MONDAY Teacher: Kim Ashley Lesson Plan for Week of: October 11-15 SY 2021-2022

Homeroom: 7:30 - 8:05 Planning Time: 8:55-9:45 Day 1: Art Day 2: Music Day 3: P.E. Day 4: Wellness

DAY 1 Lunch Time: 12:30 - 1:00 Recess Time: 1:30-2:00 Duties: Classroom/Hallway AM & PM
95% Group Phonics Small Group Reading
monstrate
and examplescommand of thetext
in a literary conventions of Standard
when explaining what English grammar
the textLesson and1usage
says explicitly
5 Day :and
Vowel when
when writing
drawing
r - ar, or or speaking.
inferences from the text. Group 1 - Low: Malice, Hunter, Ethan
Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why,). Group 2 - Low: Joseph, Alianna, Addison
Form and use the progressive (e.g., I was walking; I am walking;Reading - Text
I will Structure verb
be walking) Lesson 4: Prepare - Model with whole group passages: reading,
tenses. Group 3 - High: Jaxon, Keon, Berkley,
ELA: 8:15 - 9:20

highlighting
* Use modal auxiliaries (e.g., can, may, must) to convey variouskeywords,
conditions.filling out graphic orgainzer and filling in sentence frames for each type of Kinley
tives within sentences according to conventional patterns (e.g.,text astructure.
small redStudents
bag ratherwillthan
thenawork in groups
red small bag).of 3. 1 student will read and highlight keywords, Group 4: Middle: Leigha, Cheyenne,
one
* Form and use prepositional phrases. student will fill out sentence frame, and one student will fill out graphic organizer. Students Katelyn, Kyler
will completefragments
at least three Group 5: High: Brissa, Abby, Colt, Remy
Produce complete sentences, recognizing and correcting inappropriate anddifferent
run-ons.text structures.
* Correctly use frequently confused words (e.g., to, too, two; there, their). G1: Teacher/Phonics, G2:
Pumpkin Activity: Students will work in pairs to read and answer the questions in the Interactive
Notebook Activity: Learn about Pumpkins! They will read, research and answer questions in the Vocabulary/Lexia, G3: Lexia/Teacher G4:
notebook. Vocabulary/Lexia, G5:
Comprehension/Lexia

Pumpkin Research
Social Studies: 1:00 - 1:20; 2:25 - 2:45

Virginia’s geography on transportation, settlement, jobs, clothing, food, shelter, services and interaction with others outside the state.
Students will research pumpkins in relation to WV and answer the questions on the graphic
organizer.
and political changes to America caused by geographic conditions and human intervention (e.g., bridges, canals, state boundaries, transportation, etc.).
Monday

Small Group Math Stations

Generate and analyze patterns.
Multiplication Facts Review - Fall Color by Product Group 1: Low Group: Hunter, Leigha,
Joseph, Colt, Addison, Alianna, Malice,
Go Math Kyler, Cheyenne
Math: 9:20 - 10:20

Lesson 1.2 Group 2: High Group: Remy, Brissa,

M.4.9 Fluently add and subtract multi-digit whole numbers using
Read andthe standard
Write algorithm.
Numbers Jaxon, Kinley, Berkley, Abby, Keon,
Read and write whole numbers in standard form, word form, and expanded form. Ethan, Katelyn

Complete Reteach Group 1: with Teacher: Guided Math

for lesson 1.2equivalents in a two-column table.  (e.g., Know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...)
nt, express measurements in a larger unit in terms of a smaller unit. Record measurement Lesson, Intervention, Interactive Journal
then Independent Work - Math tubs and
Fact Practice
Group 2: Independent Work: Math tubs
and Fact Practice then with Teacher -
Guided Math Lesson, Enrichment,
Pumpkin Science Interactive Journal
Science & Health: 11:55 - 12:25

and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
Complete Pumpkins Can, Have, Are anchor chart with students. Discuss life cycle of a pumpkin.
Show Pumpkin Farm video on youtube. Students will complete Qualitative Pumpkin Observation
graphic organizer using their pumpkin.
S.4.GS.13 analyze and interpret data from maps to describe patterns of Earth’s features.

