and Concept

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**

Day View

Development as a review of multiplication skills prior to work with division in Grade 4, which starts in this lesson. After

concept development, students will work on problem set problems independently. Teacher will review problem set with

the class and students will use problem set to help assist with their homework.

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments. Some students may

want to model using a tape diagram.

Standards:

M.4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit 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.

M.4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using

strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

M.4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 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.

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Morning Routine

Bell Ringer:

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Mrs. Lilly

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**

Day View

**Cursive Handwriting/ writing prompts, math problems.
**

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Story:Harvesting Hope: The Story of Cesar Chavez

I can make a conclusion about a story. I can infer and predict what will happen in a story.

Lesson: EQ: Why is farming important? Teacher Read Aloud “The Father of India,” T238–T239 Introduce Vocabulary

Vocabulary in Context, T240–T241 Read and Comprehend, T242–T243 FIRST READ Think Through the Text Read the

Anchor Text: “Harvesting Hope: The Story of Cesar Chavez,” T244–T255 Research/Media Literacy, T269

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:overcome, association, capitol, drought, dedicate, publicity, violence, conflicts, horizon, brilliant

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:Daily Proofreading Practice, T274 Teach Clauses, T274

Spelling:Suffixes -ful, -less, -ness, -ment: Pretest, T272

Writing:Narrative Writing: Prewrite a Personal Narrative Analyze the Model, T278

Standards:

ELA.4.R.C3.4 Students will explain how an author uses reasons and evidence to support particular points in an

informational text.

ELA.4.R.C1.4 Students will refer to details and examples in an informational text when explaining what the text says

explicitly and when drawing inferences from the text.

ELA.4.R.C1.5 Students will determine the main idea of an informational text and explain how it is supported by key

details; summarize the text.

ELA.4.R.C1.6 Students will explain events, procedures, ideas or concepts in a historical, scientific or technical text,

including what happened and why, based on specific information in the informational text.

ELA.4.R.C2.4 Students will determine the meaning of general academic and domain-specific words or phrases in an

informational text relevant to a grade 4 topic or subject area.

ELA.4.R.C2.5 Students will describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution)

of events, ideas, concepts or information in an informational text or part of an informational text.

ELA.4.R.C4.2 Students will, by the end of the year read and comprehend informational texts, including history/social

studies, science and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at

the high end of the range.

ELA.4.R.C8.1 Students will read with sufficient accuracy and fluency to support comprehension.

• read on-level text with purpose and understanding.

• read on-level prose and poetry orally with accuracy, appropriate rate and expression.

• use context to confirm or self-correct word recognition and understanding, rereading as necessary.

ELA.4.W.C11.2 Students will recall relevant information from experiences or gather relevant information from print and

digital sources; take notes and categorize information and provide a list of sources.

ELA.4.W.C12.1 Students will write routinely over extended time frames (time for research, reflection and revision) and

shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

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**

Day View

**ELA.4.SL.C13.1 Students will engage effectively in a range of collaborative discussions (one-on-one, in groups and
**

teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own

clearly.

• come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other

information known about the topic to explore ideas under discussion.

• follow agreed-upon rules for discussions and carry out assigned roles.

• pose and respond to specific questions to clarify or follow up on information and make comments that contribute to the

discussion and link to the remarks of others.

• review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

ELA.4.SL.C13.2 Students will paraphrase portions of a text read aloud or information presented in diverse media and

formats, including visually, quantitatively and orally.

ELA.4.L.C17.3 Students will acquire and use accurately grade-appropriate general academic and domain-specific words

and phrases, including those that signal precise actions, emotions or states of being (e.g., quizzed, whined, stammered)

and that are basic to a particular topic (e.g., wildlife, conservation and endangered when discussing animal

preservation).

Reading Small Group

Groups:

1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, Kirsten, Grace, Kenneth

2: Emoni, Olivia Glen, Carrie

3: Austin, Taureanne, Juliana, Samara

4:Luke, Noah, Aiden, Isaiah

Day 1: Vocabulary Reader: Tough Times, Differentiated Instruction, p. T288 Intro vocab, discuss vocab cards and read

the story and discuss.

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:SC.O.4.1.11- Students will interpret data presented in table, graph, or diagram and use it to answer questions

and make decisions.

I Can:I can interpret information from tables, graphs, and diagrams.

weekly Lesson M-F: Introduce graphs, diagrams, and tables to the class. Show video on how to read them to build

background. Show several examples on what tables, graphs, and diagrams look like and the different types there are.

Work together as a class to create a graph or chart on favorite pets. have groups of students create their own graph and

have other groups interpret what the chart or graph represents. Have students form questions to go along with their

graphs and diagrams for their partners to answer based on the graph.

Social Studies

Standard:SS.4.WV.3- Students will pose, research, and answer questions relating to West Virginia.

I Can:I can come up with and answer questions relating to West Virginia.

Lesson: (M-F)- We will discuss as a class some things that we know about WV. We will create a chart of some facts and

topics that we want to know about WV. Form there the class will be assigned a couple different questions that the whole

class has came up with and students will research those questions and create a graphic organizer answering the

questions they find from their research. Students will write a summary answering the question they were given to

research and present to the whole class.

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2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Tuesday 03/01/2016

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can create artwork using a variety of textures.

Standard:VA.O.4.2.05

We will discuss what variety means. Students will be shown examples of artwork that have different textures. students will

bring scraps of different things that have different textures in to class to glue together to create a piece of artwork that

represents them.

Extra PE:

Day: Wednesday

Activity:stretches- brainpop work out kids zumba

Health: WE.4.1.03- describe major organs of the circulatory, respiratory, nervous, and endocrine systems. Begin by

introducing the Respiratory system. show students a video on the respiratory system and how it works. Have students

label all the major organs of the respiratory system and color the coordinating parts/organs.

Character Ed:Trustworthy- discuss with class, and give examples.

Multicultural:creative arts month- have students create artwork that represents them.

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn"

Transition activities: Brain breaks between subjects. (gonoodle.com)

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module 3 finish lesson 14 begin lesson 15.

Standard:M.4.NBT.6, M.4.NBT.1

Objective: Understand and solve division problems with a remainder using the array and area models.

I CAN: I can understand and solve division problems with a remainder using the array and area models.

Direct Instruction: Concept development- Teacher will model and teach lesson from the engageny outline using sample

problems. how to solve a division problem with and without a remainder using the area model and solve a division

problem using an array and the area model.

Guided Practice; Review homework. Fluency practice- Teacher will guide students as they review place values and place

value disks, dividing with remainders, and using number sentences in an array.

Independent Practice: Students will be given exit ticket for lesson 14 to assess their understanding of lesson 14. Before

beginning lesson 15, students will be given an application problem that relates to the objective of Lesson 14 in that

students solve a division word problem with a remainder. Here, students interpret the remainder to determine the total

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Mrs. Lilly

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**

Day View

number of scrapbook pages needed. This anticipates the last problem in this lesson. After concept development,

students will be given problem set problems to complete on their own. The teacher will go over problem set problems with

the class to help assist with homework practice.

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation: Modeling the array (rather than the tape diagram) may give students a clearer picture of the solution to the

Application Problem. Small groups, data analysis, extended time, peer monitoring, modified assignments,

Standards:

M.4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using

strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

M.4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in

the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

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Mrs. Lilly

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**

Day View

Reading

Story:Harvesting Hope: The Story of Cesar Chavez

Lesson: Turn and Talk, T258 Dig Deeper: How to Analyze the Text, T256– T257 • Conclusions and Generalizations •

Problem and Solution • Idioms SECOND READ Analyze the Text Reread the Anchor Text: “Harvesting Hope: The Story

of Cesar Chavez,” T251, T253, T255 Your Turn, T258–T259 Research/Media Literacy, T269 Fluency Teach Stress, T270

Practice Stress, T249

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:overcome, association, capitol, drought, dedicate, publicity, violence, conflicts, horizon, brilliant

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:Daily Proofreading Practice, T275 Teach Relative Pronouns, T275

Spelling:Suffixes -ful, -less, -ness, -ment: Word Sort, T272

Writing:Narrative Writing: Prewrite a Personal Narrative Teach the Focus Trait, T279

Standards:

ELA.4.R.C1.4 Students will refer to details and examples in an informational text when explaining what the text says

explicitly and when drawing inferences from the text.

ELA.4.R.C2.5 Students will describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution)

of events, ideas, concepts or information in an informational text or part of an informational text.

ELA.4.R.C8.1 Students will read with sufficient accuracy and fluency to support comprehension.

• read on-level text with purpose and understanding.

• read on-level prose and poetry orally with accuracy, appropriate rate and expression.

• use context to confirm or self-correct word recognition and understanding, rereading as necessary.

ELA.4.W.C11.1 Students will conduct short research projects that build knowledge through investigation of different

aspects of a topic.

ELA.4.W.C11.2 Students will recall relevant information from experiences or gather relevant information from print and

digital sources; take notes and categorize information and provide a list of sources.

ELA.4.W.C11.3 Students will draw evidence from literary or informational texts to support analysis, reflection and

research.

• apply grade 4 reading objectives to literature (e.g., "describe in depth a character, setting or event in a story or drama,

drawing on specific details in the text [e.g., a character's thoughts, words or actions].").

• apply grade 4 reading objectives to informational texts (e.g., "explain how an author uses reasons and evidence to

support particular points in a text.").

ELA.4.W.C12.1 Students will write routinely over extended time frames (time for research, reflection and revision) and

shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

ELA.4.SL.C13.1 Students will engage effectively in a range of collaborative discussions (one-on-one, in groups and

teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own

clearly.

• come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other

information known about the topic to explore ideas under discussion.

• follow agreed-upon rules for discussions and carry out assigned roles.

• pose and respond to specific questions to clarify or follow up on information and make comments that contribute to the

discussion and link to the remarks of others.

• review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

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**

Day View

ELA.4.L.C15.1 Students will demonstrate command of the conventions of standard English grammar and usage when

writing or speaking.

• use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why,).

• form and use the progressive (e.g., i was walking; i am walking; i will be walking) verb tenses.

• use modal auxiliaries (e.g., can, may, must) to convey various conditions.

• order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small

bag).

• form and use prepositional phrases.

• produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

• correctly use frequently confused words (e.g., to, too, two; there, their).

ELA.4.L.C15.2 Students will demonstrate command of the conventions of standard English capitalization, punctuation

and spelling when writing.

• use correct capitalization.

• use commas and quotation marks to mark direct speech and quotations from a text.

• use a comma before a coordinating conjunction in a compound sentence.

• spell grade-appropriate words correctly, consulting references as needed.

ELA.4.L.C17.2 Students will demonstrate understanding of figurative language, word relationships and nuances in word

meanings.

• explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

• recognize and explain the meaning of common idioms, adages and proverbs.

• demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not

identical meanings (synonyms).

Reading Small Group

Groups:

1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, Kirsten, Kenneth, Grace

2: Emoni, Olivia, Glen, Carrie

3: Austin, Taureanne, Juliana, Samara

4:Luke, Noah, Aiden, Isaiah

Day 2: Differentiate Comprehnsion: Conclusions and Generalizations; Infer/Predict, p. T290, model and have students

practice making inferences on the story.

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:SC.O.4.1.11- Students will interpret data presented in table, graph, or diagram and use it to answer questions

and make decisions.

I Can:I can interpret information from tables, graphs, and diagrams.

weekly Lesson M-F: Introduce graphs, diagrams, and tables to the class. Show video on how to read them to build

background. Show several examples on what tables, graphs, and diagrams look like and the different types there are.

Work together as a class to create a graph or chart on favorite pets. have groups of students create their own graph and

have other groups interpret what the chart or graph represents. Have students form questions to go along with their

graphs and diagrams for their partners to answer based on the graph.

Social Studies

Standard:SS.4.WV.3- Students will pose, research, and answer questions relating to West Virginia.

