October: What is Grade Four studying?

ELA: Building Classroom Communities

Essential Question: 

What are the important strategies a 4th grader needs to be a good reader?

Big Ideas:

  • Students understand that readers make connections, understand story elements,  inferencing, identify the main idea,  understand how text features are supported by the author’s purpose, and ask questions to understand complex text.
  • Readers use a variety of strategies and skills to understand complex text. 


Enemy Pie by Derek Munson

Happy Dreamer by Peter Reynolds

Nope! by Drew Sheneman

If You Give a Mouse a Cookie by Laura Numeroff

The True Story of the Three Little Pigs vs. The Three Little Pigs

No David by David Shannon

Skippy Jon Jones by Judith Byron Schachner

I Went Walking by Sue Williams

What do you Do with a Tail Like This? By Steve Jenkins

Elmer and Rose by David McKee

Stellaluna by Janelle Cannon

The Man Who Walked Between the Towers by Mordicai Gerstein

The Librarian of Basra by Jeanette Winter

A Day’s Work by Eve Bunting 


Unit of Study: Native Americans

Essential Question: How can we benefit from the beliefs and practices of the past?

Big Idea:

How can our classroom benefit from the beliefs and agreements of the Haudenosaunee?


Birth of the Haudenosaunee

Two Row Wampum

Frost’s “A Time to Talk”


Writing: Narrative Writing  

  • Students will begin brainstorming ideas for writing personal narratives by generating seed ideas. 
  • Students will begin to explore the writing process by recognizing and understanding the five steps. (Prewriting, Drafting, Revising, Editing, and Publishing)


Go Math!: 

Chapter 2: Multiply by 1-Digit Numbers

Students will:

  • Relate multiplication equations and comparison statements
  • Multiply tens, hundreds, and thousands by whole numbers through 10
  • Estimate products by rounding
  • Use the Distributive Property to multiply
  • Use expanded form, partial products, and mental math to multiply

Common Core Learning Standards:

4.OA.A.1 - Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

4.OA.A.2 - Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.

4.OA.A.3 - Solve multistep word problems posed with whole numbers and having whole-number 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.NBT.B.5 - Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.