TUESDAY Teacher: Kim Ashley Lesson Plan for Week of: October 11-15 SY 2021-2022
Homeroom: 7:30 - 8:05 Planning Time: 8:55-9:45 Day 1: Art Day 2: Music Day 3: P.E. Day 4: Wellness

DAY 2 Lunch Time: 12:30 - 1:00 Recess Time: 1:30-2:00 Duties: Classroom/Hallway AM & PM
95% Group Phonics Small Group Reading:
hrases as they are used in a literary text, including words thatLesson
allude5toDay
significant
1 : Vowelcharacters
r: ar, or such as those found in mythology (e.g., herculean). G1: Teacher/Phonics, G2:
Phonics/Teacher, G3: Vocab/Lexia, G4:
Reading Comprehension/Lexia, G5:
ELA: 8:15 - 9:20

Text Structure Lesson 5: Apply - Model in whole group reading, IDing, and justifying text Lexia/Comprehension
chronology, comparison, cause/effect, or problem/solution)structure
of events,
in ideas, concepts,
a passage. or information
Students in all orText
will then complete partStructure
of an informational text.
flipbook independently. Check
each flipbook
nstrate command of the conventions of Standard English capitalization, before students
punctuation, and turn themwhen
spelling in. writing.
* Use correct capitalization.
* Use commas and quotation marks to mark direct speech Pumpkin Activity from a text.
and quotations
* Use a comma before a coordinating conjunction Students will write
in a compound sentences that use the word pumpking. No two sentences can start the same
sentence.
way.references
* Spell grade-appropriate words correctly, consulting Check thatassentences
needed. have SWAG.
 Reading Comprehension/Lexia, G5:
Text Structure Lesson 5: Apply - Model in whole group reading, IDing, and justifying text Lexia/Comprehension

ELA: 8:15 - 9:20

structure in a passage. Students will then complete Text Structure flipbook independently. Check
each flipbook before students turn them in.

Pumpkin Activity
Students will write sentences that use the word pumpking. No two sentences can start the same
way. Check that sentences have SWAG.

Pumpkin Activity
Social Studies: 1:00 - 1:20; 2:25 - 2:45
contrast West Virginia’s population, products, resources and transportation from the18th century through modern day.
Continue Pumpkin Research project.

swer student-generated questions relating to West Virginia (e.g., primary source documents, magazines, online resources, etc.).
Tuesday

Small Group Math Stations

Group comparison.
on (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem) and distinguish multiplicative comparison from additive 1: Low Group: Hunter, Leigha,
Multiplication Facts Review - Fall Color by Product Joseph, Colt, Addison, Alianna, Malice,
Kyler, Cheyenne
Math: 9:20 - 10:20

Pumpkin Math Group 2: High Group: Remy, Brissa,

Working in groups, Students will complete pumpkin STEM activities. Students will estimate the Jaxon, Kinley, Berkley, Abby, Keon,
numbers of seeds in their pumpkin, count the ribs, measure the circumference, and predict if their Ethan, Katelyn
pumpkin will sink or float and record the information on graphs in their Pumpkin Day packet.
Teacher will cut open the pumpkins, students will scoop out the seeds and ready their pumpkin for Group 1: with Teacher: Guided Math
Lesson, Intervention, Interactive Journal
carvng. Students will count the seeds and record the number. Students will also complete
then Independent Work - Math tubs and
Pumpkin Stats page writing the number of seeds in standard, written, and expanded form. Decide Fact Practice
if number is odd or even, and add 1000 more and subtract 1000 less seeds. Group 2: Independent Work: Math tubs
and Fact Practice then with Teacher -
Guided Math Lesson, Enrichment,
Pumpkin Day Activities (see above) Interactive Journal
Science & Health: 11:55 - 12:25

and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

S.4.GS.13 analyze and interpret data from maps to describe patterns of Earth’s features.

WEDNESDAY Teacher: Kim Ashley Lesson Plan for Week of: October 11-15 SY 2021-2022
Homeroom: 7:30 - 8:05 Planning Time: 8:55-9:45 Day 1: Art Day 2: Music Day 3: P.E. Day 4: Wellness

DAY 3 Lunch Time: 12:30 - 1:00 Recess Time: 1:30-2:00 Duties: Classroom/Hallway AM & PM
Phonics Small Group Reading
Lesson
elements of poems (e.g., verse, rhythm, and meter) and drama (e.g., 5casts
Day of
3 :characters,
Vowel r: ar,settings,
or descriptions, dialogue, and stage directions) when writing or speaking about a literary
G1: Lexia/Vocab, text.
G2: Teacher/Lexia, G3:
Lexia/Comprehension, G4: Lexia/Teacher,
Reading G5: Lexia/Comprehension
Text Structure: Students will complete Text Structure Taco applying their knowledge of text
ELA: 8:15 - 9:20

structure. Teacher wil check their work, then students will take Text Structure Quiz.