I Can:I can come up with and answer questions relating to West Virginia.

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2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Lesson: (M-F)- We will discuss as a class some things that we know about WV. We will create a chart of some facts and

topics that we want to know about WV. Form there the class will be assigned a couple different questions that the whole

class has came up with and students will research those questions and create a graphic organizer answering the

questions they find from their research. Students will write a summary answering the question they were given to

research and present to the whole class.

Page 100 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Wednesday 03/02/2016

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can create artwork using a variety of textures.

Standard:VA.O.4.2.05

We will discuss what variety means. Students will be shown examples of artwork that have different textures. students will

bring scraps of different things that have different textures in to class to glue together to create a piece of artwork that

represents them.

Extra PE:

Day: Wednesday

Activity:stretches- brainpop work out kids zumba

Health: WE.4.1.03- describe major organs of the circulatory, respiratory, nervous, and endocrine systems. Begin by

introducing the circulatory system. show students a video on the circulatory system and how it works. Have students label

all the major organs of the circulatory system.

Character Ed:Trustworthy- discuss with class, and give examples.

Multicultural:creative arts month- have students create artwork that represents them.

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn"

Transition activities: Brain breaks between subjects. (gonoodle.com)

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module__3_ Lessons_Finish lesson 15, begin lesson 16- understand and solve two-digit dividend division problems with

a remainder in the ones place by using place value disks.__

Standard: M.4.NBT.6I CAN: I can solve 2 digit dividend division problems.

Direct Instruction: Begin the fluency practice, group counting, divide with remainders. Concept development- model the

problems 1-3.

Guided Practice:allow students to practice by completing a division problem alongside the teacher. check for

understanding. Give students the problem set. once they are finished, go over with them so they can use the problem set

to assist them with homework.

Independent Practice: Allow students to complete the exit ticket for lesson 15 to check for understanding. Give homework

lesson 16 for students to complete.

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Page 101 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,
**

observation

Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments,

Standards:

M.4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using

strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Story:Harvesting Hope: The Story of Cesar Chavez

Lesson: Independent Reading • Reader’s Guide: “Harvesting Hope: The Story of Cesar Chavez,” T260 • Self-Selected

Reading, T260 Apply Vocabulary Knowledge, T261 Research/Media Literacy, T269 Fluency Practice Expression, T260

Decoding More Common Suffixes, T271

Page 102 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:overcome, association, capitol, drought, dedicate, publicity, violence, conflicts, horizon, brilliant

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:Daily Proofreading Practice, T275 Teach Relative Adverbs, T275

Spelling:Suffixes -ful, -less, -ness, -ment: Synonyms, T273

Writing:Narrative Writing: Prewrite a Personal Narrative Prewrite, T279

Standards:

ELA.4.R.C4.2 Students will, by the end of the year read and comprehend informational texts, including history/social

studies, science and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at

the high end of the range.

ELA.4.R.C7.1 Students will know and apply grade-level phonics and word analysis skills in decoding words.

• use combined knowledge of all letter-sound correspondences, syllabication patterns and morphology (e.g., roots and

affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

ELA.4.W.C9.3 Students will write narratives to develop real or imagined experiences or events using effective technique,

descriptive details and clear event sequences.

• orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence

that unfolds naturally.

• use dialogue and description to develop experiences and events or show the responses of characters to situations.

• use a variety of transitional words and phrases to manage the sequence of events.

• use concrete words and phrases and sensory details to convey experiences and events precisely.

• provide a conclusion that follows from the narrated experiences or events.

ELA.4.W.C10.2 Students will, with guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising and editing (editing for conventions should demonstrate command of language objectives

up to and including grade 4).

ELA.4.W.C11.1 Students will conduct short research projects that build knowledge through investigation of different

aspects of a topic.

ELA.4.W.C11.2 Students will recall relevant information from experiences or gather relevant information from print and

digital sources; take notes and categorize information and provide a list of sources.

ELA.4.W.C11.3 Students will draw evidence from literary or informational texts to support analysis, reflection and

research.

• apply grade 4 reading objectives to literature (e.g., "describe in depth a character, setting or event in a story or drama,

drawing on specific details in the text [e.g., a character's thoughts, words or actions].").

• apply grade 4 reading objectives to informational texts (e.g., "explain how an author uses reasons and evidence to

support particular points in a text.").

ELA.4.W.C12.1 Students will write routinely over extended time frames (time for research, reflection and revision) and

shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

ELA.4.SL.C13.1 Students will engage effectively in a range of collaborative discussions (one-on-one, in groups and

teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own

clearly.

• come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other

information known about the topic to explore ideas under discussion.

• follow agreed-upon rules for discussions and carry out assigned roles.

• pose and respond to specific questions to clarify or follow up on information and make comments that contribute to the

discussion and link to the remarks of others.

• review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

ELA.4.SL.C14.2 Students will add audio recordings and visual displays to presentations when appropriate to enhance

the development of main ideas or themes.

Page 103 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

ELA.4.L.C15.1 Students will demonstrate command of the conventions of standard English grammar and usage when

writing or speaking.

• use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why,).

• form and use the progressive (e.g., i was walking; i am walking; i will be walking) verb tenses.

• use modal auxiliaries (e.g., can, may, must) to convey various conditions.

• order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small

bag).

• form and use prepositional phrases.

• produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

• correctly use frequently confused words (e.g., to, too, two; there, their).

ELA.4.L.C15.2 Students will demonstrate command of the conventions of standard English capitalization, punctuation

and spelling when writing.

• use correct capitalization.

• use commas and quotation marks to mark direct speech and quotations from a text.

• use a comma before a coordinating conjunction in a compound sentence.

• spell grade-appropriate words correctly, consulting references as needed.

ELA.4.L.C17.3 Students will acquire and use accurately grade-appropriate general academic and domain-specific words

and phrases, including those that signal precise actions, emotions or states of being (e.g., quizzed, whined, stammered)

and that are basic to a particular topic (e.g., wildlife, conservation and endangered when discussing animal

preservation).

Reading Small Group

Groups:

1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, Kirsten, Grace, Kenneth

2: Emoni, Olivia, Glen, Carrie

3: Austin, Taureanne, Juliana, Samara

4:Luke, Noah, Aiden, Isaiah

Day 3: Leveled Readers

Below:Songs for the People, p. T292

On:The People’s President, p. T293

Above:The Story of Dorothea Lange, p. T294

Read and discuss the story, making inferences and drawing conclusions

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:SC.O.4.1.11- Students will interpret data presented in table, graph, or diagram and use it to answer questions

and make decisions.

I Can:I can interpret information from tables, graphs, and diagrams.

weekly Lesson M-F: Introduce graphs, diagrams, and tables to the class. Show video on how to read them to build

background. Show several examples on what tables, graphs, and diagrams look like and the different types there are.

Work together as a class to create a graph or chart on favorite pets. have groups of students create their own graph and

have other groups interpret what the chart or graph represents. Have students form questions to go along with their

graphs and diagrams for their partners to answer based on the graph.

Social Studies

Standard:SS.4.WV.3- Students will pose, research, and answer questions relating to West Virginia.

Page 104 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**I Can:I can come up with and answer questions relating to West Virginia.
**

Lesson: (M-F)- We will discuss as a class some things that we know about WV. We will create a chart of some facts and

topics that we want to know about WV. Form there the class will be assigned a couple different questions that the whole

class has came up with and students will research those questions and create a graphic organizer answering the

questions they find from their research. Students will write a summary answering the question they were given to

research and present to the whole class.

Page 105 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Thursday 03/03/2016

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can create artwork using a variety of textures.

Standard:VA.O.4.2.05

We will discuss what variety means. Students will be shown examples of artwork that have different textures. students will

bring scraps of different things that have different textures in to class to glue together to create a piece of artwork that

represents them.

Extra PE:

Day: Wednesday

Activity:stretches- brainpop work out-kids zumba

Health: WE.4.1.03- describe major organs of the circulatory, respiratory, nervous, and endocrine systems. Begin by

introducing the circulatory system. show students a video on the circulatory system and how it works. Have students label

all the major organs of the circulatory system.

Character Ed:Trustworthy- discuss with class, and give examples.

Multicultural:creative arts month- have students create artwork that represents them.

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn"

Transition activities: Brain breaks between subjects. (gonoodle.com)

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module__3_ Lessons_Finish lesson 16, begin lesson 17- Represent and solve division problems requiring decomposing

a remainder in the tens.

Standard: M.4.NBT.6I CAN: I can solve 2 digit dividend division problems.

Direct Instruction: Begin the fluency practice, group counting, divide mentally, and divide using the standard algorithm.

Concept development- model the problems 1-3.

Guided Practice:allow students to practice by completing a division problem alongside the teacher. check for

understanding. Give students the problem set. once they are finished, go over with them so they can use the problem set

to assist them with homework.

Independent Practice: Allow students to complete the exit ticket for lesson 16 to check for understanding. Give homework

lesson 17 for students to complete.

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Page 106 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,
**

observation

Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments,

Standards:

M.4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using

strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Story:Harvesting Hope: The Story of Cesar Chavez

Lesson: Classroom Collaboration, T262 Connect to the Topic • Read Informational Text: “The Edible Schoolyard,”

T262–T264 • Think Through the Text, T264 Compare Texts, T265 Vocabulary Strategies Reference Materials,

T266–T267 Research/Media Literacy, T269 Fluency Practice Stress, T263

Page 107 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:overcome, association, capitol, drought, dedicate, publicity, violence, conflicts, horizon, brilliant

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:Daily Proofreading Practice, T276 Review Relative Pronouns and Adverbs, T276

Spelling:Suffixes -ful, -less, -ness, -ment: Connect to Writing, T273

Writing:Narrative Writing: Prewrite a Personal Narrative Prewrite, T280

Standards:

ELA.4.R.C1.4 Students will refer to details and examples in an informational text when explaining what the text says

explicitly and when drawing inferences from the text.

ELA.4.R.C3.3 Students will interpret information presented visually orally or quantitatively (e.g., in charts, graphs,

diagrams, time lines, animations or interactive elements on web pages) and explain how the information contributes to

an understanding of the informational text in which it appears.

ELA.4.R.C3.5 Students will integrate information from two informational texts on the same topic in order to write or

speak about the subject knowledgeably.

ELA.4.R.C4.2 Students will, by the end of the year read and comprehend informational texts, including history/social

studies, science and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at

the high end of the range.

ELA.4.R.C8.1 Students will read with sufficient accuracy and fluency to support comprehension.

• read on-level text with purpose and understanding.

• read on-level prose and poetry orally with accuracy, appropriate rate and expression.

• use context to confirm or self-correct word recognition and understanding, rereading as necessary.

ELA.4.W.C9.3 Students will write narratives to develop real or imagined experiences or events using effective technique,

descriptive details and clear event sequences.

• orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence

that unfolds naturally.

• use dialogue and description to develop experiences and events or show the responses of characters to situations.

• use a variety of transitional words and phrases to manage the sequence of events.

• use concrete words and phrases and sensory details to convey experiences and events precisely.

• provide a conclusion that follows from the narrated experiences or events.

ELA.4.W.C10.1 Students will produce clear and coherent writing in which the development and organization are

appropriate to task, purpose and audience. (grade-specific expectations for writing types are defined in objectives in text

types and purposes.)

ELA.4.W.C10.2 Students will, with guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising and editing (editing for conventions should demonstrate command of language objectives

up to and including grade 4).

ELA.4.W.C11.1 Students will conduct short research projects that build knowledge through investigation of different

aspects of a topic.

ELA.4.W.C11.2 Students will recall relevant information from experiences or gather relevant information from print and

digital sources; take notes and categorize information and provide a list of sources.

ELA.4.SL.C14.2 Students will add audio recordings and visual displays to presentations when appropriate to enhance

the development of main ideas or themes.

ELA.4.L.C15.1 Students will demonstrate command of the conventions of standard English grammar and usage when

writing or speaking.

