Learning From Home: Monday, March 16th

Dear 4A Families,

Here we go—our first week of at home learning.  Ms Benson, Ms Corrigan and I will be working hard to develop plans that will provide you with content that will help you continue to grow academically and meet our 4th grade standards. We have aimed to provide examples and support to aid in the learning of new concepts.  The students should be able to complete a good portion of the assigned tasks independently, or mostly independently.  There will undoubtedly will be tasks that require additional parent support. We are happily accepting feedback thougout this process on how we can improve this experience. This is a first for Ms. Benson, Ms.Corrigan and me as well!    We are committed make at home learning work for your family we are ready and willing to provide assistance to the 4th grade students.  Students and parents can email us anytime, but we will only return emails during school hours, 8:30-3:00.

All assignments are expected to be completed to the best of the student’s ability.  Each family has flexibility however, to work on these tasks during time frames that work for you.  This could mean taking a day off, working on weekends or different times throughout the day.  We understand every family’s circumstance is different.   We intend to build lessons that will keep the students on track as much as possible. Each student is asked plan structured time to work on their lessons. 

A special note to students:  We are expecting your work to retain the quality we expect at school.  That means neat work, proper punctuation, spelling, following the written response rubric and checking over your work for accuracy.  Please be sure your name and grade are on all papers.  More information will come on how we will collect work.

Reminder: the page tabs above will continue to be updated as usual.  We will remind you about them as we go.  Students can also use the links we have posted on our sites.

Here are some of the usernames and passwords of sites we will use regularly:

Ms. Simpson: msimpson@holyrosaryws.org

Ms. Benson: mbenson@holyrosaryws.org

Ms. Corrigan: mcorrigan@holyrosaryws.org

Monday video from Ms. Simpson

Remote Learning #1 for the Week of March 16th


Language Arts

L.4.1 Grammar and Conventions

  • Oral Biography: Continue to work on your oral biography! At this point, you should have finished reading your main biography book and taken notes. In addition, you should have started to use the Note-Taking 101 packet to turn your book notes into presentation ideas.

    • This week,  you should be starting (or continuing) to transfer final notes onto notecards that will be used during the presentation.

    • You should also be thinking about preparing the props you will bring, and practicing and timing your presentations. The more practice, the better!

  • Language Arts Review Packet: Complete the first two pages “Figurative Language”

  • Spelling: Review words for the spelling test. Use Link above for “Spelling if you need the list”

    • Visit Spelling City Unit 19 and work on assigned tasks


  • Oral Biography Presentation days/times will have to adjust. More information will come later. All oral presentations will happen, so please continue to work on them.

  • Completed Language Arts Review Packet will be due when we return.


This week, students will read the story, The World According to Humphrey in your anthology. Students will consider, “How can media be a distraction?”

Scholastic News:

  • Go to the Scholastic News website http://sn4.scholastic.com/ and log in under “student” with the classroom code HRSgators4142. (This web address and passcode is on a sticker in your “school closure” folder).

  • Read the main article for this week.

  • Answer the questions on the back of the magazine that go with the article (there is an interactive tool you can use for this).

  • Read the other articles 🙂 It is important to keep up on the news, especially that which is uplifting, interesting and inspiring!

Reading Text/Anthology: Students will learn the vocabulary. Vocabulary is on pages 620-621. There is a sentence with each word that gives context clues.

  • Read each blue word, sounding out the words. Breaking the words into parts or syllables often helps.

  • Determine how many syllables there are in each word (you can clap them out, slap them out by tapping on your arms, or “feel them” by placing your hands under your chins and counting how many times your mouth opens for a vowel sound/syllable.

  • Use the glossary at the back of the anthology (pg. G1) to check and see if you are correct.

  • Preview the target skill “theme” and the topic: “Media”: read the short section on pgs. 622-23.

20 minutes silent reading: Read a chapter book of your choice for at least 20 minutes. This may be your biography book, or a book for pleasure.  


4.NF.1: Modeling equivalent fractions

Lesson 3: Hands on, Model Equivalent Fractions, Pages 499-504

Watch BrainPop video for review, “Fractions”: https://www.brainpop.com/math/numbersandoperations/fractions/

  • Brainpop Login: holyrosaryws   Password: gators 4142

Second link on equivalent fractions:  Please watch


You can use the yellow equivalent fraction sheet sent home for lessons 3 and 4

Read and complete pages 499-502

Ideally, students will do the lesson during the earlier part of the day, and return to the homework later on (like a regular school day)  This will aid in retention.

Teacher Tip! When you see a blank number line, count the spaces between the lines to determine how many parts are between 0 and 1. Example:

Homework (pages 503-504)

Daily Homework Expectations: Carefully tear out the homework as you complete it each day. Keep all homework pages together in a folder in order to be turned in at a later date. Please write your full name, class number and the date on each page.


Lesson Target: God gave you the Ten Commandments to help you be faithful to him and his covenant.  The Ten Commandments tell you ways to love God and others.

Continue to practice the Memorare.  You will still be required to recite it when you return.

We will begin Chapter 3; God’s Commandments

  • You will be expected to be able to fill in missing words from memory of the Ten Commandments.  Here are study sheets for this test:


  • Thoughtfully read pages 93-97.  Focus on the two scripture readings on 96 and 97.

  • At the bottom of page 97 there are two questions in a small box titled “Activity”

  • Get a clean, lined piece of paper.  Head it for Religion Chapter 3. You will use this same sheet for all activities from this chapter.

  • Answer the two prompts.  Be sure to use complete sentences, and restate the questions with adequate detail and effort.  Please skip lines.

Teacher Tip

Get some oral reading practice and read the two scripture passages aloud to mom, dad, or a sibling. Read them with expression!


Next Generation Science Standards

4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

LS1.D Information Processing: Different sense receptors are specialized for particular kinds of information, which may then be processed by an animal’s brain. Animals are able to use their perceptions and memories to guide their actions.

For science this week, please go through Activity 3: The Brain in Action on the online platform. The expectation is that kids are working on this at least 2 days this week. Feel free to do it more than 2 days!

How to get there:

  • https://my.pltw.org/

  • click on “I am a student”

  • Log in using your username and password

  • click on “courses”

  • click on “4-Input/Output: Human Brain”

  • On the left, click on Activity 3: The Brain in Action

  • Read through all of the information and complete the activities

  • Part 1:

    • Memory game: This can be played using playing cards or homemade cards

    • Remember that object: can be played using household items

    • Reaction time: use this link: https://www.humanbenchmark.com/tests/reactiontime

      • All observations, notes, and relevant information can be written in Launch Logs (If you don’t have your Launch Log, you can write it on a lined piece of paper and glue it in when we return to school.)

  • Part 2:

    • Your own experiment should be recorded in your Launch Log (or a lined sheet of paper)

  • Conclusion:

    • answers to conclusion questions should be written in Launch Logs (or a lined sheet of paper)

All written portions should be saved in the Launch Log, or on lined paper.