Pumpkin Activity: Students will complete pages in their Pumpkin Day packet, writing words
using the letter in Pumpkin and writing an acrostic poem.

Pumpkin Research
Social Studies: 1:00 - 1:20; 2:25 - 2:45

swer student-generated questions relating to West Virginia (e.g., primary source documents, magazines, online resources, etc.).
Students will share their findings from their research using their graphic organizer. They will take
the info from their graphic organizer to form a paragraph.
Wednesday

Small Group Math Stations

Multiplication Facts Review - Fall color by Product
Gain familiarity with factors and multiples Group 1: Low Group: Hunter, Leigha,
Joseph, Colt, Addison, Alianna, Malice,
Go Math Kyler, Cheyenne
Math: 9:20 - 10:20

Lessons 1.1 and 1.2 quiz: determing place value, writing numbers in standard, expanded, and Group 2: High Group: Remy, Brissa,
written form. Jaxon, Kinley, Berkley, Abby, Keon,
Ethan, Katelyn

Group 1: with Teacher: Guided Math

Lesson, Intervention, Interactive Journal
then Independent Work - Math tubs and
 Wednesday
Small Group Math Stations
Multiplication Facts Review - Fall color by Product
Gain familiarity with factors and multiples Group 1: Low Group: Hunter, Leigha,
Joseph, Colt, Addison, Alianna, Malice,
Go Math Kyler, Cheyenne

Math: 9:20 - 10:20

Lessons 1.1 and 1.2 quiz: determing place value, writing numbers in standard, expanded, and Group 2: High Group: Remy, Brissa,
written form. Jaxon, Kinley, Berkley, Abby, Keon,
Ethan, Katelyn

Group 1: with Teacher: Guided Math

Lesson, Intervention, Interactive Journal
then Independent Work - Math tubs and
Fact Practice
Group 2: Independent Work: Math tubs
and Fact Practice then with Teacher -
Guided Math Lesson, Enrichment,
Pumpkin Candy Tower Interactive Journal
Science & Health: 11:55 - 12:25

model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
Students will use candy pumpkins and toothpicks to design and construct a tower. Students will
measure their towers in standard and metric units. They will compare their towers and make
changes as needed to make a taller or more secure tower.

THURSDAY Teacher: Kim Ashley Lesson Plan for Week of: October 11-15 SY 2021-2022
Homeroom: 7:30 - 8:05 Planning Time: 8:55-9:45 Day 1: Art Day 2: Music Day 3: P.E. Day 4: Wellness

DAY 4 Lunch Time: 12:30 - 1:00 Recess Time: 1:30-2:00 Duties: Classroom/Hallway AM & PM
No School - Black Walnut Festival Small Group Reading:
g of general academic and domain-specific words or phrases in an informational text relevant to a grade 4 topic or subject area. G1: Teacher/Lexia, G2: Phonics/Lexia,
G3: Lexia/Comprehension, G4:
Lexia/Teacher, G5: Lexia/Comprehension
ELA: 8:15 - 9:20

chronology, comparison, cause/effect, or problem/solution) of events, ideas, concepts, or information in all or part of an informational text.

Postcard Project
Social Studies: 1:00 - 1:20; 2:25 - 2:45

Virginia’s geography on transportation, settlement, jobs, clothing, food, shelter, services and interaction with others outside the state.
As a class we will combine paragraphs from each group to complete our postcard. Copy for each
group so they can read and revise.
Thursday

Number Talks Small Group Math Stations

5 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7Making Tens
times as Pg.as
many 198
5).- Represent
Breaking numbers into their place
verbal statements value
of multiplicative comparisons as multiplication Group 1: Low Group: Hunter, Leigha,
equations.
Joseph, Colt, Addison, Alianna, Malice,
Multiplication Review Kyler, Cheyenne
Math: 9:20 - 10:20

Multiplication Wheels 4s and 5s Group 2: High Group: Remy, Brissa,

Jaxon, Kinley, Berkley, Abby, Keon,
Go Math continue Ethan, Katelyn
Lesson 1.3 Compare and Order Numbers
Comare and order whole numbers based on the values of the digits in each number. Group 1: with Teacher: Guided Math
Lesson, Intervention, Interactive Journal
then Independent Work - Math tubs and
Fact Practice
Group 2: Independent Work: Math tubs
and Fact Practice then with Teacher -
Guided Math Lesson, Enrichment,
Exploring Science Interactive Journal
Earth Science
Science & Health: 11:55 - 12:25

and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
Causes of Erosion and Deposition Pg. 160-165
S.4.GS.13 analyze and interpret data from maps to describe patterns
Answer of Earth’s
Before you Movefeatures.
On Questions in SS notebook.
 Exploring Science
Earth Science

Science & Health: 11:55 - 12:25

Causes of Erosion and Deposition Pg. 160-165

S.4.GS.13 analyze and interpret data from maps to describe patterns

Answer of Earth’s
Before you Movefeatures.
On Questions in SS notebook.

