2015-2016

Ms. Shalayeva
Monday
05/09/2016
Music 9:00am 9:30am
Counselor 9:30am 10:00am
ELA 10:00am 12:00pm
Lesson:
Silent reading
(20min)
Timer set on class
dojo
Introducing
spelling list #28
Introducing vocab
Team leaders pass
out new
spelling+vocab list
and "weekly word
smarts" organizer
Teacher works on
interactive board, and
students in their
spelling folders
Spelling list and
vocabulary on the
same organizer.
Teacher will ask
students to read new
vocab words with
prefix MONO work on
interactive board
filling out weekly
word smarts
organizer and model
with students what
each word means:
word, definition, and
picture.
Homework quick
review
Read aloud
"Salmon Summer",
students read one
paragraph per
student.
Team leaders will
pass out reading
books (HM) open on
p. 632. Teacher
reads "Building
background" part,
and students will read
the rest.

05/08/2016 - 05/14/2016
Week View
Tuesday
05/10/2016
Morning work
9:00am - 9:30am
Lesson:
Prep for spelling test
Study words for
"words their way"
Music 9:30am 10:00am
ELA 10:00am 12:00pm
Lesson:
Silent reading
"Words their way",
students get to
their level groups
and study/sort
words.
Students have to
rewrite their words in
correct column and
check each others
work.
Read aloud
Continue "Salmon
Summer" reading,
follow up questions.
Salmon Summer
organizer. Jigsaw
work. Split first 10
questions among 5
teams (2 per
each), questions
11-19 students work
independently.
Teacher reminds
students that when
they found an answer
to the question they
should write a page
number where they
got it. After students
answered the
questions in their
teams, they should
share it with the
class. One team at
a time read questions
and provide whole
class with answers.
At the end,
everybody should

Wednesday
05/11/2016

Thursday
05/12/2016

Morning work
9:00am - 9:30am
Lesson:
Prep for spelling test
Study words for
"words their way"
Any work they have
unfinished from
yesterday

Morning work
9:00am - 9:30am
Lesson:
Prep for spelling test
Study words for
"words their way"
Any work they have
unfinished from
yesterday

ELA 9:30am 11:00am

Lesson:
Silent reading
"Salmon Summer"
time line
Rely on info from the
anthology, students
create a time line of
events. Group
discussion.
Standards:
4.RI.3 Explain
events, procedures,
ideas, or concepts
in a historical,
scientific, or
technical text,
including what
happened and why,
based on specific
information in the
text.
4.RI.7 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 text in which it
appears.

Library 9:30am 10:00am

Science 11:00am 12:00pm

Lesson:

Page 1 of 5

ELA 10:00am 12:00pm

Lesson:
Silent reading
Salmon Summer
drawing organizer
With students,
teacher goes over
definition of
descriptive. What
does it mean
"descriptive". Lead
students as they will
work on the next task
they need to write at
least 15 descriptive
words with citation
(page number where
they found that word).
Students get to draw
a picture of their
favorite moment from
the story and write
the words around.
"Time for Kids"
magazine.
Close read: students
read independently
and silently, read
aloud (one paragraph
per student), and
group discussion. Fill
out organizers about
pandas.
Standards:
4.RI.2 Determine
the main idea of a
text and explain
how it is supported

Friday
05/13/2016
Computers 9:00am 10:00am
Morning work
10:00am - 10:30am
Lesson:
Prep for spelling test
Study words for
"words their way"
Any work they have
unfinished from
yesterday
ELA 10:30am 12:00pm
Lesson:
Silent reading
Take spelling test
#28
Take words their
way test
Gallery walk
"Salmon Summer"
On the posters
around the class
students have to
answer questions
from the anthology,
cite the source, use
accountable talk.
Rotate.
Standards:
4.RF.3a 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.
4.L.4b Use
common, gradeappropriate Greek
and Latin affixes
and roots as clues
to the meaning of a
word (e.g.,