• use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why,).

• form and use the progressive (e.g., i was walking; i am walking; i will be walking) verb tenses.

• use modal auxiliaries (e.g., can, may, must) to convey various conditions.

• order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small

bag).

Page 108 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**• form and use prepositional phrases.
**

• produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

• correctly use frequently confused words (e.g., to, too, two; there, their).

ELA.4.L.C15.2 Students will demonstrate command of the conventions of standard English capitalization, punctuation

and spelling when writing.

• use correct capitalization.

• use commas and quotation marks to mark direct speech and quotations from a text.

• use a comma before a coordinating conjunction in a compound sentence.

• spell grade-appropriate words correctly, consulting references as needed.

ELA.4.L.C17.1 Students will determine or clarify the meaning of unknown and multiple-meaning words and phrases

based on grade 4 reading and content, choosing flexibly from a range of strategies.

• use context (e.g., definitions, examples or restatements in text) as a clue to the meaning of a word or phrase.

• use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph,

photograph, autograph).

• consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation

and determine or clarify the precise meaning of key words and phrases.

ELA.4.L.C17.2 Students will demonstrate understanding of figurative language, word relationships and nuances in word

meanings.

• explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

• recognize and explain the meaning of common idioms, adages and proverbs.

• demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not

identical meanings (synonyms).

Reading Small Group

Groups:

1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, Kirsten, Kenneth, Grace

2: emoni, Olivia, Glen, Carrie

3: Austin, Taureanne, Juliana, Samara

4:Luke, Noah, Aiden, Isaiah

Day 4: Differentiate Vocab Strategies: Reference Materials, p. T296 discuss different types of reference materials and

how they are used.

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:SC.O.4.1.11- Students will interpret data presented in table, graph, or diagram and use it to answer questions

and make decisions.

I Can:I can interpret information from tables, graphs, and diagrams.

weekly Lesson M-F: Introduce graphs, diagrams, and tables to the class. Show video on how to read them to build

background. Show several examples on what tables, graphs, and diagrams look like and the different types there are.

Work together as a class to create a graph or chart on favorite pets. have groups of students create their own graph and

have other groups interpret what the chart or graph represents. Have students form questions to go along with their

graphs and diagrams for their partners to answer based on the graph.

Social Studies

Standard:SS.4.WV.3- Students will pose, research, and answer questions relating to West Virginia.

I Can:I can come up with and answer questions relating to West Virginia.

Page 109 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Lesson: (M-F)- We will discuss as a class some things that we know about WV. We will create a chart of some facts and

topics that we want to know about WV. Form there the class will be assigned a couple different questions that the whole

class has came up with and students will research those questions and create a graphic organizer answering the

questions they find from their research. Students will write a summary answering the question they were given to

research and present to the whole class.

Page 110 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Friday 03/04/2016

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can create artwork using a variety of textures.

Standard:VA.O.4.2.05

We will discuss what variety means. Students will be shown examples of artwork that have different textures. students will

bring scraps of different things that have different textures in to class to glue together to create a piece of artwork that

represents them.

Extra PE:

Day: Wednesday

Activity:stretches- brainpop work out kids zumba

Health: WE.4.1.03- describe major organs of the circulatory, respiratory, nervous, and endocrine systems. Begin by

introducing the circulatory system. show students a video on the circulatory system and how it works. Have students label

all the major organs of the circulatory system.

Character Ed:Trustworthy- discuss with class, and give examples.

Multicultural:creative arts month- have students create artwork that represents them.

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn"

Transition activities: Brain breaks between subjects. (gonoodle.com)

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module_3__ Lessons__15-17_

Standard:M.4.NBT.6

I CAN: I can solve a 2 digit dividend division problem.

Direct Instruction: Complete a quick review of the strategies, and topics taught fo the week, modeling how to solve a 2

digit dividend division problem.

Guided Practice:allow students some time to complete some division problems with the teacher. Check as a whole group.

Let students make up a division problem to share with their group.

Independent Practice: give students a quiz to check for understanding of the weekly skills.

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments,

Standards:

Page 111 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

M.4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using

strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Story:Harvesting Hope: The Story of Cesar Chavez

Lesson: Speaking and Listening, T269, Extend the Topic: Agriculture • Domain-Specific Vocabulary, T268 • Research/

Media Literacy, T269 • Optional Second Read: “The Edible Schoolyard,” T262–T264 Fluency Progress Monitoring, T283

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:overcome, association, capitol, drought, dedicate, publicity, violence, conflicts, horizon, brilliant

Page 112 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**Evaluations Used: homework, exit slips, writing prompts, responders, quizzes
**

Grammar:Daily Proofreading Practice, T276 Connect Grammar to Writing, T276–T277

Spelling:Suffixes -ful, -less, -ness, -ment: Assess, T273

Writing:Narrative Writing: Prewrite a Personal Narrative Prewrite, T280–281

Standards:

ELA.4.W.C9.3 Students will write narratives to develop real or imagined experiences or events using effective technique,

descriptive details and clear event sequences.

• orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence

that unfolds naturally.

• use dialogue and description to develop experiences and events or show the responses of characters to situations.

• use a variety of transitional words and phrases to manage the sequence of events.

• use concrete words and phrases and sensory details to convey experiences and events precisely.

• provide a conclusion that follows from the narrated experiences or events.

ELA.4.SL.C13.3 Students will identify the reasons and evidence a speaker provides to support particular points.

ELA.4.SL.C14.1 Students will report on a topic or text, tell a story or recount an experience in an organized manner,

using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an

understandable pace.

ELA.4.SL.C14.2 Students will add audio recordings and visual displays to presentations when appropriate to enhance

the development of main ideas or themes.

ELA.4.L.C15.1 Students will demonstrate command of the conventions of standard English grammar and usage when

writing or speaking.

• use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why,).

• form and use the progressive (e.g., i was walking; i am walking; i will be walking) verb tenses.

• use modal auxiliaries (e.g., can, may, must) to convey various conditions.

• order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small

bag).

• form and use prepositional phrases.

• produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

• correctly use frequently confused words (e.g., to, too, two; there, their).

ELA.4.L.C15.2 Students will demonstrate command of the conventions of standard English capitalization, punctuation

and spelling when writing.

• use correct capitalization.

• use commas and quotation marks to mark direct speech and quotations from a text.

• use a comma before a coordinating conjunction in a compound sentence.

• spell grade-appropriate words correctly, consulting references as needed.

ELA.4.L.C17.3 Students will acquire and use accurately grade-appropriate general academic and domain-specific words

and phrases, including those that signal precise actions, emotions or states of being (e.g., quizzed, whined, stammered)

and that are basic to a particular topic (e.g., wildlife, conservation and endangered when discussing animal

preservation).

Reading Small Group

Groups:

1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, irsten, Grace

2: Kenneth, emoni, juliana, glen

3: samara, isaiah, carrie, austin

4:olivia, noah, taureanne, aiden, luke

Day 5: Options for Reteaching: (Vocab strategies, Comprehension skill, lang arts, decoding pp. T298–T299 review all

topics from the week.

Resource

Page 113 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:SC.O.4.1.11- Students will interpret data presented in table, graph, or diagram and use it to answer questions

and make decisions.

I Can:I can interpret information from tables, graphs, and diagrams.

weekly Lesson M-F: Introduce graphs, diagrams, and tables to the class. Show video on how to read them to build

background. Show several examples on what tables, graphs, and diagrams look like and the different types there are.

Work together as a class to create a graph or chart on favorite pets. have groups of students create their own graph and

have other groups interpret what the chart or graph represents. Have students form questions to go along with their

graphs and diagrams for their partners to answer based on the graph.

Social Studies

Standard:SS.4.WV.3- Students will pose, research, and answer questions relating to West Virginia.

I Can:I can come up with and answer questions relating to West Virginia.

Lesson: (M-F)- We will discuss as a class some things that we know about WV. We will create a chart of some facts and

topics that we want to know about WV. Form there the class will be assigned a couple different questions that the whole

class has came up with and students will research those questions and create a graphic organizer answering the

questions they find from their research. Students will write a summary answering the question they were given to

research and present to the whole class.

Page 114 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Monday 03/07/2016

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can compare and contrast art between cultures.

Standard:VA.O.4.4.01- Students will compare and contrast the relationship between art and cultures.

Have students look at artwork from their culture, and artwork from the early pioneer days. Have them compare and

contrast them noting how they are alike and different.

Extra PE:

Day:Wednesday

Activity: Stretches indoor- Zumba work out for kids on gonoodle.com

Health:WE.4.1.03- describe major organs of the circulatory, respiratory, nervous, and endocrine systems. Begin by

introducing the respiratory system. Show students a video on the respiratory system and how it works. Have students

label all the major organs of the respiratory system and color them the appropriate color according to the diagram.

Character Ed:Controlled- Discuss what it means to be controlled, have students model what it looks like to be controlled.

Multicultural:Creative Arts month

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn" Create flash cards to assist with learning new vocabulary words.

Transistion activities: Brain breaks between subjects. (gonoodle.com)

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module__3_ Lessons_Finish lesson 16, begin lesson 17- Represent and solve division problems requiring decomposing

a remainder in the tens.

Standard: M.4.NBT.6I CAN: I can solve 2 digit dividend division problems.

Direct Instruction: Begin the fluency practice, group counting, divide mentally, and divide using the standard algorithm.

Concept development- model the problems 1-3.

Guided Practice:allow students to practice by completing a division problem alongside the teacher. check for

understanding. Give students the problem set. once they are finished, go over with them so they can use the problem set

to assist them with homework.

Independent Practice: Allow students to complete the exit ticket for lesson 16 to check for understanding. Give homework

lesson 17 for students to complete.

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Page 115 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments,
**

Standards:

M.4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using

strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Story:Sacagawea

EQ:How do people from different cultures contribute to American history?

Lesson: Teacher Read Aloud “Race Against Death,” T312–T313 Introduce Vocabulary Vocabulary in Context,

T314–T315 Read and Comprehend, T316–T317 FIRST READ Think Through the Text Read the Anchor Text:

“Sacagawea,” T318–T333 Fluency Model Phrasing: Punctuation, T312

Skills/Strategies:

Page 116 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**Skills used: think, pair, share, buddy reading, independent reading,
**

Vocabulary:territory, accompany, propose, interpreter, duty, supplies, route, corps, clumsy, landmark

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:Daily Proofreading Practice, T352 Teach Abbreviations for People and Places, T352

Spelling:Words with VCCV Pattern: Pretest, T350

Writing:Narrative Writing: Write a Personal Narrative Draft, T356

Standards:

ELA.4.R.C1.4 Students will refer to details and examples in an informational text when explaining what the text says

explicitly and when drawing inferences from the text.

ELA.4.R.C1.5 Students will determine the main idea of an informational text and explain how it is supported by key

details; summarize the text.

ELA.4.R.C1.6 Students will explain events, procedures, ideas or concepts in a historical, scientific or technical text,

including what happened and why, based on specific information in the informational text.

ELA.4.R.C2.4 Students will determine the meaning of general academic and domain-specific words or phrases in an

informational text relevant to a grade 4 topic or subject area.

ELA.4.R.C2.5 Students will describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution)

of events, ideas, concepts or information in an informational text or part of an informational text.

ELA.4.R.C3.3 Students will interpret information presented visually orally or quantitatively (e.g., in charts, graphs,

diagrams, time lines, animations or interactive elements on web pages) and explain how the information contributes to

an understanding of the informational text in which it appears.

ELA.4.R.C3.4 Students will explain how an author uses reasons and evidence to support particular points in an

informational text.

ELA.4.R.C3.5 Students will integrate information from two informational texts on the same topic in order to write or

speak about the subject knowledgeably.

ELA.4.R.C4.1 Students will, by the end of the year read and comprehend literature, including stories, dramas and

poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELA.4.R.C4.2 Students will, by the end of the year read and comprehend informational texts, including history/social

studies, science and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at

the high end of the range.

