What Are We Learning?

What Are We Learning?

Reading: In reading, we are currently working on identifying theme in literature.  It is important for students to understand that the theme of a story is generally an ongoing issue that runs throughout the entire story.  I like to tell the kids that is it the "moral of the story" shortened to one word.  It is important for students to understand that theme is not the same as main idea or plot.  Students also must understand that the theme of a story is usually not stated explicitly which means that students will need to make inferences and use common sense t come up with a theme.

Example:The Three Little Pigs.  

Plot -The Wolf blew the first two pigs' houses down and ate them, but the third pig had a sturdy house and outsmarted the wolf.

Moral-"Always be resourceful" or "Make wise choices"

Theme - Resourcefulness or Courage

Writing: We are currently working on a literary essay unit.  When writing literary essays, it is important that students remember that they are writing about what they read.  When writing a literary essay, students can write about a book, a passage, a fable, a poem, and much more.  However, when choosing what to write for a literary essay, it is important that students write about one of the three; a trait a character has, a lesson learned in the story, or a theme.  With that, it is important that students avoid topics that they can not provide evidence for, as well as ideas that are only presented at the end of a text.

It is also important to review language that we often use when writing an essay.

Below, you will find some great videos that will further explain literary essay's to you and your fourth grader.  This website (Time for Kids - Literary Essay) will help your child to write a literary essay, and keep track of their paragraphs as they go; what an awesome resource to practice with!

Brainpop-Theme

Math: We've been working really hard with fractions.  We have been recognizing and making equivalent fractions; working towards comparing and ordering fractions; using mixed numbers and improper fraction background knowledge to successfully add and subtract fractions; and multiplying whole number by fractions and mixed number using the distributive property.  There are still some students who do not fluently know their multiplication facts.  Please help your child faster these facts as doing so will definitely help your child be more confident and successful in math.  We use basic fact knowledge, every day.  Typically, fact fluency is measure within about 3 seconds per fact.  

We are now moving into representing fractions as decimals and with that, expressing fractions with a denominator of 10 as an equivalent fraction with a denominator of 100. 

CCSS. 4.NF.C.5 - Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.2For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

CCSS.4.NF.C.6 - Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

Social Studies: In social studies, we have been working extra hard on the American Revolution and the New Nation.  We have examined the Declaration of Independence in detail and with that, have looked closely at the events that led to the signing of the Declaration.  Students will be tested on Chapter 9: New Nation, this Friday, February 26. The study guide was given out the Wednesday before break.

Science: We will be moving into science next week.  Our next unit of study is the solar system, and everything in it.  Here are the standards we will be focusing on.

S4E1. Students will compare and contrast the physical attributes of stars, star patterns, and planets. 

• a. Recognize the physical attributes of stars in the night sky such as number, size, color and patterns. 
• b. Compare the similarities and differences of planets to the stars in appearance, position, and number in the night sky. 
• c. Explain why the pattern of stars in a constellation stays the same, but a planet can be seen in different locations at different times. 
• d. Identify how technology is used to observe distant objects in the sky. 

S4E2. Students will model the position and motion of the earth in the solar system and will explain the role of relative position and motion in determining sequence of the phases of the moon. 

• a. Explain the day/night cycle of the earth using a model. 
• b. Explain the sequence of the phases of the moon. 
• c. Demonstrate the revolution of the earth around the sun and the earth’s tilt to explain the seasonal changes.
•  d. Demonstrate the relative size and order from the sun of the planets in the solar system. 

Be on the look out for more resources next week!