2015-2016
Ms. Shalayeva
Vocabulary words
prepared for this
theme on word
wall. During read
aloud teacher points
to the vocab
words.
For particularly
hard words
students can
come up with
gesture
association for
that word. So the
kids will have to
mimic the word.
Standards:
4.RF.3a 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.
4.L.4b Use
common, gradeappropriate Greek
and Latin affixes
and roots as clues
to the meaning of a
word (e.g.,
telegraph,
photograph,
autograph).
Math 12:45pm 2:00pm
Lesson:
Multiply by...
Teacher asks
students to give 3
digit number (Ex
345=Multiply by 3, 4,
and 5). It usually
calms them down
after the recess a
little bit.
Students show their

05/08/2016 - 05/14/2016
Week View
have filled out
organizers with page
numbers next to their
answers.

by key details;
Waves overview,
summarize the text.
popcorn questions
4.RI.9 Integrate
what students
information from two
know
texts on the same

Pass
out
BrainPop
topic in order to
Standards:
quiz on the video
write or speak about
4.RI.1 Refer to
they will watch.
the subject
details and
Go over the
knowledgeably.
examples in a text
questions on the
when explaining
Math 12:45pm elmo camera,
what the text says
1:30pm
make students
explicitly and when
Lesson:
read each
drawing inferences
Multiply by...
question.
from the text.
Youtube video
BrainPop video on
4.RI.7 Interpret
waves
information
Number/ Shape
(https://www.brainpop.com/
presented visually,
science/energy/
Patterns - Common
orally, or
waves/).
quantitatively (e.g.,
Students need to fill
Core Standard 4OA5
in charts, graphs,
out organizers as
diagrams, time
they watch the video.
students get to
lines, animations, or
Hands on.
create patterns in
interactive elements
Teacher divides
their teams on the
on Web pages) and
class into pairs
poster paper.
explain how the
(draw 2 sticks at a
Overview what it
information
time, odd-even
means to work in
contributes to an
number,
teams
understanding of
alphabetic).
(collaboratively,
the text in which it
Students will
each has a job, no
appears.
create telephone
arguing...). When
with cups and
Math 12:45pm they create a
string.
2:00pm
pattern they
Pass the string and 2
Lesson:
should leave
cups per pair. They
space for another
Multiply by...
have to tight the knot
team to continue
Objectives of the
inside of the cup, in
it. Rotate teams.
lesson (I can...)
both cups. Now step
Exit ticket - work
Teacher explains
aside from each other
out organizer
the differences
and try to talk. One
4OA5
between multiples
student speak inside
independently.
and factors.
the cup, another
Students work on
Standards:
listen by putting cup
"Rainbow
4.OA.A.3 Solve
to the ear.
organizer".
multistep word
Exit ticket. On a
Students can not
problems posed
note card write
color until they
with whole numbers
experience from
rewrite factors for
and having wholethe lesson. How
that number.
number answers
they were able to
Example
using the four
30:1,2,3,5,6,10,15,30. transfer sound?
operations,
Students who are
including problems
done, need to
Math 12:45pm in which remainders
create their
2:00pm
must be interpreted.
rainbow with a
Lesson:
Represent these
unique number
problems using
Multiply by...

Page 2 of 5

telegraph,
photograph,
autograph).
Math 12:45pm 2:00pm
Lesson:
Multiply by...
Finish work for the
week
Wrap up
Operations and
Algebraic Thinking
standard
Assessment
Standards:
4.OA.A.3 Solve
multistep word
problems posed
with whole numbers
and having wholenumber answers
using the four
operations,
including problems
in which remainders
must be interpreted.
Represent these
problems using
equations with a
letter standing for
the unknown
quantity. Assess the
reasonableness of
answers using
mental computation
and estimation
strategies including
rounding.
4.OA.B.4 Find all
factor pairs for a
whole number in the
range 1-100.
Recognize that a
whole number is a
multiple of each of
its factors.
Determine whether
a given whole
number in the range
1-100 is a multiple
of a given one-digit
number. Determine
whether a given
whole number in the