ELA.4.R.C7.1 Students will know and apply grade-level phonics and word analysis skills in decoding words.

• use combined knowledge of all letter-sound correspondences, syllabication patterns and morphology (e.g., roots and

affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

ELA.4.R.C8.1 Students will read with sufficient accuracy and fluency to support comprehension.

• read on-level text with purpose and understanding.

• read on-level prose and poetry orally with accuracy, appropriate rate and expression.

• use context to confirm or self-correct word recognition and understanding, rereading as necessary.

ELA.4.W.C9.3 Students will write narratives to develop real or imagined experiences or events using effective technique,

descriptive details and clear event sequences.

• orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence

that unfolds naturally.

• use dialogue and description to develop experiences and events or show the responses of characters to situations.

• use a variety of transitional words and phrases to manage the sequence of events.

• use concrete words and phrases and sensory details to convey experiences and events precisely.

• provide a conclusion that follows from the narrated experiences or events.

ELA.4.W.C10.1 Students will produce clear and coherent writing in which the development and organization are

appropriate to task, purpose and audience. (grade-specific expectations for writing types are defined in objectives in text

types and purposes.)

Page 117 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

ELA.4.W.C10.2 Students will, with guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising and editing (editing for conventions should demonstrate command of language objectives

up to and including grade 4).

Reading Small Group

Groups:

1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, Kirsten, Grace, Kenneth

2: Emoni, Olivia Glen, Carrie

3: Austin, Taureanne, Juliana, Samara

4:Luke, Noah, Aiden, Isaiah

Day 1: Vocabulary Reader Lewis and Clark’s Packing List, Differentiated Instruction, p. T370

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:SC.O.4.1.11- Students will interpret data presented in table, graph, or diagram and use it to answer questions

and make decisions.

I Can:I can interpret information from tables, graphs, and diagrams.

weekly Lesson M-F: Introduce graphs, diagrams, and tables to the class. Show video on how to read them to build

background. Show several examples on what tables, graphs, and diagrams look like and the different types there are.

Work together as a class to create a graph or chart on favorite pets. have groups of students create their own graph and

have other groups interpret what the chart or graph represents. Have students form questions to go along with their

graphs and diagrams for their partners to answer based on the graph.

Social Studies

Standard: SS.4.G.2- document the effects of and explain how people adapted to geographic factors: transportation

routes, settlement patterns and population density, culture interactions with others.

SS.4.H.CL4.2- analyze the people and events that facilitated Westward Expansion.

I Can:I can describe how some people adapted to geographic features.

I can analyze people and events that facilitated Westward expansion.

Lesson: (M-F)

Review geographic features. discuss how the class thinks people adapt to different areas. Name some of the different

places, and have students name different ways that people have to adapt to that environment.

Discuss the Westward expansion ( students have prior knowledge because of unit in history prior to this lesson.)

Discuss ways that Sacagawea assisted with Westward Expansion and what her purpose was.

Page 118 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Tuesday 03/08/2016

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can compare and contrast art between cultures.

Standard:VA.O.4.4.01- Students will compare and contrast the relationship between art and cultures.

Have students look at artwork from their culture, and artwork from the early pioneer days. Have them compare and

contrast them noting how they are alike and different.

Extra PE:

Day:Wednesday

Activity: Stretches indoor- Zumba work out for kids on gonoodle.com

Health:WE.4.1.03- describe major organs of the circulatory, respiratory, nervous, and endocrine systems. Begin by

introducing the respiratory system. Show students a video on the respiratory system and how it works. Have students

label all the major organs of the respiratory system and color them the appropriate color according to the diagram.

Character Ed:Controlled- Discuss what it means to be controlled, have students model what it looks like to be controlled.

Multicultural:Creative Arts month

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn" Create flash cards to assist with learning new vocabulary words.

Transistion activities: Brain breaks between subjects. (gonoodle.com)

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module_3__ Lessons__15-17_

Standard:M.4.NBT.6

I CAN: I can solve a 2 digit dividend division problem.

Direct Instruction: Complete a quick review of the strategies, and topics taught fo the week, modeling how to solve a 2

digit dividend division problem.

Guided Practice:allow students some time to complete some division problems with the teacher. Check as a whole group.

Let students make up a division problem to share with their group.

Independent Practice: give students a quiz to check for understanding of the weekly skills.

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments,

Standards:

Page 119 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

M.4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using

strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Story:Sacagawea

EQ:How do people from different cultures contribute to American history?

Lesson: Turn and Talk, T336 Dig Deeper: How to Analyze the Text, T334– T335 • Main Ideas and Details • Text Structure

• Onomatopoeia SECOND READ Analyze the Text Reread the Anchor Text: “Sacagawea,” T325, T327, T333 Your Turn,

T336–T337 Teach Phrasing: Punctuation, T348 Practice Phrasing: Punctuation, T331

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Page 120 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**Vocabulary:territory, accompany, propose, interpreter, duty, supplies, route, corps, clumsy, landmark
**

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:Daily Proofreading Practice, T353 Teach Abbreviations for Mailing Addresses, T353

Spelling:Words with VCCV Pattern: Word Sort, T350

Writing:Narrative Writing: Write a Personal Narrative Draft, T357

Standards:

ELA.4.R.C8.1 Students will read with sufficient accuracy and fluency to support comprehension.

• read on-level text with purpose and understanding.

• read on-level prose and poetry orally with accuracy, appropriate rate and expression.

• use context to confirm or self-correct word recognition and understanding, rereading as necessary.

ELA.4.R.C7.1 Students will know and apply grade-level phonics and word analysis skills in decoding words.

• use combined knowledge of all letter-sound correspondences, syllabication patterns and morphology (e.g., roots and

affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

ELA.4.R.C4.2 Students will, by the end of the year read and comprehend informational texts, including history/social

studies, science and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at

the high end of the range.

ELA.4.R.C4.1 Students will, by the end of the year read and comprehend literature, including stories, dramas and

poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELA.4.R.C3.5 Students will integrate information from two informational texts on the same topic in order to write or

speak about the subject knowledgeably.

ELA.4.R.C3.4 Students will explain how an author uses reasons and evidence to support particular points in an

informational text.

ELA.4.R.C3.3 Students will interpret information presented visually orally or quantitatively (e.g., in charts, graphs,

diagrams, time lines, animations or interactive elements on web pages) and explain how the information contributes to

an understanding of the informational text in which it appears.

ELA.4.R.C2.5 Students will describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution)

of events, ideas, concepts or information in an informational text or part of an informational text.

ELA.4.R.C2.4 Students will determine the meaning of general academic and domain-specific words or phrases in an

informational text relevant to a grade 4 topic or subject area.

ELA.4.R.C1.6 Students will explain events, procedures, ideas or concepts in a historical, scientific or technical text,

including what happened and why, based on specific information in the informational text.

ELA.4.R.C1.5 Students will determine the main idea of an informational text and explain how it is supported by key

details; summarize the text.

ELA.4.R.C1.4 Students will refer to details and examples in an informational text when explaining what the text says

explicitly and when drawing inferences from the text.

ELA.4.W.C10.1 Students will produce clear and coherent writing in which the development and organization are

appropriate to task, purpose and audience. (grade-specific expectations for writing types are defined in objectives in text

types and purposes.)

ELA.4.W.C10.2 Students will, with guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising and editing (editing for conventions should demonstrate command of language objectives

up to and including grade 4).

ELA.4.W.C9.3 Students will write narratives to develop real or imagined experiences or events using effective technique,

descriptive details and clear event sequences.

• orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence

that unfolds naturally.

• use dialogue and description to develop experiences and events or show the responses of characters to situations.

• use a variety of transitional words and phrases to manage the sequence of events.

• use concrete words and phrases and sensory details to convey experiences and events precisely.

• provide a conclusion that follows from the narrated experiences or events.

Reading Small Group

Page 121 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Groups:

1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, Kirsten, Kenneth, Grace

2: Emoni, Olivia, Glen, Carrie

3: Austin, Taureanne, Juliana, Samara

4:Luke, Noah, Aiden, Isaiah

Day 2: Differentiate Comprehnsion:Main Ideas and Details; Visualize, p. T372

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:SC.O.4.1.11- Students will interpret data presented in table, graph, or diagram and use it to answer questions

and make decisions.

I Can:I can interpret information from tables, graphs, and diagrams.

weekly Lesson M-F: Introduce graphs, diagrams, and tables to the class. Show video on how to read them to build

background. Show several examples on what tables, graphs, and diagrams look like and the different types there are.

Work together as a class to create a graph or chart on favorite pets. have groups of students create their own graph and

have other groups interpret what the chart or graph represents. Have students form questions to go along with their

graphs and diagrams for their partners to answer based on the graph.

Social Studies

Standard: SS.4.G.2- document the effects of and explain how people adapted to geographic factors: transportation

routes, settlement patterns and population density, culture interactions with others.

SS.4.H.CL4.2- analyze the people and events that facilitated Westward Expansion.

I Can:I can describe how some people adapted to geographic features.

I can analyze people and events that facilitated Westward expansion.

Lesson: (M-F)

Review geographic features. discuss how the class thinks people adapt to different areas. Name some of the different

places, and have students name different ways that people have to adapt to that environment.

Discuss the Westward expansion ( students have prior knowledge because of unit in history prior to this lesson.)

Discuss ways that Sacagawea assisted with Westward Expansion and what her purpose was.

Page 122 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Wednesday 03/09/2016

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can compare and contrast art between cultures.

Standard:VA.O.4.4.01- Students will compare and contrast the relationship between art and cultures.

Have students look at artwork from their culture, and artwork from the early pioneer days. Have them compare and

contrast them noting how they are alike and different.

Extra PE:

Day:Wednesday

Activity: Stretches indoor- Zumba work out for kids on gonoodle.com

Health:WE.4.1.03- describe major organs of the circulatory, respiratory, nervous, and endocrine systems. Begin by

introducing the respiratory system. Show students a video on the respiratory system and how it works. Have students

label all the major organs of the respiratory system and color them the appropriate color according to the diagram.

Character Ed:Controlled- Discuss what it means to be controlled, have students model what it looks like to be controlled.

Multicultural:Creative Arts month

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn" Create flash cards to assist with learning new vocabulary words.

Transistion activities: Brain breaks between subjects. (gonoodle.com)

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module__3_ Lessons__begin lesson 18- find whole number quotients and remainders_

Standard:M.4.NBT.6

I CAN: I can find whole number quotients and remainders

Lesson:

Direct Instruction: Concept development- model the sample problems 1-3. Show step by step how to solve a division

problem.

Guided Practice: complete the fluency practice with the class- group counting, dividing mentally, and divide using the

standard algorithm. Complete the Application problem with the class, practicing with division.

Independent Practice- give problem set for students to complete after teaching the lesson and modeling several

problems. assign homework for students to complete.

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments,

Standards:

M.4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using

strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Page 123 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**Math Small Group
**

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Story:Sacagawea

EQ:How do people from different cultures contribute to American history?:

Lesson: Classroom Collaboration, T339 Independent Reading • Reader’s Guide: “Sacagawea,” T338 • Self-Selected

Reading, T338 Apply Vocabulary Knowledge, T339 Fluency Practice Expression, T338 Decoding VCCV Pattern and

Word Parts, T349

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:territory, accompany, propose, interpreter, duty, supplies, route, corps, clumsy, landmark

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:Daily Proofreading Practice, T353 Teach Abbreviations for Time and Measurements, T353

Page 124 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**Spelling:Words with VCCV Pattern: Word Families, T351
**

Writing:Narrative Writing: Write a Personal Narrative Draft, T357

Standards:

ELA.4.R.C1.4 Students will refer to details and examples in an informational text when explaining what the text says

explicitly and when drawing inferences from the text.