FRIDAY Teacher: Kim Ashley Lesson Plan for Week of: October 11-15 SY 2021-2022
Homeroom: 7:30 - 8:05 Planning Time: 8:55-9:45 Day 1: Art Day 2: Music Day 3: P.E. Day 4: Wellness

DAY 1 Lunch Time: 12:30 - 1:00 Recess Time: 1:30-2:00 Duties: Classroom/Hallway AM & PM
No School - Black Walnut Festival Small Group Reading:
mine the main idea of an informational text and explain how it is supported by key details; summarize the text. G1: Book Club/Lexia, G2: Teacher/Book
Club, G3: Book Club/Lexia, G4: Book
Club/Lexia, G5: Book Club/Teacher
ELA: 8:15 - 9:20

hrases as they are used in a literary text, including words that allude to significant characters such as those found in mythology (e.g., herculean).

Postcard Project
Social Studies: 1:00 - 1:20; 2:25 - 2:45

ucers of goods, and the effects of competition and supply and demand on prices through projects (e.g., developing budgets or products in simulated situations, etc.).
Compile final postcard. Model how to address and stamp a postcard. Show video about the
United Postal Service. Read and discuss the postcard we received from Tennessee.
Friday

Number Talks Small Group Math Stations

5 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7Making Landmark
times as many asor5).Friendly Numbers
Represent verbalPg. 190
statements of multiplicative comparisons as multiplication Group 1: Low Group: Hunter, Leigha,
equations.
Joseph, Colt, Addison, Alianna, Malice,
Multiplication Review Kyler, Cheyenne
Math: 9:20 - 10:20

Complete Multiplication Wheel for 6s and 7s Group 2: High Group: Remy, Brissa,
Jaxon, Kinley, Berkley, Abby, Keon,
Go Math continue Ethan, Katelyn
Lesson 1.3 Compare and Order Numbers
Comare and order whole numbers based on the values of the digits in each number. Group 1: with Teacher: Guided Math
Lesson, Intervention, Interactive Journal
then Independent Work - Math tubs and
Fact Practice
Group 2: Independent Work: Math tubs
and Fact Practice then with Teacher -
Guided Math Lesson, Enrichment,
Mystery Science Lesson - How Maple Syrup is Made Interactive Journal
Science & Health: 11:55 - 12:25

ions to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Students will watch Mystery Science Video, Dicuss and complete activity
Students will eat waffles with maple syrup!

EXTRA INFO Teacher: Kim Ashley Lesson Plan for Week of: October 11-15 SY 2021-2022
Homeroom: 7:30 - 8:05 Planning Time: 8:55-9:45 Day 1: Art Day 2: Music Day 3: P.E. Day 4: Wellness

Lunch Time: 12:30 - 1:00 Recess Time: 1:30-2:00 Duties: Classroom/Hallway AM & PM
LABEL LABEL LABEL
MONDAY
FRIDAY THURSDAY WEDNESDAY TUESDAY MONDAY
 READING/LANGUAGE ARTS: Grade 4
READING
Key Ideas and Details

ELA.4.1 Refer to details and examples in a literary text when explaining what the text says explicitly and when draw
text.

ELA.4.2 Determine a theme of a story, drama, or poem from details in the literary text; summarize the text.

ELA.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the literar
character’s thoughts, words, or actions).
ELA.4.4 Refer to details and examples in an informational text when explaining what the text says explicitly and wh
from the text.