2015-2016
Ms. Shalayeva
work on their white
boards.
Vocabulary.
Overview of
previously created
CUBES poster
(problem solving
strategy for word
problem)
I do-We do-You
do. Together work
out word problems
organizer, then
turn the page and
work in teams on
similar problem
(4.OA.3). Students
should use their
CUBES poster.
Exit ticket:solve
one problem
independently.
Standards:
4.OA.A.3 Solve
multistep word
problems posed
with whole numbers
and having wholenumber answers
using the four
operations,
including problems
in which remainders
must be interpreted.
Represent these
problems using
equations with a
letter standing for
the unknown
quantity. Assess the
reasonableness of
answers using
mental computation
and estimation
strategies including
rounding.
4.OA.B.4 Find all
factor pairs for a
whole number in the
range 1-100.
Recognize that a
whole number is a
multiple of each of
its factors.
Determine whether

05/08/2016 - 05/14/2016
Week View
which is not in the
organizer.
Standards:
4.OA.A.3 Solve
multistep word
problems posed
with whole numbers
and having wholenumber answers
using the four
operations,
including problems
in which remainders
must be interpreted.
Represent these
problems using
equations with a
letter standing for
the unknown
quantity. Assess the
reasonableness of
answers using
mental computation
and estimation
strategies including
rounding.
4.OA.B.4 Find all
factor pairs for a
whole number in the
range 1-100.
Recognize that a
whole number is a
multiple of each of
its factors.
Determine whether
a given whole
number in the range
1-100 is a multiple
of a given one-digit
number. Determine
whether a given
whole number in the
range 1-100 is
prime or composite.
4.OA.C.5 Generate
a number or shape
pattern that follows
a given rule. Identify
apparent features of
the pattern that
were not explicit in
the rule itself. For
example, given the
rule "Add 3" and the
starting number 1,
generate terms in

Objectives (I
can...)
Review factors
and move on to
prime and
composite
numbers. We will
go with the
students over the
organizer, from 1
to 100 on the
camera and they
will fill it out
(color).They
should highlight
composite
numbers with one
color and prime
numbers with the
other.
Word
problems. Let
students come up
with the units for
the problems,
using only
numbers from
organizer.
Standards:
4.OA.A.3 Solve
multistep word
problems posed
with whole numbers
and having wholenumber answers
using the four
operations,
including problems
in which remainders
must be interpreted.
Represent these
problems using
equations with a
letter standing for
the unknown
quantity. Assess the
reasonableness of
answers using
mental computation
and estimation
strategies including
rounding.
4.OA.B.4 Find all
factor pairs for a
whole number in the
range 1-100.

Page 3 of 5

equations with a
letter standing for
the unknown
quantity. Assess the
reasonableness of
answers using
mental computation
and estimation
strategies including
rounding.
4.OA.B.4 Find all
factor pairs for a
whole number in the
range 1-100.
Recognize that a
whole number is a
multiple of each of
its factors.
Determine whether
a given whole
number in the range
1-100 is a multiple
of a given one-digit
number. Determine
whether a given
whole number in the
range 1-100 is
prime or composite.
4.OA.C.5 Generate
a number or shape
pattern that follows
a given rule. Identify
apparent features of
the pattern that
were not explicit in
the rule itself. For
example, given the
rule "Add 3" and the
starting number 1,
generate terms in
the resulting
sequence and
observe that the
terms appear to
alternate between
odd and even
numbers. Explain
informally why the
numbers will
continue to alternate
in this way.
PE 1:30pm - 2:00pm
Read Aloud 2:15pm
- 2:30pm
Lesson:

range 1-100 is
prime or composite.
4.OA.C.5 Generate
a number or shape
pattern that follows
a given rule. Identify
apparent features of
the pattern that
were not explicit in
the rule itself. For
example, given the
rule "Add 3" and the
starting number 1,
generate terms in
the resulting
sequence and
observe that the
terms appear to
alternate between
odd and even
numbers. Explain
informally why the
numbers will
continue to alternate
in this way.
Students lead
lesson 2:15pm 2:45pm
Lesson:
Mia and Chanel's
turn
Hands on
experiment
Get ready to leave
2:50pm - 2:50pm