ELA.4.R.C1.5 Students will determine the main idea of an informational text and explain how it is supported by key

details; summarize the text.

ELA.4.R.C1.6 Students will explain events, procedures, ideas or concepts in a historical, scientific or technical text,

including what happened and why, based on specific information in the informational text.

ELA.4.R.C2.4 Students will determine the meaning of general academic and domain-specific words or phrases in an

informational text relevant to a grade 4 topic or subject area.

ELA.4.R.C2.5 Students will describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution)

of events, ideas, concepts or information in an informational text or part of an informational text.

ELA.4.R.C3.3 Students will interpret information presented visually orally or quantitatively (e.g., in charts, graphs,

diagrams, time lines, animations or interactive elements on web pages) and explain how the information contributes to

an understanding of the informational text in which it appears.

ELA.4.R.C3.4 Students will explain how an author uses reasons and evidence to support particular points in an

informational text.

ELA.4.R.C3.5 Students will integrate information from two informational texts on the same topic in order to write or

speak about the subject knowledgeably.

ELA.4.R.C4.1 Students will, by the end of the year read and comprehend literature, including stories, dramas and

poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELA.4.R.C4.2 Students will, by the end of the year read and comprehend informational texts, including history/social

studies, science and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at

the high end of the range.

ELA.4.R.C7.1 Students will know and apply grade-level phonics and word analysis skills in decoding words.

• use combined knowledge of all letter-sound correspondences, syllabication patterns and morphology (e.g., roots and

affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

ELA.4.R.C8.1 Students will read with sufficient accuracy and fluency to support comprehension.

• read on-level text with purpose and understanding.

• read on-level prose and poetry orally with accuracy, appropriate rate and expression.

• use context to confirm or self-correct word recognition and understanding, rereading as necessary.

ELA.4.W.C9.3 Students will write narratives to develop real or imagined experiences or events using effective technique,

descriptive details and clear event sequences.

• orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence

that unfolds naturally.

• use dialogue and description to develop experiences and events or show the responses of characters to situations.

• use a variety of transitional words and phrases to manage the sequence of events.

• use concrete words and phrases and sensory details to convey experiences and events precisely.

• provide a conclusion that follows from the narrated experiences or events.

ELA.4.W.C10.1 Students will produce clear and coherent writing in which the development and organization are

appropriate to task, purpose and audience. (grade-specific expectations for writing types are defined in objectives in text

types and purposes.)

ELA.4.W.C10.2 Students will, with guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising and editing (editing for conventions should demonstrate command of language objectives

up to and including grade 4).

Reading Small Group

Groups:

1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, Kirsten, Grace, Kenneth

2: Emoni, Olivia, Glen, Carrie

3: Austin, Taureanne, Juliana, Samara

Page 125 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**4:Luke, Noah, Aiden, Isaiah
**

Day 3: Leveled Readers

Below:John Wesley Powell, p. T374

On:Writer from the Prairie, p. T375

Above:Chief Washakie, p. T376

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:SC.O.4.1.11- Students will interpret data presented in table, graph, or diagram and use it to answer questions

and make decisions.

I Can:I can interpret information from tables, graphs, and diagrams.

weekly Lesson M-F: Introduce graphs, diagrams, and tables to the class. Show video on how to read them to build

background. Show several examples on what tables, graphs, and diagrams look like and the different types there are.

Work together as a class to create a graph or chart on favorite pets. have groups of students create their own graph and

have other groups interpret what the chart or graph represents. Have students form questions to go along with their

graphs and diagrams for their partners to answer based on the graph.

Social Studies

Standard: SS.4.G.2- document the effects of and explain how people adapted to geographic factors: transportation

routes, settlement patterns and population density, culture interactions with others.

SS.4.H.CL4.2- analyze the people and events that facilitated Westward Expansion.

I Can:I can describe how some people adapted to geographic features.

I can analyze people and events that facilitated Westward expansion.

Lesson: (M-F)

Review geographic features. discuss how the class thinks people adapt to different areas. Name some of the different

places, and have students name different ways that people have to adapt to that environment.

Discuss the Westward expansion ( students have prior knowledge because of unit in history prior to this lesson.)

Discuss ways that Sacagawea assisted with Westward Expansion and what her purpose was.

Page 126 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Thursday 03/10/2016

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can compare and contrast art between cultures.

Standard:VA.O.4.4.01- Students will compare and contrast the relationship between art and cultures.

Have students look at artwork from their culture, and artwork from the early pioneer days. Have them compare and

contrast them noting how they are alike and different.

Extra PE:

Day:Wednesday

Activity: Stretches indoor- Zumba work out for kids on gonoodle.com

Health:WE.4.1.03- describe major organs of the circulatory, respiratory, nervous, and endocrine systems. Begin by

introducing the respiratory system. Show students a video on the respiratory system and how it works. Have students

label all the major organs of the respiratory system and color them the appropriate color according to the diagram.

Character Ed:Controlled- Discuss what it means to be controlled, have students model what it looks like to be controlled.

Multicultural:Creative Arts month

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn" Create flash cards to assist with learning new vocabulary words.

Transistion activities: Brain breaks between subjects. (gonoodle.com)

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module__3_ Lessons__Finish Lesson 18, begin lesson 19- Explain remainders by using place value understanding and

models.

Standard:M.4.NBT.6

I CAN: I can explain remainders by using place value understanding.

Lesson:

Direct Instruction: Concept development- model the sample problems 1 and 2. Show step by step how to solve a division

problem and interpreting the remainder.

Guided Practice: Complete the fluency practice with the class- sprint: mental division, and divide using the standard

algorithm. Complete the Application problem with the class, practicing with division.

Independent Practice-First, give exit ticket from lesson 18 to assess students on the lesson. allow time for them to

complete. Give problem set for students to complete after teaching the lesson and modeling several problems. assign

homework for students to complete.

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments,

Standards:

Page 127 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

M.4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using

strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Story:Sacagawea

EQ:How do people from different cultures contribute to American history?

Lesson: Classroom Collaboration, T340 Connect to the Topic • Read Poetry: “Native American Nature Poetry,”

T340–T342 • Think Through the Text, T342 Compare Texts, T343 Vocabulary Strategies Shades of Meaning,

T344–T345 Fluency Practice Phrasing: Punctuation, T341

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:territory, accompany, propose, interpreter, duty, supplies, route, corps, clumsy, landmark

Page 128 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**Evaluations Used: homework, exit slips, writing prompts, responders, quizzes
**

Grammar:Daily Proofreading Practice, T354 Review Abbreviations, T354

Spelling:Words with VCCV Pattern: Connect to Writing, T351

Writing:Narrative Writing: Write a Personal Narrative Revise, T358–T359

Standards:

ELA.4.R.C8.1 Students will read with sufficient accuracy and fluency to support comprehension.

• read on-level text with purpose and understanding.

• read on-level prose and poetry orally with accuracy, appropriate rate and expression.

• use context to confirm or self-correct word recognition and understanding, rereading as necessary.

ELA.4.R.C7.1 Students will know and apply grade-level phonics and word analysis skills in decoding words.

• use combined knowledge of all letter-sound correspondences, syllabication patterns and morphology (e.g., roots and

affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

ELA.4.R.C4.2 Students will, by the end of the year read and comprehend informational texts, including history/social

studies, science and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at

the high end of the range.

ELA.4.R.C4.1 Students will, by the end of the year read and comprehend literature, including stories, dramas and

poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELA.4.R.C3.5 Students will integrate information from two informational texts on the same topic in order to write or

speak about the subject knowledgeably.

ELA.4.R.C3.4 Students will explain how an author uses reasons and evidence to support particular points in an

informational text.

ELA.4.R.C3.3 Students will interpret information presented visually orally or quantitatively (e.g., in charts, graphs,

diagrams, time lines, animations or interactive elements on web pages) and explain how the information contributes to

an understanding of the informational text in which it appears.

ELA.4.R.C2.5 Students will describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution)

of events, ideas, concepts or information in an informational text or part of an informational text.

ELA.4.R.C2.4 Students will determine the meaning of general academic and domain-specific words or phrases in an

informational text relevant to a grade 4 topic or subject area.

ELA.4.R.C1.6 Students will explain events, procedures, ideas or concepts in a historical, scientific or technical text,

including what happened and why, based on specific information in the informational text.

ELA.4.R.C1.5 Students will determine the main idea of an informational text and explain how it is supported by key

details; summarize the text.

ELA.4.R.C1.4 Students will refer to details and examples in an informational text when explaining what the text says

explicitly and when drawing inferences from the text.

ELA.4.W.C10.2 Students will, with guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising and editing (editing for conventions should demonstrate command of language objectives

up to and including grade 4).

ELA.4.W.C10.1 Students will produce clear and coherent writing in which the development and organization are

appropriate to task, purpose and audience. (grade-specific expectations for writing types are defined in objectives in text

types and purposes.)

ELA.4.W.C9.3 Students will write narratives to develop real or imagined experiences or events using effective technique,

descriptive details and clear event sequences.

• orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence

that unfolds naturally.

• use dialogue and description to develop experiences and events or show the responses of characters to situations.

• use a variety of transitional words and phrases to manage the sequence of events.

• use concrete words and phrases and sensory details to convey experiences and events precisely.

• provide a conclusion that follows from the narrated experiences or events.

Reading Small Group

Page 129 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Groups:

1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, Kirsten, Kenneth, Grace

2: emoni, Olivia, Glen, Carrie

3: Austin, Taureanne, Juliana, Samara

4:Luke, Noah, Aiden, Isaiah

Day 4: Differentiate Vocab Strategies:Shades of Meaning, p. T378

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:SC.O.4.1.11- Students will interpret data presented in table, graph, or diagram and use it to answer questions

and make decisions.

I Can:I can interpret information from tables, graphs, and diagrams.

weekly Lesson M-F: Introduce graphs, diagrams, and tables to the class. Show video on how to read them to build

background. Show several examples on what tables, graphs, and diagrams look like and the different types there are.

Work together as a class to create a graph or chart on favorite pets. have groups of students create their own graph and

have other groups interpret what the chart or graph represents. Have students form questions to go along with their

graphs and diagrams for their partners to answer based on the graph.

Social Studies

Standard: SS.4.G.2- document the effects of and explain how people adapted to geographic factors: transportation

routes, settlement patterns and population density, culture interactions with others.

SS.4.H.CL4.2- analyze the people and events that facilitated Westward Expansion.

I Can:I can describe how some people adapted to geographic features.

I can analyze people and events that facilitated Westward expansion.

Lesson: (M-F)

Review geographic features. discuss how the class thinks people adapt to different areas. Name some of the different

places, and have students name different ways that people have to adapt to that environment.

Discuss the Westward expansion ( students have prior knowledge because of unit in history prior to this lesson.)

Discuss ways that Sacagawea assisted with Westward Expansion and what her purpose was.

Page 130 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Friday 03/11/2016

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can compare and contrast art between cultures.

Standard:VA.O.4.4.01- Students will compare and contrast the relationship between art and cultures.

Have students look at artwork from their culture, and artwork from the early pioneer days. Have them compare and

contrast them noting how they are alike and different.

Extra PE:

Day:Wednesday

Activity: Stretches indoor- Zumba work out for kids on gonoodle.com

Health:WE.4.1.03- describe major organs of the circulatory, respiratory, nervous, and endocrine systems. Begin by

introducing the respiratory system. Show students a video on the respiratory system and how it works. Have students

label all the major organs of the respiratory system and color them the appropriate color according to the diagram.

Character Ed:Controlled- Discuss what it means to be controlled, have students model what it looks like to be controlled.

Multicultural:Creative Arts month

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn" Create flash cards to assist with learning new vocabulary words.

Transistion activities: Brain breaks between subjects. (gonoodle.com)

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module__3_ Lessons__finish lesson 19 begin lesson 20- solve division problem without remainders using the area

model. _

Standard: M.4.NBT.6

I CAN: I can solve a division problem without remainders using the area model.