ELA.4.5 Determine the main idea of an informational text and explain how it is supported by key details; summariz

ELA.4.6 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what ha
on specific information in the informational text.
Craft and Structure

ELA. 4.7 Determine the meaning of words and phrases as they are used in a literary text, including words that allud
characters such as those found in mythology (e.g., herculean).
ELA.4.8 Explain major differences between poems, drama, and prose; refer to the structural elements of poems (e.
meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, and stage directions) when writing or s
text.
ELA.4.9. Compare and contrast the point of view from which different literary texts are narrated, including the diffe
and third-person narrations.
ELA.4.10 Determine the meaning of general academic and domain-specific words or phrases in an informational te
topic or subject area.
ELA.4.11 Describe the overall structure (e.g., chronology, comparison, cause/effect, or problem/solution) of events
information in all or part of an informational text.
ELA.4.12 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differ
information provided in these informational texts.
Integration of Knowledge and Ideas

ELA. 4. 7 Determine the meaning of words and phrases as they are used in a literary text, including words that allud
characters such as those found in mythology (e.g., herculean).
ELA.4.8 Explain major differences between poems, drama, and prose; refer to the structural elements of poems (e.
meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, and stage directions) when writing or s
text.

ELA.4.9. Compare and contrast the point of view from which different literary texts are narrated, including the diffe
and third-person narrations.
ELA.4.10 Determine the meaning of general academic and domain-specific words or phrases in an informational te
topic or subject area.
ELA.4.11 Describe the overall structure (e.g., chronology, comparison, cause/effect, or problem/solution) of events
information in all or part of an informational text.
Range of Reading and Level of Text Complexity

ELA.4.18 By the end of the year read and comprehend literature, including stories, dramas, and poetry, in the grad
range proficiently, with scaffolding as needed at the high end of the range.

ELA.4.19 By the end of the year read and comprehend informational texts, including social studies, science and tec
grades 4–5 text complexity range proficiently, with scaffolding as needed at the high end of the range.

WRITING
Text Types and Purposes

ELA.4.20 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 ar
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.4.21 write informative/explanatory texts to examine a topic and convey ideas and information clearly.
* introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., head
multimedia when useful to aiding comprehension.
* develop the topic with facts, definitions, concrete details, quotations or other information and examples related
* link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
* use precise language and domain-specific vocabulary to inform about or explain the topic.
* provide a concluding statement or section related to the information or explanation presented.

ELA.4.22 write narratives to develop real or imagined experiences or events using effective technique, descriptive d
sequences.
* orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequ
naturally.
* use dialogue and description to develop experiences and events or show the responses of characters to situation
* 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.

Production and Distribution of Writing

ELA.4.23Produce clear and coherent writing in which the development and organization are appropriate to task, pu
(Grade-specific expectations for writing types are defined in Text Types and Purposes.)
ELA.4.24 With guidance and support from peers and adults, develop and strengthen writing as needed by planning
(Editing for conventions should demonstrate command of Language standards up to and including grade 4.)

ELA.4.25 With some guidance and support from adults, use technology, including the Internet, to produce and pub
interact and collaborate with others; demonstrate sufficient command of keyboarding skills.

Research to Build and Present Knowledge

ELA.4.26 Conduct short research projects that build knowledge through investigation of different aspects of a topic

ELA.4.27 Recall relevant information from experiences or gather relevant information from print and digital source
categorize information and provide a list of sources.

ELA.4.28 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

ELA.4.29 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time fra
a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SPEAKING & LISTENING

Comprehension and Collaboration

ELA.4.S30 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with d
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
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 contribut
link to the remarks of others.
* Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

ELA.4.31 Paraphrase portions of a text read aloud or information presented in diverse media and formats, includin
quantitatively, and orally.

ELA.4.32 Identify the reasons and evidence a speaker provides to support particular points.
Presentation of Knowledge and Ideas

ELA.4.33 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate
descriptive details to support main ideas or themes; speak clearly at an understandable pace.
ELA.4.34 Add audio recordings and visual displays to presentations when appropriate to enhance the development
themes.

ELA.4.35 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where in
appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4
specific expectations.)

LANGUAGE

Conventions of Standard English

ELA.4.36 Demonstrate command of the conventions of Standard English grammar and usage when writing or speak
* 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 sma
* 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.4.37 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling w
* 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.

Knowledge of Language

ELA.4.38 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 d
(e.g., small-group discussion).

Vocabulary Acquisition and Use

ELA.4.39 determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4
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., telegra
autograph).
* consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunc
clarify the precise meaning of key words and phrases. *
ELA.4.40 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 idiom, adages, and proverb.
* Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar b
meanings (synonyms).

ELA.4.41 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases,
signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a partic
conservation, and endangered when discussing animal preservation).
Date Addressed

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 SOCIAL STUDIES: GRADE 4
CIVICS

SS.4.C.1 identify, explain, and critique commonly held American democratic values, principles and beliefs (e.g., diversity, famil
justice, liberty, etc.) through established documents (e.g., Declaration of Independence, Constitution, Bill of Rights, etc.).

