Our fourth grade students have been studying natural disasters through informative texts, starting with earthquakes and now moving on to volcanoes!

__Essential Question:__ How do readers draw inferences and synthesize and analyze text to develop understanding?

- Readers will quote directly from the text when drawing inferences, synthesizing, and analyzing the text.
- Readers understand that they use specific strategies to help them understand what they read.
- Students will explore content to understand the impact and effect of nature on the environment and humankind.

Students will start to read the informational** anchor text:** *Anatomy of a Volcanic Eruption*

These are some suggested texts that connect closely to our anchor text:

*Volcano* by Patricia Lauber

*Crumbling Earth* by Mary Colson

*Volcanoes* by Claire Llewellyn

*Volcanoes ** *by Seymour Simon

__Vocabulary__

Volcano- a vent in the crust of the earth or another planet or a moon from which usually molten or hot rock and steam issue

Atmosphere**–** a surrounding influence or environment

Pressure- the application of force to something by something else in direct contact with it

Categorize- to put into a category: classify

__Common Core Standards__

RI.4.1 -Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.4.2- Determine the main idea of a text and explain how it is supported by key details; summarize the text.

RI.4.7- 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 appear

__Essential Question:__ How do writers research and share ideas from informational texts?

- Writers understand how to use research to convey information clearly.
- Writers will draw evidence from informational texts to support analysis, reflection, and research.

Students will write Informational/explanatory essays to provide factual information about a topic or subject.

Good writers begin by clearly introducing their topic. Doing this helps make writing engaging and clear.

- Informative/explanatory writing tells about real people, places, or events.
- It includes a strong introduction to help readers understand the main topic of the text.
- The body includes supporting details, such as facts, examples, and descriptions. It may also use visuals, such as photographs, to reinforce information.
- The conclusion of the text summarizes what came before

**Writing Task:**

Students will write informative/explanatory report to examine the effects of change to Earth’s surface.

Students will introduce the topic clearly, group related information, format paragraphs with headings, include illustrations and multimedia, develop the topic with evidence, link ideas with precise and domain-specific vocabulary and provide an effective conclusion.

Common Core Standard

W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

**Go Math Chapter 8**** ****Multiply Fractions by Whole Number**

**Chapter**** ****8 **will cover** Multiplying Fractions by Whole Numbers** concepts and skills. Students will multiply whole numbers and unit fractions. A **Unit Fraction **is a fraction that has a numerator of one. Below is an example of a unit fraction multiplied by a whole number.

#### Here **is a great tutorial link on how to** **multiply fractions by whole numbers.**

**Homework will be Practice and Homework** ** 8.1, 8.2, 8.3 & 8.4.**

Parents, make sure your children are showing their mathematical thinking by **showing their work** in their assignments. Students should also keep practicing *basic multiplication and division facts* to promote fact fluency to multiply fractions.

Parents and students can always access GO Math resources through your student’s Think Central account-CLICK HERE.

The Common Core Math Learning Standards being covered are:

4.NF.B.4.A

Understand a fraction *a*/*b* as a multiple of 1/*b*. *For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4)*.

4.NF.B.4.B

Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. *For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)*