Lesson:

Direct Instruction: teach the lesson: model the concept development- teach problems 1-3.

guided practice: Go over the application problem with the class. also, walk through a couple sample questions with the

whole class using the students' dry erase boards.

Independent Practice: have students complete the problems set on their own after teaching the concept. Go over after

they are finished. Assign homework for lesson 20... Give lesson 20 exit ticket to check for student understnading of

lesson.

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Assessments: include: exit slips, problems sets, mental math, responders, quizzes, formative/summative assessments,

observation

Differentiation: Small groups, data analysis, extended time, peer monitoring, modified assignments,

Standards:

Page 131 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Story:Sacagawea

EQ:How do people from different cultures contribute to American history?

Lesson: Speaking and Listening, T347 Extend the Topic: Native American History • Domain-Specific Vocabulary, T346 •

Optional Second Read: “Native American Nature Poetry,” T340–T342 Fluency Progress Monitoring, T361

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:territory, accompany, propose, interpreter, duty, supplies, route, corps, clumsy, landmark

Page 132 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**Evaluations Used: homework, exit slips, writing prompts, responders, quizzes
**

Grammar:Daily Proofreading Practice, T354 Connect Grammar to Writing, T354–T355

Spelling:Words with VCCV Pattern: Assess, T351

Writing: Narrative Writing: Write a Personal Narrative Edit and Publish, T358–T359

Standards:

ELA.4.R.C1.4 Students will refer to details and examples in an informational text when explaining what the text says

explicitly and when drawing inferences from the text.

ELA.4.R.C1.5 Students will determine the main idea of an informational text and explain how it is supported by key

details; summarize the text.

ELA.4.R.C1.6 Students will explain events, procedures, ideas or concepts in a historical, scientific or technical text,

including what happened and why, based on specific information in the informational text.

ELA.4.R.C2.4 Students will determine the meaning of general academic and domain-specific words or phrases in an

informational text relevant to a grade 4 topic or subject area.

ELA.4.R.C2.5 Students will describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution)

of events, ideas, concepts or information in an informational text or part of an informational text.

ELA.4.R.C3.3 Students will interpret information presented visually orally or quantitatively (e.g., in charts, graphs,

diagrams, time lines, animations or interactive elements on web pages) and explain how the information contributes to

an understanding of the informational text in which it appears.

ELA.4.R.C3.4 Students will explain how an author uses reasons and evidence to support particular points in an

informational text.

ELA.4.R.C3.5 Students will integrate information from two informational texts on the same topic in order to write or

speak about the subject knowledgeably.

ELA.4.R.C4.1 Students will, by the end of the year read and comprehend literature, including stories, dramas and

poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELA.4.R.C4.2 Students will, by the end of the year read and comprehend informational texts, including history/social

studies, science and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at

the high end of the range.

ELA.4.R.C7.1 Students will know and apply grade-level phonics and word analysis skills in decoding words.

• use combined knowledge of all letter-sound correspondences, syllabication patterns and morphology (e.g., roots and

affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

ELA.4.R.C8.1 Students will read with sufficient accuracy and fluency to support comprehension.

• read on-level text with purpose and understanding.

• read on-level prose and poetry orally with accuracy, appropriate rate and expression.

• use context to confirm or self-correct word recognition and understanding, rereading as necessary.

ELA.4.W.C9.3 Students will write narratives to develop real or imagined experiences or events using effective technique,

descriptive details and clear event sequences.

• orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence

that unfolds naturally.

• use dialogue and description to develop experiences and events or show the responses of characters to situations.

• use a variety of transitional words and phrases to manage the sequence of events.

• use concrete words and phrases and sensory details to convey experiences and events precisely.

• provide a conclusion that follows from the narrated experiences or events.

ELA.4.W.C10.1 Students will produce clear and coherent writing in which the development and organization are

appropriate to task, purpose and audience. (grade-specific expectations for writing types are defined in objectives in text

types and purposes.)

ELA.4.W.C10.2 Students will, with guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising and editing (editing for conventions should demonstrate command of language objectives

up to and including grade 4).

Reading Small Group

Groups:

Page 133 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, irsten, Grace
**

2: Kenneth, emoni, juliana, glen

3: samara, isaiah, carrie, austin

4:olivia, noah, taureanne, aiden, luke

Day 5: Options for Reteaching: (Vocab strategies, Comprehension skill, lang arts, decoding pp. T380–T381

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:SC.O.4.1.11- Students will interpret data presented in table, graph, or diagram and use it to answer questions

and make decisions.

I Can:I can interpret information from tables, graphs, and diagrams.

weekly Lesson M-F: Introduce graphs, diagrams, and tables to the class. Show video on how to read them to build

background. Show several examples on what tables, graphs, and diagrams look like and the different types there are.

Work together as a class to create a graph or chart on favorite pets. have groups of students create their own graph and

have other groups interpret what the chart or graph represents. Have students form questions to go along with their

graphs and diagrams for their partners to answer based on the graph.

Social Studies

Standard: SS.4.G.2- document the effects of and explain how people adapted to geographic factors: transportation

routes, settlement patterns and population density, culture interactions with others.

SS.4.H.CL4.2- analyze the people and events that facilitated Westward Expansion.

I Can:I can describe how some people adapted to geographic features.

I can analyze people and events that facilitated Westward expansion.

Lesson: (M-F)

Review geographic features. discuss how the class thinks people adapt to different areas. Name some of the different

places, and have students name different ways that people have to adapt to that environment.

Discuss the Westward expansion ( students have prior knowledge because of unit in history prior to this lesson.)

Discuss ways that Sacagawea assisted with Westward Expansion and what her purpose was.

Page 134 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Monday 03/14/2016

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can compare and contrast art between cultures.

Standard:VA.O.4.4.01- Students will compare and contrast the relationship between art and cultures.

Have students look at artwork from their culture, and artwork from the early pioneer days. Have them compare and

contrast them noting how they are alike and different.

Extra PE:

Day:Wednesday

Activity: Stretches indoor- Zumba work out for kids on gonoodle.com

Health:WE.4.1.03- describe major organs of the circulatory, respiratory, nervous, and endocrine systems. Begin by

introducing the respiratory system. Show students a video on the respiratory system and how it works. Have students

label all the major organs of the respiratory system and color them the appropriate color according to the diagram.

Character Ed:Controlled- Discuss what it means to be controlled, have students model what it looks like to be controlled.

Multicultural:Creative Arts month

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn" Create flash cards to assist with learning new vocabulary words.

Transistion activities: Brain breaks between subjects. (gonoodle.com)

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module 5 lesson 1 Decomposing fractions and fraction equivalents.

I CAN: I can break down a fraction as a sum of unit fractions using tape diagrams.

Direct Instruction: Begin the fluency practice, of reading tape diagrams and addition of fractions in unit form. Model folding

a strip of paper to represent thirds and sixths. Record the decompositions represented by the folded paper with addition.

The teacher will explain that the strip of paper represents a whole and that 1 is the number that represents the

whole. Fold to decompose the whole into 3 equal parts. Explain that all three parts make up the whole 1/3 + 1/3 + 1/3 = 1.

Now shade 2/3 of the paper strip, 2/3 + 1/3 = 1. Model folding in half again to create sixths. On the other side that has no

lines, draw lines on the creases you made and shade 5 sixths.Write number sentences to represent 5 sixths, 1/6 + 1/6 +

1/6 + 1/6 +1/6 = 5/6. Wrote another number sentence to represent 5 sixths, 2/6 + 3/6 = 5/6. Problem 2: Fold two strips of

paper into fourths. Shade 7/4 . Write the number sentence created. With a fraction greater than 1, like 7/4 , we can

rename it. We say this is one and three-fourths. 1 3/4 is another way to record the decomposition of 7/4 as 4/4 and 3/4

. Write decompositions of fractions represented by tape diagrams as number sentences.

Guided Practice: Allow students to practice by using tape diagrams and manipulatives to represent fractions. Teacher will

walk around the room to check for understanding Give students the problem set, once they are finished we will review in

class so they can use the problem set to assist them with homework.

Independent Practice: Students will complete problem set in class and be given homework for lesson 1.

Page 135 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**Skills/Strategies: Cooperative groups, personal white boards, direct instruction, exploitative learning, manipulatives
**

Assessments: include: exit slips

Standards:

M.4.NF.3b Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording

each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8

+ 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

M.4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual fraction models, with

attention to how the number and size of the parts differ even though the two fractions themselves are the same size.

Use this principle to recognize and generate equivalent fractions.

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Story: Horses by Seymour Simon

EQ: Can animals change the way people live?

Page 136 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Lesson: Introduce Horses by Seymour Simon. Tell students that this informational text provides a close look at horses

and the roles they have played in human communities throughout history. Distribute a K-W-L chart and discuss with

students what they already know about horses, and what they want to know about horses. Today, students will be given a

flap book to label and fill in throughout the next couple of weeks. The teacher will model and explain that this flap book

will help them organize all the information they learn from reading the book. The front of the flap book the students will

label the title of the story, the author, and Genre. Inside the flap book, the students will fill in information about vocabulary

words. main idea, details from the text, summarizing, questioning, and compare/contrast.

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary: Introduce weekly vocabulary words: ancestor, grazing, faint, sensitive, sense, nuzzling, dominant, gaits,

stride

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar: review adjectives and how they can improve writing. show a short video on adjectives- brainpop.

Spelling: give students spelling pre-test: horses, grazing, faint, herd, roamed, hoof, trained, stallion, mare, colt, gallop,

stride

Writing: Discuss the essential question: Can animals change the way people live? Have students write a paragraph to

share their ideas about animals impact on the way people live. Guide students to reflect on their preview of the text and

past lessons for for ideas for their writing.

Standards:

ELA.4.R.C1.4 Students will refer to details and examples in an informational text when explaining what the text says

explicitly and when drawing inferences from the text.

ELA.4.W.C9.1 Students will write opinion pieces on topics or texts, supporting a point of view with reasons and

information.

• introduce a topic or text clearly, state an opinion and create an organizational structure in which related ideas are

grouped to support the writer's purpose.

• provide reasons that are supported by facts and details.

• link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

• provide a concluding statement or section related to the opinion presented.

ELA.4.R.C2.4 Students will determine the meaning of general academic and domain-specific words or phrases in an

informational text relevant to a grade 4 topic or subject area.

ELA.4.R.C3.2 Students will compare and contrast the treatment of similar themes and topics (e.g., opposition of good

and evil) and patterns of events (e.g., the quest) in stories, myths, traditional literature and literary text from different

cultures.

ELA.4.R.C4.2 Students will, by the end of the year read and comprehend informational texts, including history/social

studies, science and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at

the high end of the range.

ELA.4.W.C10.2 Students will, with guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising and editing (editing for conventions should demonstrate command of language objectives

up to and including grade 4).

Reading Small Group

Groups:

1: (with Pritchett for intensive focus) Jasper, Lacey, Grace, Kenneth

2: Emoni, Olivia Glen

3: Austin, Taureanne, Juliana, Samara

4:Luke, Noah, Isaiah

Page 137 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Day 1:Introduce the spelling and vocabulary words for the first section of the story horses. have students find the words in

context and determine the meaning by looking at words around it.

While others are working on reading. another group will be working on writing prompts fro the state testing websitedescribing the world's greatest roller coaster.

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:SC.O.4.2.08- Students will construct and explain models of habitats, food chains, and food webs.

I Can: I can construct and explain habitats, food chains, and food webs.

2 week lesson- Week 1:

weekly Lesson M-F:show examples of different habitats, food chains, and food webs. give students examples of animals

and things in each habitat. Assign students a particular habitat, food chain, or food web. Have the students research

(using at least 2 sources)... their topic. have them take notes and then create a model with whatever materials are

available based on their research and citing their sources used.

