Archive of ‘General Updates’ category

Fourth Unit of Writing- Persuasive / Opinion Essays

For our fourth writing unit, the 4th-grade students will be focusing on persuasive writing.
Students will be learning new writing strategies including boxes and bullets, multi-paragraph essays, thesis-driven writing, and several others. This unit will be closely connected to both our current reading and UOI units and use the art of advertisement as a lens for students to learn about persuasive writing.
Some of the Approaches to Learning we will focus on are:
-Using appropriate writing for different purposes and audiences.
-Making informed choices about our modes of communication
-Considering new perspectives
Throughout this unit, students will be writing several persuasive / opinion essay pieces from draft to publishing.
Students will be assessed using the opinion writing rubric found linked below.
Opinion Writing Rubric

Fourth Unit of Inquiry — Advertising and Persuasive Media (How We Express Ourselves)

In our fourth unit of inquiry, we are learning about persuasive media and advertisements. During the unit, students will explore different types of advertisements such as print, TV, internet and radio ads. We will learn to look at the ads with a critical eye and understand how they are trying to influence us with a variety of persuasive techniques.

The central idea for this unit is:

Media utilizes persuasion to influence others to take action.

The lines of Inquiry are:

  1. different forms of media
  2. the use of persuasive language, images and sounds in media
  3. targeting an audience
  4. the importance of thinking critically about media messages

For our final assessment students will create their own advertisements using persuasive techniques they learned during the unit. The advertisements will need to be targeted to a selected audience, be creative, neat, and have a good use of color.

New Reading Unit- Unit 4- Reading Persuasive Texts

For our fourth unit of Reading, we will be learning how to read and understand persuasive and opinion texts. Students will continue to build their understanding of nonfiction texts.

We will be learning to

  1. Identify between fact and opinion
  2. Identify the author’s purpose for writing a given text
  3. Use context clues to understand the meaning of new words.
  4. Identify the author’s craft techniques for persuasive texts.
  5. Paraphrase information from nonfiction texts

For the final assessment, students will be working on three skill-based questions. The question stems are posted below. For each skill, students will need to be able to justify their answers by citing information and details from the story. For example “I know that the author likes dogs because…..”

You can use these question stems to practice at home.

 

Math Unit 4

We have begun the fourth unit of Math.

In this unit, we will practice and grow our understandings of addition, subtraction, rounding, problem-solving, and conversion of measurements.

These are the main skills that will be assessed in this unit:

  1. Addition and subtraction of larger numbers, up to millions
  2. Rounding numbers to tens, hundreds, thousands, ten-thousands, hundred-thousands, millions.
  3. Solving word problems using all four operations.
  4. Converting between measurements (i.e- grams to kilograms, minutes to hours, milliliters to liters, meters to kilometers)
  5. Writing numbers in words and in expanded form
  6. Comparing larger numbers using <,>,=
  7. Missing digit addition and subtraction

Please find the unit family letter attached

Bridges Unit 4- Family Letter

 

 

Unit of Inquiry —-Rights and Responsibilities

Unit of Inquiry 3 – Theme: Who We Are

For our third unit of Inquiry, we will have a social studies focused unit on Rights and Responsibilities. 

Students will explore the central idea of “People have rights and responsibilities”. 

Our lines of inquiry are: 

  1. Rights & Responsibilities – What are rights? What are responsibilities? How are rights and responsibilities different in different places? What rights should people have?

 

  1. Violations of people’s rights – How and why are people’s rights violated? What happens when people’s rights are violated? What does equal opportunity mean?

 

  1. How people work to protect rights and provide equal opportunities – What can we do to help people whose rights are violated? Who is helping?

Students will learn about historical and current situations in which human rights are violated both intentionally and through unintentional circumstances. 

For our summative assessment of this unit, students will research a person who has had their rights violated or who has worked to help people whose rights have been violated. They will create a presentation on this person and represent the person in a “living museum”.

To see an example of a living museum: https://www.youtube.com/watch?v=-QFXh7njkWc

Math Unit Three

Math Unit Three

For our third unit of Math, we will be working to expand our understanding of fractions and decimals. In the chart below, you can see the third and fourth grade standard for fractions and decimals related to this unit. This unit will be wrapped up by the third week of January as per the pacing guide provided by the Bridges math curriculum. It is recommended that students review third-grade fraction standards over the break in order to be prepared for starting our unit upon our return to school. Students can review fractions on Exact Path, through online games, or on IXL.com

The school no longer has an account with IXL, however, students can use the website (not the app) for a few free practice problems each day. 

Math Unit 3 Family Letter

Third Grade- Fractions and Decimals Fourth Grade- Fractions and Decimals
  1. Name fractional parts of a whole based on visual models (IXL / 3rd grade/ Math/ Modules in W)
  2. Find equivalent fractions using models and number lines (IXL / 3rd grade / Math/  modules in X)
  3. Compare fractions with the same numerator or denominator (IXL / 3rd grade / Math / Modules in Y)
  4. Add or subtract fractions with the same denominator. (IXL / 3rd grade / Math / modules in Z)
  5. Students will be able to name decimals. (IXL / 3rd grade / Math / modules in AA)
  6. Students will be able to compare and order decimals (IXL / 3rd grade / Math/ modules in AA)
  1. Students will be able to decompose fractions ( 1 ¾ = 4/4 +¼ +¼ +¼ )
  2. Students will be able to find equivalent fractions using multiplication (https://www.youtube.com/watch?v=Uu5NxKHoSh8)
  3. Students will be able to compare fractions by finding like denominators or by using cross multiplication (https://www.youtube.com/watch?v=KNdUJQ_qd4U)

(https://www.youtube.com/watch?v=pZEmFSP3Z0I)

  1. Students will be able to add and subtract fractions.

(https://www.youtube.com/watch?v=bcCLKACsYJ0)

  1. Students will be able to solve story problems with fractions.
  2. Students will be able to convert between fractions and decimals.