2015-2016
Ms. Shalayeva
a given whole
number in the range
1-100 is a multiple
of a given one-digit
number. Determine
whether a given
whole number in the
range 1-100 is
prime or composite.
4.OA.C.5 Generate
a number or shape
pattern that follows
a given rule. Identify
apparent features of
the pattern that
were not explicit in
the rule itself. For
example, given the
rule "Add 3" and the
starting number 1,
generate terms in
the resulting
sequence and
observe that the
terms appear to
alternate between
odd and even
numbers. Explain
informally why the
numbers will
continue to alternate
in this way.
Read Aloud 2:15pm
- 2:30pm
Lesson:
Read aloud chapter
book "Shilo".
Student will get a
microphone and read
Shilo. Stop
periodically and ask
somebody
paraphrase, explain
events in the story.
Standards:
4.SL.2 Paraphrase
portions of a text
read aloud or
information
presented in diverse
media and formats,
including visually,
quantitatively, and
orally.

05/08/2016 - 05/14/2016
Week View
the resulting
sequence and
observe that the
terms appear to
alternate between
odd and even
numbers. Explain
informally why the
numbers will
continue to alternate
in this way.
Read Aloud 2:15pm
- 2:30pm
Lesson:
Read aloud chapter
book "Shilo".
Student will get a
microphone and read
Shilo. Stop
periodically and ask
to paraphrase,
explain whats
happening in the
story.
Standards:
4.SL.2 Paraphrase
portions of a text
read aloud or
information
presented in diverse
media and formats,
including visually,
quantitatively, and
orally.
Interventions/
Literature circles
2:30pm - 2:50pm
Lesson:
Students work in
small groups reading
and discussing
books.

Recognize that a
whole number is a
multiple of each of
its factors.
Determine whether
a given whole
number in the range
1-100 is a multiple
of a given one-digit
number. Determine
whether a given
whole number in the
range 1-100 is
prime or composite.
4.OA.C.5 Generate
a number or shape
pattern that follows
a given rule. Identify
apparent features of
the pattern that
were not explicit in
the rule itself. For
example, given the
rule "Add 3" and the
starting number 1,
generate terms in
the resulting
sequence and
observe that the
terms appear to
alternate between
odd and even
numbers. Explain
informally why the
numbers will
continue to alternate
in this way.
Get ready to leave
2:05pm - 2:15pm

Get ready to leave

2:50pm - 2:50pm

Page 4 of 5

Read aloud chapter

book "Shilo".

Standards:
4.SL.2 Paraphrase
portions of a text
read aloud or
information
presented in diverse
media and formats,
including visually,
quantitatively, and
orally.
Interventions/
Literature circles
2:30pm - 2:50pm
Lesson:
Students work in
small groups reading
and discussing
books.
Get ready to leave
2:50pm - 2:50pm
Lesson:
Pass out blue folders
home, remind them
to bring blue folders
and homework
folders back
tomorrow.

2015-2016
Ms. Shalayeva

05/08/2016 - 05/14/2016
Week View

Interventions/
Literature circles
2:30pm - 2:50pm
Lesson:
Students work in
small groups reading
and discussing
books.
They are divided by
their reading levels.
Cubbies has a list of
students who is in the
circle. They read
quietly for 10 min and
then roll the dice and
discuss questions
they got.
Get ready to leave
2:50pm - 2:50pm
Lesson:
Pass out homework
folder.

Page 5 of 5