Social Studies

Standard:SS.4.G.4- Plan and construct maps to demonstrate geographic conditions on events

I Can: I can plan and construct a map of West Virginia.

Lesson: (M-F)

Begin by explaining purpose of maps. Discuss as whole group some certain geographic features or conditions found in

west Virginia. Show the class some examples of maps with different geographic conditions. After showing some

examples of maps. have students begin to create a map. They need to be able to create all factors of a map, and discuss

the purpose and explain geographic features on their map.

Page 138 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Tuesday 03/15/2016

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can compare and contrast art between cultures.

Standard:VA.O.4.4.01- Students will compare and contrast the relationship between art and cultures.

Have students look at artwork from their culture, and artwork from the early pioneer days. Have them compare and

contrast them noting how they are alike and different.

Extra PE:

Day:Wednesday

Activity: Stretches indoor- Zumba work out for kids on gonoodle.com

Health:WE.4.1.03- describe major organs of the circulatory, respiratory, nervous, and endocrine systems. Begin by

introducing the respiratory system. Show students a video on the respiratory system and how it works. Have students

label all the major organs of the respiratory system and color them the appropriate color according to the diagram.

Character Ed:Controlled- Discuss what it means to be controlled, have students model what it looks like to be controlled.

Multicultural:Creative Arts month

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn" Create flash cards to assist with learning new vocabulary words.

Transistion activities: Brain breaks between subjects. (gonoodle.com)

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module 5 finish lesson 1 begin lesson 2.

Decomposing fractions and fraction equivalents.

I CAN: I can break down fractions using a tape diagram and make number sentences.

Direct Instruction: Review tape diagrams and breaking apart fractions. Draw a number bond to show how 1 can be

decomposed into fourths and how fourths can be composed to make 1. Fold a piece of paper to create eighths.

Decompose fractions in different ways. Write number sentences to decompose 5/6 as a sum of fractions with the

same denominator.

Guided Practice: Go over homework from yesterday. Allow students some time to complete breaking down fractions and

making number sentences with the teacher. Check as a whole group.

Independent Practice: Lesson 1 exit ticket. After teaching and modeling several problems the students will work

independently on the problem set. Students will draw and shade a tape diagram of the given fraction. Students will record

the decomposition as a sum of unit fractions. Assign homework for additional practice.

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Assessments: include: exit slips,

Standards:

Page 139 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**M.4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual fraction models, with
**

attention to how the number and size of the parts differ even though the two fractions themselves are the same size.

Use this principle to recognize and generate equivalent fractions.

M.4.NF.3b Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording

each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8

+ 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Story: Horses by Seymour Simon

EQ: Can animals change the way people live?

Lesson: Teacher will read aloud Horses by, Seymour Simon pages 2-9. Teacher will periodically pause to check for

student's understanding by asking questions about the text and the author's purpose. Students will use details from the

text to draw inferences. Students will identify main ideas and supporting details. The teacher will model how good readers

visualize, or picture, what an author describes in the text. Students will be guided to use their lap books to fill in

information as needed.

Page 140 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary: review vocabulary words: ancestor, grazing, faint, sensitive, sense, nuzzling, dominant, gaits, stride

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:Adjectives- model for students how adjectives are used in good writing. show students a few sentences on the

board. improve them by including descriptive adjectives.

Spelling: review spelling words: horses, grazing, faint, herd, cowboy, roamed, hoof, trained, stallion, mare, colt, gallop,

stride- give crossword for students to work in with pairs to discover the meaning of the spelling words.

Writing:Continue writing to the essential question. Also, have the class work on the writing prompts from the state

website. begin by showing them how to pull out important information and to brainstorm before writing. Students will

continue to work on their writing with the goal of staying focused and only writing to the topic. They will work on this

throughout the week. By Friday, students should be finished with a final draft to present to the class.

Standards:

ELA.4.W.C10.2 Students will, with guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising and editing (editing for conventions should demonstrate command of language objectives

up to and including grade 4).

ELA.4.R.C3.2 Students will compare and contrast the treatment of similar themes and topics (e.g., opposition of good

and evil) and patterns of events (e.g., the quest) in stories, myths, traditional literature and literary text from different

cultures.

ELA.4.R.C4.2 Students will, by the end of the year read and comprehend informational texts, including history/social

studies, science and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at

the high end of the range.

ELA.4.R.C2.4 Students will determine the meaning of general academic and domain-specific words or phrases in an

informational text relevant to a grade 4 topic or subject area.

ELA.4.R.C1.5 Students will determine the main idea of an informational text and explain how it is supported by key

details; summarize the text.

Reading Small Group

Groups:

1: (with Pritchett for intensive focus) Micah, Jasper, Lacey, Kirsten, Kenneth, Grace

2: Emoni, Olivia, Glen, Carrie

3: Austin, Taureanne, Juliana, Samara

4:Luke, Noah, Aiden, Isaiah

Day 2: Differentiate Comprehension: Model how to find main idea and details within the text. Using the horses book,

model finding what the page is mainly about and have students locate the details to support the main idea.

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:SC.O.4.2.08- Students will construct and explain models of habitats, food chains, and food webs.

I Can: I can construct and explain habitats, food chains, and food webs.

Page 141 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

weekly Lesson M-F:show examples of different habitats, food chains, and food webs. give students examples of animals

and things in each habitat. Assign students a particular habitat, food chain, or food web. Have the students research

(using at least 2 sources)... their topic. have them take notes and then create a model with whatever materials are

available based on their research and citing their sources used.

Social Studies

Standard:SS.4.G.4- Plan and construct maps to demonstrate geographic conditions on events

I Can: I can plan and construct a map of West Virginia.

Lesson: (M-F)

Begin by explaining purpose of maps. Discuss as whole group some certain geographic features or conditions found in

west Virginia. Show the class some examples of maps with different geographic conditions. After showing some

examples of maps. have students begin to create a map. They need to be able to create all factors of a map, and discuss

the purpose and explain geographic features on their map.

Page 142 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Wednesday 03/16/2016

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can compare and contrast art between cultures.

Standard:VA.O.4.4.01- Students will compare and contrast the relationship between art and cultures.

Have students look at artwork from their culture, and artwork from the early pioneer days. Have them compare and

contrast them noting how they are alike and different.

Extra PE:

Day:Wednesday

Activity: Stretches indoor- Zumba work out for kids on gonoodle.com

Health:WE.4.1.03- describe major organs of the circulatory, respiratory, nervous, and endocrine systems. Begin by

introducing the respiratory system. Show students a video on the respiratory system and how it works. Have students

label all the major organs of the respiratory system and color them the appropriate color according to the diagram.

Character Ed:Controlled- Discuss what it means to be controlled, have students model what it looks like to be controlled.

Multicultural:Creative Arts month

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn" Create flash cards to assist with learning new vocabulary words.

Transistion activities: Brain breaks between subjects. (gonoodle.com)

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module 5 finish lesson 2 and begin lesson 3.

Decompose non-unit fractions and represent them as a whole number times a unit fraction using tape diagrams.

I CAN: I can decompose a non-unit fraction and represent them as a whole number times a unit fraction using tape

diagrams.

Direct Instruction: Express a non-unit fraction less than 1 as a whole number times a unit fraction using a tape

diagram.Determine the non-unit fraction greater than 1 that is represented by a tape diagram, and then write the fraction

as a whole number times a unit fraction.: Express a non-unit fraction greater than 1 as a whole number times a unit

fraction using a tape diagram.

Guided practice: Go over homework and answer any questions students may have. Before beginning a new lesson

review with students how to multiply mentally, repeat addition as multiplication, and adding fractions.

Independent Practice: Students will be given lesson 2 exit ticket. Students will work on lesson 3 problem set after direct

instruction. Students will be given homework on lesson 3.

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Assessments: include: exit slips,

Standards:

Page 143 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

M.4.NF.3b Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording

each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8

+ 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Story: Horses by Seymour Simon

EQ: Can animals change the way people live?

Lesson: Review vocabulary with class, playing the match game, where students match the definition to the vocabulary

word, they will play this in their pods. Read segment 2 pages 10-15 of the Horses book. Teacher will stop and ask

questions to check for understanding as going through he story with the students. Discuss the section read with the class.

have students will in information into their flapbooks. new vocab, find main idea of the section along with details. Also

have students write a summary based on the main idea and details they found in the section 2 of the book. Have students

list any questions in their flapbook they may have had while reading. They will also compare/contrast information form

the segment 2 to the segment 1 they read the day before.

Page 144 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:ancestor, grazing, faint, sensitive, sense, nuzzling, dominant, gaits, stride

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar:give students a noun. have them think of different adjectives they can use to make that noun better in a

sentence. have students create a sentence using their noun and adjectives they came up with. sample nouns: cat, house,

boat, school, student, teacher, substitute....

Spelling: review spelling words: use the strategy SAY, WORD, SAY- horses, grazing, faint, herd, cowboy, roamed, hoof,

trained, stallion, mare, colt, gallop, stride

Writing:Continue writing to the essential question. Also, have the class work on the writing prompts from the state

website. begin by showing them how to pull out important information and to brainstorm before writing. Students will

continue to work on their writing with the goal of staying focused and only writing to the topic. They will work on this

throughout the week. By Friday, students should be finished with a final draft to present to the class.

Standards:

ELA.4.R.C1.5 Students will determine the main idea of an informational text and explain how it is supported by key

details; summarize the text.

ELA.4.R.C2.4 Students will determine the meaning of general academic and domain-specific words or phrases in an

informational text relevant to a grade 4 topic or subject area.

ELA.4.R.C3.2 Students will compare and contrast the treatment of similar themes and topics (e.g., opposition of good

and evil) and patterns of events (e.g., the quest) in stories, myths, traditional literature and literary text from different

cultures.

ELA.4.R.C4.2 Students will, by the end of the year read and comprehend informational texts, including history/social

studies, science and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at

the high end of the range.

ELA.4.W.C10.2 Students will, with guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising and editing (editing for conventions should demonstrate command of language objectives

up to and including grade 4).

Reading Small Group

Groups:

1: (with Pritchett for intensive focus) Jasper, Lacey, , Grace, Kenneth

2: Emoni, Olivia, Glen,

3: Austin, Taureanne, Juliana, Samara

4:Luke, Noah, Isaiah

model how to compare/contrast information within an informational text. Turn to a specific page in the Horses book. Have

students read the page together and compare the information to something they have seen or read before, record it into

their graphic organizer

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:SC.O.4.2.08- Students will construct and explain models of habitats, food chains, and food webs.

I Can: I can construct and explain habitats, food chains, and food webs.

Page 145 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

weekly Lesson M-F:show examples of different habitats, food chains, and food webs. give students examples of animals

and things in each habitat. Assign students a particular habitat, food chain, or food web. Have the students research

(using at least 2 sources)... their topic. have them take notes and then create a model with whatever materials are

available based on their research and citing their sources used.

Social Studies

Standard:SS.4.G.4- Plan and construct maps to demonstrate geographic conditions on events

I Can: I can plan and construct a map of West Virginia.

Lesson: (M-F)

Begin by explaining purpose of maps. Discuss as whole group some certain geographic features or conditions found in

west Virginia. Show the class some examples of maps with different geographic conditions. After showing some

examples of maps. have students begin to create a map. They need to be able to create all factors of a map, and discuss

the purpose and explain geographic features on their map.

Page 146 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Thursday 03/17/2016

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can compare and contrast art between cultures.

Standard:VA.O.4.4.01- Students will compare and contrast the relationship between art and cultures.

Have students look at artwork from their culture, and artwork from the early pioneer days. Have them compare and

contrast them noting how they are alike and different.

Extra PE:

Day:Wednesday

Activity: Stretches indoor- Zumba work out for kids on gonoodle.com

Health:WE.4.1.03- describe major organs of the circulatory, respiratory, nervous, and endocrine systems. Begin by

introducing the respiratory system. Show students a video on the respiratory system and how it works. Have students

label all the major organs of the respiratory system and color them the appropriate color according to the diagram.