SS.4.C.2 compare and contrast the powers of each branch of government and identify the responsibilities and rights of United

SS.4.C.3 explore the concepts of rule of law to create a visual or oral presentation of how these concepts protect individual rig

SS.4.C.4 demonstrate patriotism by creating and implementing school/community service projects (e.g., litter cleanup, fundra
participation in community holiday parades, celebrations, services, etc.).

ECONOMICS

SS.4.E.1 investigate and recognize people as consumers and as producers of goods, and the effects of competition and supply
projects (e.g., developing budgets or products in simulated situations, etc.).

SS.4.E.2 analyze communication techniques that impact consumer choices (e.g., print/non-print, advertisement, media, etc.) w
of taxation and public services.

SS.4.E.3 use documents (e.g., business, government reports, government job reports, employment bureaus, etc.) to determine
supply and demand on a national level.

SS.4.E.4 examine and research how slavery and indentured servant influenced the early economy of the United States by cons
graphs, tables and grids, etc.) displaying the effect of having slaves and indentured servants.

GEOGRAPHY

SS.4.G.1 describe and locate examples of the major physical features of the United States (e.g., bodies of water, mountains, riv
references and technology (e.g., atlas, globe, Global Information System, etc.).

SS.4.G.2 document the effects of and explain how people adapted to geographic factors (e.g., climate, mountains, bodies of w
A. transportation routes
B. settlement patterns and population density
C. culture (e.g., jobs, food, clothing, shelter, religion, government, etc.)
D. interactions with others (local and national).

SS.4.G.3 compare and contrast the physical, economic and political changes to America caused by geographic conditions and h
canals, state boundaries, transportation, etc.).

SS.4.G.4 plan and construct maps to demonstrate the effect of geographic conditions on historical events (e.g., colonization, in
engagements in the Revolutionary War, Westward Expansion, etc.).
 HISTORY

Demonstrate an understanding of the various influencing factors upon the founding of the original colonies (e.g., economic, political, cultural, etc.).

SS.4.H.CL1.1 analyze the southern, middle and northern colonies (e.g., origins, early government, resources, religious and cult

SS.4.H.CL1.2 compare and contrast community life, family roles and social classes in colonial America (e.g., indentured servan

SS.4.H.CL1.3 compare and contrast backgrounds, motivations, and occupational skills between English, French and Spanish sett
trade, new agricultural products, etc.).

Demonstrate an understanding of the conflict between the American colonies and England that led to the Revolutionary War.

SS.4.H.CL2.1 explain the political and economic factors leading to the American Revolution (e.g., the French and Indian War; B
American colonists’ early resistance, etc.).

SS.4.H.CL2.2 explain the major ideas reflected in the Declaration of Independence.

SS.4.H.CL2.3 summarize the roles of the principal American, British and European leaders involved in the conflict (e.g., King Ge
Washington, Thomas Jefferson, John Adams, Thomas Paine, Patrick Henry, and Marquis de Lafayette, etc.).

SS.4.H.CL2.4 explain the contributions of the Native Americans, French and the Dutch during the Revolutionary War; and list th
African Americans during and after the American Revolution.

Trace the beginnings of America as a nation and the establishment of the new government.

SS.4.H.CL3.1 compare and contrast the various forms of government in effect from 1776-1854 (e.g., Continental Congress, Arti
Constitution, Bill of Rights, etc.).

SS.4.H.C L3.2research the contributions of early American historic figures (e.g., Washington, John Adams, Abigail Adams, Jeffe
Madison, Dolly Madison, etc.).

SS.4.H.CL3.3 explain the political, social and economic challenges faced by the new nation (e.g., development of political partie
etc.).

Demonstrate an understanding of the causes and effects of Westward Expansion.

SS.4.H.CL4.1 investigate the economic, political and cultural factors involved in the Westward Expansion (e.g., Land Ordinance
1787, Indian Removal Act, Trail of Tears, Manifest Destiny, resources, trade, etc.).

SS.4.H.CL4.2 analyze the people and events that facilitated Westward Expansion (e.g., Daniel Boone, Louisiana Purchase, Lewi
Alamo, Gold Rush, etc.).

SS.4.H.CL4.3 trace transportation innovations and explain their impact on Westward Expansion (e.g., bridges, canals, steambo
clipper ships, flat boats, roads, dams, locks, ports, harbors, etc.).