(IXL / 4th grade / Math / modules in T)

Writing Unit Three

Writing Unit Three

For our third unit of writing, we will be returning to narrative (story) writing. Students will need to be able to construct a well-organized story including the elements of character, setting, problem, and resolution. To fit in with our Reading unit on Historical Fiction, students will be challenged to write stories about a historical event with their own invented characters. While this is encouraged, students are allowed to write regular narratives as well.

Students will be assessed on their writing using the narrative writing rubric attached and on the below “I can” statements on their SLABs.

Unit Three Progression

G4B1_Rubric

I can show how my character’s thoughts and feelings change throughout the story.
I can write a story that is organized and makes sense.
I can use multiple strategies to develop scenes in my story.
I can use the writing process planning, revising, and editing to develop and strengthen my writing.

Reading Unit Three

Unit Three – Reading

In our third unit of reading, we will again be looking at narrative stories. In this unit, we will explore and grow our understanding of historical fiction stories. 

In historical fiction, the novels are based around a true historical event, however, the characters and plot of the story are invented by the author. 

During this unit, students will be working in teacher-selected book club groups. Each group will work to read two or more historical novels over the six week period. Students will be assessed on their reading and comprehension of the books their groups read, along with their ability to work cooperatively with the group and their ability to do their share of the work. 

At the end of the unit, the students will be assessed on the four skills of character analysis, describing the theme, explain how one part of the story fits with the whole, explain a character’s perspective. 

For all four skills, students will need to be able to justify their answers by citing information and details from the story. For example “I know that Jane is a kind and caring person because…..”

You can use the questions stems below at home to ask your child about their nightly reading. In this way, they will have practice with the four skills of our unit.

Sample Questions:

  1. What kind of person is __________?

When describing a character, remember to:

  • Show that you know the character is complicated (tell more than one trait)
  • Tell about the character’s motivations (why do they do what they do?)
  • Give details from different parts of the story that support your understanding of the character.

Inferring About Characters and Other Story Elements: Character Traits and Supporting Thinking with Text Evidence 

2. _(Character)_ has strong opinions about __(Situation in story)___ How would you describe _(Character)_  perspective?

  • When writing about perspective, remember to:
  • Write about how the character feels about something important in the story. 
  • Explain how the character’s life experience or role affects his/her feelings. 

Analyzing Perspective

3. Reread lines/pages ( __ to ___). How is this part of the story important to the whole story?

When writing about how one part fits with the whole story, remember to:

  • Name the story element that is highlighted in this part of the story.
  • Explain how this part fits with the other parts
  • Use words like tension, resolution, setting, or other words that show what you know about story elements or the author’s craft.

Analyzing Parts of a Story in Relation to the Whole 

4. Write about a theme (or life lesson) that this story develops. Use details from the story to support your answer.

When writing about themes, remember to:

  • Write about how a theme that comes through in different parts of the story.
  • Discuss parts from early and late in the story that show this theme. 
  • Explain how those parts from across the story support this theme.

Determining Themes/Cohesion

Writing Unit 2- Journalism

For our second unit in writing, we are focusing on Journalism and writing non-fiction news articles. Students will be learning the different aspects of writing and editing non-fiction pieces.

Throughout this unit students will learn how to:
-Answer the essential questions of journalistic writing.
-Utilize a journalistic text structure.
-Edit, revise and meet deadlines.
Students will be creating multiple news articles about events around the school as well as connection to our natural disasters and Earth processes unit of inquiry. Attached below are our rubric for this unit as well as a checklist students will be using to complete.
Journalism Rubric
Checklist for a news report

Reading Unit Two

Dear Parents,

Our second unit of reading is entitled “Reading the Weather, Reading the World: Purposeful reading of Nonfiction”. The unit is based on a deep understanding and learning from nonfiction books.  

Students will be working on four skills through this unit; 

  1. Summarizing a text.
  2. Explaining how part of a text fits with the rest of the text, and why it’s important.
  3. Identifying and analyzing author’s craft techniques.
  4. Synthesizing information from two or more texts. 

For all four skills, students will need to be able to prove their answers by citing information and details from the texts. For example “I know this because in the text it says….”

In both, the pre-assessment and the post-assessment students will be reading and analyzing two related texts. 

Below you can find the questions stems the students will be asked to answer for the pre and post-assessments, along with guidelines that will help your child answer the questions fully.

You can use these questions stems at home to ask your child about their nightly reading. In this way, they will have practice with the four skills of our unit.

  1. Summarize the text.

When summarizing, remember to:

  • Write about the main idea.
  • Include carefully selected details that link to the main idea.
  • Use text structure in your response.
  • Keep your summary brief.
  • Write about the ideas in the text, not your own opinions.
2. How did _________ change from the beginning to the end of the story and why?

When writing about how part(s) of a text fit with others, remember to:

  • Explain why the part is important.
  • Explain how the part fits with the rest of the text.
3. What author’s craft techniques do you see the author using? Explain the craft technique the author used and why the author may have used this technique.

When analyzing author’s craft, remember to:

  • Identify craft technique(s) the author used.
  • Write about the writerly goal(s) the author seems to have been aiming toward.
  • Elaborate on this, writing at least a few sentences.
4. Both texts teach about an important subtopic. Explain briefly what these texts teach about ___(Insert shared subtopic)___.

When synthesizing, remember to:

  • Focus on the subtopic.
  • Include information from each text that fits with this subtopic.
  • Organize information into categories (if possible).

 

Please find resources attached.

Reading Unit 2 Rubric

Learning Progression Unit 2 Reading

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