Character Ed:Controlled- Discuss what it means to be controlled, have students model what it looks like to be controlled.

Multicultural:Creative Arts month

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn" Create flash cards to assist with learning new vocabulary words.

Transistion activities: Brain breaks between subjects. (gonoodle.com)

Math

Lesson: Everyday math; Supplement Eureka Math

Module 5 finish lesson 3 begin lesson 4

Decompose fractions into sums of smaller unit fractions using tape diagrams.

I CAN: I can decompose fractions into sums of smaller unit fractions using tape diagrams.

Direct Instruction: Review fluency practice of breaking apart fractions and count by equivalent fractions. Use tape

diagrams to represent the decomposition of 1/3 as the sum of unit fractions. Use tape diagrams to represent the

decomposition of 1/5 and 2/5 as the sum of smaller unit fractions. Draw a tape diagram and use addition to show that

2/6 is the sum of 4 twelfths.

Guided Practice: Go over homework for lesson 3 and answer any questions students may have. Allow students to

practice breaking down fractions into smaller unit fractions using tape diagrams. Teacher will walk around the room

checking for understanding.

Independent Practice: Students will be given exit ticket for lesson 3. After direct instruction, students will work

independently on problem set. Students will be given homework for lesson 4 for extra practice.

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Assessments:include: exit slips,

Page 147 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Standards:

M.4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

M.4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Story:Horses

Lesson: review questions and all topics form the students' flapbooks so far in the story. pair students up. have them

buddy read the Horses book segments 1 and 2 pages 2-15. have them together create a summary of the story so far.

Also have students find self-selected vocabulary- words they may not be familiar with. Come back together as a whole

group and discuss the summaries the pairs have written. Also make a list altogether of self-selected vocabulary words

that students found. Go back into the story and see how each word is used in context and have students determine the

meaning of each word just by using the context.

Skills/Strategies:

Page 148 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

**Skills used: think, pair, share, buddy reading, independent reading,
**

Vocabulary:ancestor, grazing, faint, sensitive, sense, nuzzling, dominant, gaits, stride

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar: have students go back into their writing prompts they ave been working on throughout the week and add in

adjectives that will make the paragraphs better.

Spelling:review words: horses, grazing, faint, herd, cowboy, roamed, hoof, trained, stallion, mare, colt, gallop, strideby

playing sparkle to prepare the students for their test tomorrow.

Writing:Continue writing to the essential question. Also, have the class work on the writing prompts from the state

website. begin by showing them how to pull out important information and to brainstorm before writing. Students will

continue to work on their writing with the goal of staying focused and only writing to the topic. They will work on this

throughout the week. By Friday, students should be finished with a final draft to present to the class.

Standards:

ELA.4.W.C10.2 Students will, with guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising and editing (editing for conventions should demonstrate command of language objectives

up to and including grade 4).

ELA.4.R.C1.5 Students will determine the main idea of an informational text and explain how it is supported by key

details; summarize the text.

ELA.4.R.C2.4 Students will determine the meaning of general academic and domain-specific words or phrases in an

informational text relevant to a grade 4 topic or subject area.

ELA.4.R.C3.2 Students will compare and contrast the treatment of similar themes and topics (e.g., opposition of good

and evil) and patterns of events (e.g., the quest) in stories, myths, traditional literature and literary text from different

cultures.

ELA.4.R.C4.2 Students will, by the end of the year read and comprehend informational texts, including history/social

studies, science and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at

the high end of the range.

Reading Small Group

Groups:

1: (with Pritchett for intensive focus) Jasper, Lacey, Kenneth, Grace

2: emoni, Olivia, Glen

3: Austin, Taureanne, Juliana, Samara

4:Luke, Noah, , Isaiah

Day 4: Differentiate Vocab Strategies:

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:SC.O.4.2.08- Students will construct and explain models of habitats, food chains, and food webs.

I Can: I can construct and explain habitats, food chains, and food webs.

weekly Lesson M-F:show examples of different habitats, food chains, and food webs. give students examples of animals

and things in each habitat. Assign students a particular habitat, food chain, or food web. Have the students research

Page 149 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

(using at least 2 sources)... their topic. have them take notes and then create a model with whatever materials are

available based on their research and citing their sources used.

Social Studies

Standard:SS.4.G.4- Plan and construct maps to demonstrate geographic conditions on events

I Can: I can plan and construct a map of West Virginia.

Lesson: (M-F)

Begin by explaining purpose of maps. Discuss as whole group some certain geographic features or conditions found in

west Virginia. Show the class some examples of maps with different geographic conditions. After showing some

examples of maps. have students begin to create a map. They need to be able to create all factors of a map, and discuss

the purpose and explain geographic features on their map.

Page 150 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Friday 03/18/2016

Accomodations

504 Plan: Lacey (Allow more time time to complete assignments/Read tests aloud)

IEP: Jadean (pull out, small grouping, extra time)

Extras: Art/PE/Multicultural/Character Ed.

Art:

I Can: I can compare and contrast art between cultures.

Standard:VA.O.4.4.01- Students will compare and contrast the relationship between art and cultures.

Have students look at artwork from their culture, and artwork from the early pioneer days. Have them compare and

contrast them noting how they are alike and different.

Extra PE:

Day:Wednesday

Activity: Stretches indoor- Zumba work out for kids on gonoodle.com

Health:WE.4.1.03- describe major organs of the circulatory, respiratory, nervous, and endocrine systems. Begin by

introducing the respiratory system. Show students a video on the respiratory system and how it works. Have students

label all the major organs of the respiratory system and color them the appropriate color according to the diagram.

Character Ed:Controlled- Discuss what it means to be controlled, have students model what it looks like to be controlled.

Multicultural:Creative Arts month

Technology Used by Students: Responders, laptops, Computer lab (tue & Fri 9-9:30), tablets (Websites used: Khan

Academy.org, gonoodle.com, odyssey, Brainpop.com)

County Goal: Goal #5 Teaching students "how to learn" Create flash cards to assist with learning new vocabulary words.

Transistion activities: Brain breaks between subjects. (gonoodle.com)

Math

Lesson: Everyday Math; Supplement-Eureka Math

Module 5 finish lesson 4.

Decompose fractions into sums of smaller unit fractions using tape diagrams.

I CAN: I can decompose fractions into sums of smaller unit fractions using tape diagrams.

Direct Instruction: Review all lessons from the week on fractions- lessons 1-4, to ensure students have a better

understanding of the lessons.

Guided Practice: Review homework with students from lesson 4, going over making sure students understand the

concept. Ask for questions, review a couple sample questions before giving the exit ticket.

Independent Practice: Give the exit ticket out for lesson 4, allow students time to complete.

Skills/Strategies: Cooperative groups, personal white boards, direct instruction, explorative learning, manipulatives

Assessments: include: exit slips

Standards:

M.4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

M.4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

Math Small Group

*All group except the title I group will rotate throughout the week and complete a different skill each day.*

Page 151 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Group 1: (Peery) Kirsten, , Samara, Grace, Lacey, (Focus skill- based on Diagnostic tests)- Peery will work on a deficient

standard based on the diagnostic math test the class completed. Fractions

Group 2:Austin, Kenneth, Juliana, Emoni- math sharks/computers- working on division and multiplication skills- These

students will also work on Khan Academy, they will focus working on skills that they are weak in. (each person has their

own login to khan academy.com) students will be on the learning odyssey.com on math practicing skills they are deficient

in.

Group 3: ,Noah Olivia, Jasper, - focus skill teach ahead- this group will be pretaught the skill for the week... students will

be working on multiplying 3 and 4 digit by 2 digit numbers, . beginning facts of 2 digit dividend division. They will review 2

step word problems. Begin focusing on word problems with fractions.

Group 4: Isaiah, Luke, Glen, Taureanne- multi step word problems DOK 2 and 3 word problems with multiplication and

division. This group will in addition to the word problems also be given a performance task to complete as a group. we will

go over it and talk about it. This group will work together to answer deeper thinking real world problems. Working on

performance tasks in math to prepare for testing. based from the comprehensive test.

*** Based on Diagnostic test results- standards focused on for small group will include: M.4.NF.1- Explain why a fraction

a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. use this principle to recognize and generate equivalent

fractions.

M.4.NF.3- understand a fractiona/b with a>1 as a sum of fractions.***

**Groups will begin looking at fractions with denominators of 10 and 100 and turning them into decimals. we will work with

place value of decimals and locating and putting them onto a number line.

Bell Ringer:

Cursive Handwriting/ writing prompts, math problems.

Breakfast Read Aloud:

Mon-Fri- School Days According To Humphrey

Reading

Story:Horses

Lesson: Review vocab and questions form the segment one of Horses- Give students the assessment to check for

understanding.

Skills/Strategies:

Skills used: think, pair, share, buddy reading, independent reading,

Vocabulary:assess: ancestor, grazing, faint, sensitive, sense, nuzzling, dominant, gaits, stride

Evaluations Used: homework, exit slips, writing prompts, responders, quizzes

Grammar: Give a quiz to assess students understanding on adjectives and how they make writing better.

Spelling: assess spelling words- give oral post test: horses, grazing, faint, herd, cowboy, roamed, hoof, trained, stallion,

mare, colt, gallop, stride

Page 152 of 153

2015-2016

Mrs. Lilly

**01/25/2016 - 03/18/2016
**

Day View

Writing:Continue writing to the essential question. Also, have the class work on the writing prompts from the state

website. begin by showing them how to pull out important information and to brainstorm before writing. Students will

continue to work on their writing with the goal of staying focused and only writing to the topic. They will work on this

throughout the week. By Friday, students should be finished with a final draft to present to the class.

Standards:

ELA.4.R.C1.5 Students will determine the main idea of an informational text and explain how it is supported by key

details; summarize the text.

ELA.4.R.C2.4 Students will determine the meaning of general academic and domain-specific words or phrases in an

informational text relevant to a grade 4 topic or subject area.

ELA.4.R.C3.2 Students will compare and contrast the treatment of similar themes and topics (e.g., opposition of good

and evil) and patterns of events (e.g., the quest) in stories, myths, traditional literature and literary text from different

cultures.

ELA.4.R.C4.2 Students will, by the end of the year read and comprehend informational texts, including history/social

studies, science and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at

the high end of the range.

ELA.4.W.C10.2 Students will, with guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising and editing (editing for conventions should demonstrate command of language objectives

up to and including grade 4).

Reading Small Group

Groups:

1: (with Pritchett for intensive focus) , Jasper, Lacey, , Grace

2: Kenneth, emoni, juliana, glen

3: samara, isaiah,, austin

4:olivia, noah, taureanne, , luke

Day 5: Options for Reteaching: (Vocab strategies, Comprehension skill, lang arts, decoding

Resource

Monday- PE

Tuesday- Media

Wednesday-Music

Thursday-Media

Friday- Media/PE

Science/Science Labs

Standard:SC.O.4.2.08- Students will construct and explain models of habitats, food chains, and food webs.

I Can: I can construct and explain habitats, food chains, and food webs.

weekly Lesson M-F:show examples of different habitats, food chains, and food webs. give students examples of animals

and things in each habitat. Assign students a particular habitat, food chain, or food web. Have the students research

(using at least 2 sources)... their topic. have them take notes and then create a model with whatever materials are

available based on their research and citing their sources used.

Social Studies

Standard:SS.4.G.4- Plan and construct maps to demonstrate geographic conditions on events

I Can: I can plan and construct a map of West Virginia.

Lesson: (M-F)

Begin by explaining purpose of maps. Discuss as whole group some certain geographic features or conditions found in

west Virginia. Show the class some examples of maps with different geographic conditions. After showing some

examples of maps. have students begin to create a map. They need to be able to create all factors of a map, and discuss

the purpose and explain geographic features on their map.

Page 153 of 153

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