WV HISTORY
SS.4.WV.1 analyze the impact of West Virginia’s geography on transportation, settlement, jobs, clothing, food, shelter, service
outside the state.

SS.4.WV.2 compare and contrast West Virginia’s population, products, resources and transportation from the18th century thr

SS.4.WV.3 pose, research and answer student-generated questions relating to West Virginia (e.g., primary source documents,
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 MATH: Grade 4
OPERATIONS & ALGEBRAIC THINKING
Use the four operations with whole numbers to solve problems.

M.4.1 Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 time
as many as 5). Represent verbal statements of multiplicative comparisons as multiplication equations.
M.4.2 Multiply or divide to solve word problems involving multiplicative comparison (e.g., by using drawings and e
the unknown number to represent the problem) and distinguish multiplicative comparison from additive comparis

M.4.3 Solve multi-step word problems posed with whole numbers and having whole-number answers using the fo
problems in which remainders must be interpreted. Represent these problems using equations with a letter standi
quantity. Assess the reasonableness of answers using mental computation and estimation strategies including roun
Gain familiarity with factors and multiples

M.4.4 Find all factor pairs for a whole number in the range 1–100, recognize that a whole number is a multiple of e
determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number and determ
number in the range 1–100 is prime or composite .
Generate and analyze patterns.

M.4.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that
itself. (e.g., Given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observ
alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this w
NUMBERS & OPERATIONS IN BASE TEN
Generalize place value understanding for multi-digit whole numbers.

M.4.6 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in
recognize that 700 ÷ 70 = 10 by applying concepts of place value and division).
M.4.7 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Co
numbers based on meanings of the digits in each place, using >, = and < symbols to record the results of compariso
M.4.8 Use place value understanding to round multi-digit whole numbers to any place.
Use place value understanding and properties of operations to perform multi-digit arithmetic.
M.4.9 Fluently add and subtract multi-digit whole numbers using the standard algorithm.
M.4.10 Multiply a whole number of up to four digits by a one-digit whole number, multiply two two-digit numbers
place value and the properties of operations and illustrate and explain the calculation by using equations, rectangu
models.
M.4.11 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using s
value, the properties of operations and/or the relationship between multiplication and division. Illustrate and expla
equations, rectangular arrays and/or area models.
NUMBER OPERATIONS & FRACTIONS
Extend understanding of fraction equivalence and ordering.

M.4.12 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with atte
and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recogn
equivalent fractions.
M.4.13 Compare two fractions with different numerators and different denominators (e.g., by creating common de
or by comparing to a benchmark fraction such as ½). Recognize that comparisons are valid only when the two fracti
whole. Record the results of comparisons with symbols >, = or <, and justify the conclusions by using a visual fractio
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
M.4.14 Understand the fraction a/b, with a > 1, as the sum of a of the fractions 1/b.
Understand the fraction a/b, with a > 1, as the sum of a of the fractions 1/b.
a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each
equation and justify decompositions by using a visual fraction model (e.g., 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8; 2
+ 1/8).
c. Add and subtract mixed numbers with like denominators by replacing each mixed number with an equivalent fra
properties of operations and the relationship between addition and subtraction.
d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like
visual fraction models and equations to represent the problem.

M.4.15 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number
a. understand a fraction a/b as a multiple of 1/b, (For example, use a visual fraction model to represent 5/4 as the
the conclusion by the equation 5/4 = 5 × (1/4).)
b. understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole n
visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. In general, n × (a/b) = (n × a)/
c.solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction mode
represent the problem. (For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will
how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?)

Understand decimal notation for fractions, and compare decimal fractions.

M.4.16 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this techn
with respective denominators 10 and 100 (e.g., express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100). Instructio
generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But
with unlike denominators in general is not a requirement at this grade.

M.4.17 Use decimal notation for fractions with denominators 10 or 100 (e.g., rewrite 0.62 as 62/100; describe a len
0.62 on a number line diagram).
M.4.18 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid o
refer to the same whole. Record the results of comparisons with the symbols >, = or <, and justify the conclusions b
MEASUREMENT & DATA
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

M.4.19 Know relative sizes of measurement units within a system of units, including the metric system (km, m, cm;
system (lb, oz), and time (hr, min, sec.). Within a single system of measurement, express measurements in a larger
unit. Record measurement equivalents in a two-column table. (e.g., Know that 1 ft is 12 times as long as 1 in. Expre
as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...)
M.4.20 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, mass
including problems involving simple fractions or decimals and problems that require expressing measurements giv
of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a m

M.4.21 Apply the area and perimeter formulas for rectangles in real world and mathematical problems by viewing
multiplication equation with an unknown factor. (e.g., find the width of a rectangular room given the area of the fl
Represent and interpret data.

