Q1, W3 8/26/19

TeacherLauren Griffin
Subject AreaELA/Social Studies
Grade Level4
Week #3
Unit of InstructionExploring State and National Parks
Standard(s) Taught

LAFS.4.RI.1.1  Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.


LAFS.4.RI.4.10 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.


LAFS.4.RF.3.3  Know and apply grade-level phonics and word analysis skills in decoding words.


LAFS.4.RF.4.4  Read with sufficient accuracy and fluency to support comprehension.


LAFS.4.W.10  Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or day or two) for a range of discipline-specific tasks, purposes, and audiences.


LAFS.4.L.2.3  Use knowledge of language and its conventions when writing, speaking, reading, or listening.


LAFS.4.L.3.6  Acquire and use accurately general academic and domain-specific words and phrases as found in grade level appropriate texts, including those that signal precise actions, emotions or states of (e.g., wildlife, conservation, and endangered when discussing animal preservation).


LAFS.4.SL1.1: Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.


SS.G.1.4  Interpret political and physical maps using map elements (title, compass rose, cardinal directions, intermediate directions, symbols, legend, scale, longitude, latitude).

Learning Targets and Learning Criteria


Students will: Provide references to details and/or examples in a text when explaining what the text says explicitly.

Provide references to details and/or examples in a text when explaining inferences drawn from the text.


Students will: use evidence from informational texts to support ideas in writing.

Classroom Activities

-Students will re-read “Animals Come Home to Our National Parks” and provide written responses to text based questions.  

-Students will complete their I-Ready Reading diagnostic assessments and begin completing on-line lessons tailored to their needs.

-Spelling Choice Board Activities: Students will select 3 activities to complete from the choice board each day, in class, in order to prepare for the spelling test on Friday.

-Reading Logs: The students have been given reading logs to complete for homework.  However, if they complete all of their classwork early they may read and complete the log in class.  They are expected to have 4 out of the 5 activities on the sheet completed for the week. Students should be reading a minimum of 15 or 20 minutes per night, if they have not completed their silent reading/reading log in class.

-“Context Clues” on Brain Pop

-Context Clues lesson and practice in Ready Reading workbooks

Assignments Due

Spelling Test: Friday, August 30.

  1. inanimate
  2. unanimous
  3. animate
  4. anniversaries
  5. annual
  6. biannual
  7. aquarium
  8. aquatic
  9. aquamarine
  10. archaeologist
  11. archive
  12. monarchy
  13. asteroid
  14. astronaut
  15. asterisk

*Students will be given time to study their spelling words each day in class. However, they are still encouraged to study at home.

*Homework: Reading Logs-The students have been asked to read at least 15-20 minutes and to respond to what they have read on their reading logs.  Four out of the five activities on the log should be completed for the week.  (The students may have time to work on their logs in class. If they are not completed in class, they should be completed at home.)

Additional Resources