M.4.22 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems
subtraction of fractions by using information presented in line plots (e.g., from a line plot find and interpret the diff
the longest and shortest specimens in an insect collection).
Geometric measurement: understand concepts of angle and measure angles.
M.4.23 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and u
angle measurement:
a. an angle is measured with reference to a circle with its center at the common endpoint of the rays, by considerin
circular arc between the points where the two rays intersect the circle and an angle that turns through 1/360 of a c
degree angle,” and can be used to measure angles,
b. an angle that turns through n one-degree angles is said to have an angle measure of n degrees.

M.4.24 Measure angles in whole-number degrees using a protractor and sketch angles of specified measure.
M.4.25 Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle
sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diag
mathematical problems (e.g., by using an equation with a symbol for the unknown angle measure).

GEOMETRY
Draw and Identify Lines and Angles and Classify Shapes by Properties of Their Lines and Angles

M.4.26 Draw points, lines, line segments, rays, angles (right, acute, obtuse) and perpendicular and parallel lines. Id
dimensional figures.
M.4.27 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the
angles of a specified size. Recognize right triangles as a category, and identify right triangles.
M.4.28 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure ca
into matching parts. Identify line-symmetric figures and draw lines of symmetry.
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 Science
Topic: Energy
S.4.GS.1 use evidence to construct an explanation relating the speed of an object to the energy of that object.
S.4.GS.2 make observations to provide evidence that energy can be transferred from place to place by sound, light,
S.4.GS.3 ask questions and predict outcomes about the changes in energy that occur when objects collide.
S.4.GS.4 apply scientific ideas to design, test, and refine a device that converts energy from one form to another.*
S.4.GS.5 obtain and combine information to describe that energy and fuels are derived from natural resources and t
Topic: Waves- Waves and Information
S.4.GS.6 develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can c
S.4.GS.7 generate and compare multiple solutions that use patterns to transfer information.*
Topic: Structure, Function, and Information Processing
S.4.GS.8 develop a model to describe that light reflecting from objects and entering the eye allows objects to be see
S.4.GS.9 construct an argument that plants and animals have internal and external structures that function to suppo
reproduction.
S.4.GS.10 use a model to describe that animals receive different types of information through their senses, process
respond to the information in different ways.
Topic: Earth’s Systems: Processes that Shape the Earth
S.4.GS.11 identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for
S.4.GS.12 make observations and/or measurements to provide evidence of the effects of weathering or the rate of e
vegetation.
S.4.GS.13 analyze and interpret data from maps to describe patterns of Earth’s features.
S.4.GS.14 generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.*
Grade 3-5 Science
Topic: Engineering Design
S.3-5.ETS.1 define a simple design problem reflecting a need or a want that includes specified criteria for success an
or cost.
S.3-5.ETS.2 generate and compare multiple possible solutions to a problem based on how well each is likely to meet
problem.
S.3-5.ETS.3 plan and carry out fair tests in which variables are controlled and failure points are considered to identif
that can be improved.

Health
WE.4.1 - Identify responsible health behaviors to avoid the spread of contagious diseases.
WE.4.2 - Describe the functions of the circulatory, respiratory,nervous, endocrine systems of the human body.
WE.4.3 - Describe the harmful effects of excessive sun exposure and identify ways to reduce exposure.
WE.4.4 - Identify specific community resources providing health care, information, and health enhancing activities.
WE.4.5 - Explore how the media attempts to influence thoughts, feelings, and health behaviors.
WE.4.6 - Develop and practice a personal hygiene plan.
WE.4.7 - Recognize and accept individual differences in others (e.g., skills, appearance, gender).
WE.4.8 - Discuss the improper use and abuse of drugs.
WE.4.9 - Examine food labels and nutritional value.
WE.4.10 - Discuss examples for food advertising and influences on personal health.
WE.4.11 - Identify and discuss TV and other media programs exemplifying healthy family relationships.
WE.4.12 - Examine the consequences of not using appropriate safety skills and equipment for recreational purposes
WE.4.13 - Plan a balanced meal using proper nutrition guides.
WE.4.14 - Define risk-taking behaviors and resulting consequences.
WE.4.15 - Explain the physical, social, and emotional changes that occur during puberty and adolescence.
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