Grade 4 Family Resources Grade Week 11...Grade 4 Week 11 English Language Arts At-Home Learning o “Buffalo Music” and “Saving Bison from Extinction” are different genres (story

Grade 4

Family Resources

Week 11

June 3 – June 9, 2020

English

Language

Arts

Grade 4 Week 11

English Language Arts At-Home Learning

4th Grade Week 11

New Learning

Learning Summary Reach for Reading Unit 8 BIG Question: What’s worth protecting?

During this 11th week of at-home learning, 4th graders will continue in Unit 8 of Reach for Reading. Students will read a report titled, “Saving Bison from Extinction” by Dorothy Young. This week, fourth grade students will integrate information as they compare two texts, one fiction and one nonfiction. Students must think critically and consider overall theme, while assessing how differing text genres address the same topic. In this case, students learn about the effect on bison during the westward expansion. Fourth graders continue to develop foundational reading skills by identifying and deciphering idioms, as well as working with regular and irregular past-tense verbs.

Word Work

Task 1:

• Turn to page 516 in your anthology and learn more about Idioms.

• On page 516 find the Try It Together section. o Read the short paragraph and answer the two questions using context clues to

help you determine meaning.

• Listed below are three common idioms. Write them on a blank sheet and tell what you think they mean. If you aren’t sure, ask your family members for ideas!

it cost an arm and a leg, let the cat out of the bag, make a mountain out of a molehill

Task 2:

• Turn to page 525 and review, Past-Tense Verbs. o Midway down page 525, find the section called, Read Past-Tense Verbs. o Read the passage and locate all the regular and irregular past-tense verbs.

• Next, turn to page 519 in your text and review the information on the page. o Write two factual sentences about bison, making sure to include at least one

regular, and one irregular past-tense verb.

• Use a blank sheet of paper to record your responses.

Reading Comprehension/

Reader Response

Text: “Saving Bison from Extinction” by Dorothy Young Task 1:

• Turn to page 517 and read “Saving Bison from Extinction” on pages 517 – 523.

• Respond to Reading: o Analyze the maps on pages 522 and 523 and answer the following questions.

▪ What information does the author provide by including these features? ▪ Based on the selection of text features included in the report, how would

you describe Dorothy Young’s persuasive techniques? Do you think she has successfully influenced her readers?

• Recreate an organizer from the menu or use blank paper to record your work. Task 2:

• Review last week’s reading assignment, “Buffalo Music” on pages 499 – 512.

• Respond to Reading: o Turn to page 524 and read, Compare Fiction and Nonfiction.

Grade 4 Week 11


o “Buffalo Music” and “Saving Bison from Extinction” are different genres (story and report), yet they share a similar topic. Compare and contrast the two different texts, using a Venn Diagram to organize your findings.

• Recreate the Venn Diagram from the organizer menu to record your work.

Independent Reading

• Read for an additional 20 to 30 minutes each day.

Writing

Unit 4: “The Literary Essay: Writing About Fiction” (Opinion) Task 1:

• You are going to read through last week’s draft twice.

• The first time, you are reading with an eye for revising. o Ask yourself: have I presented my opinion in the most reasonable and effective

way possible? o Use the revising checklist below to guide your evaluation. o If you check “not yet” or “starting to” for any of the options, go back and revise

that part of your draft. o Make sure to revise using a pen or different color pencil.

• The second time, you are reading with an eye for editing. o Ask yourself: how can I make this essay easier for the reader to read? o Use the editing checklist below to guide your evaluation. o If you check “not yet” or “starting to” for any of the options, go back and edit

that part of your draft. o Make sure to edit using a different color pen or different color pencil.

Task 2:

• Now it is time to write your final draft!

• On the pages below, rewrite your essay with the corrections you made using the

revising and editing checklists.

• Then celebrate your published writing by sharing it with your family, friends, classmates,

teachers, or pet!

Other

MyNGconnect.com

• Follow on-line resources for myngconnect.com (elementary)

• Login to Unit 8 Week 2 Vocabulary Activities

Grade 4 Week 11


Writing Checklists Revising Checklist: Taken from Writing Pathways by Lucy Calkins

Grade 4 Week 11


Editing Checklist: Taken from Writing Pathways by Lucy Calkins

Grade 4 Week 11


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Grade 4 Week 11


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Students

with

Individual

Educational

Plans

Individualized Education Plan (IEP) – English Language Arts At-Home Learning

Grade 4 Week 11 IEP

4th Grade

Week 11

New Learning

Learning Summary

Reach for Reading Unit 8 BIG Question: What’s worth protecting?

During this 11th week of at-home learning, 4th graders will continue in Unit 8 of Reach for Reading. Students will read a report titled, “Saving Bison from Extinction” by Dorothy Young. This week, fourth grade students will integrate information as they compare two texts, one fiction and one nonfiction. Students must think critically and consider overall theme, while assessing how differing text genres address the same topic. In this case, students learn about the effect on bison during the westward expansion. Fourth graders continue to develop foundational reading skills by identifying and deciphering idioms, as well as working with regular and irregular past-tense verbs.

For our students with Individualized Education Plans (IEPs) we have included a list of accommodations for you to use. Feel free to choose the accommodation from the list that best supports your student. The accommodations appear after every task, and are meant to support the learning for that specific task. Please note any accommodations in your student’s IEP that are not listed below may be used as well.

Word Work

Task 1:

Turn to page 516 in your anthology, and learn more about Idioms. On page 516 find the Try It Together section. Read the short paragraph and answer the two questions using context clues

to help you determine meaning. Listed below are three common idioms. Write them on a blank sheet and tell

what you think they mean. If you aren’t sure, ask your family members for ideas!

it cost an arm and a leg, let the cat out of the bag, make a mountain out of a molehill

Accommodations for students with IEPs:

1. Read aloud: For students who have difficulty accessing the text – An adult may read the passage to the student.

2. Scribe: For students who have difficulty with writing – the student may verbally respond while an adult writes their response on their paper.

3. Verbal responses: Rather than writing responses, have students state answers verbally.


Grade 4 Week 11 IEP

Task 2:

Turn to page 525 and review, Past-Tense Verbs. Midway down page 525, find the section called, Read Past-Tense Verbs. Read the passage and locate all the regular and irregular past-tense verbs. Next, turn to page 519 in your text and review the information on the page. Write two factual sentences about bison, making sure to include at least one

regular, and one irregular past-tense verb. Use a blank sheet of paper to record your responses.





Reading Comprehension/ Reader Response

Text: “Saving Bison from Extinction” by Dorothy Young

Task 1:

Turn to page 517, and read “Saving Bison from Extinction” on pages 517 – 523.

Respond to Reading: Analyze the maps on pages 522 and 523 and answer the following questions. What information does the author provide by including these features? Based on the selection of text features included in the report, how would you

describe Dorothy Young’s persuasive techniques? Do you think she has successfully influenced her readers?

Recreate an organizer from the menu, or use blank paper to record your work.





4. Break work into manageable chunks: This allows students to complete this task over an extended period of time. Have your student respond to the first question. Have student write, or scribe, for them. Provide a break if needed. After the break, complete the second question.


Grade 4 Week 11 IEP

Task 2:

Review last week’s reading assignment, “Buffalo Music” on pages 499 – 512. Respond to Reading: Turn to page 524 and read, Compare Fiction and Nonfiction. “Buffalo Music” and “Saving Bison from Extinction” are different genres

(story and report), yet they share a similar topic. Compare and contrast the two different texts, using a Venn Diagram to organize your findings.

Recreate the Venn Diagram from the organizer menu to record your work.




Independent

Reading

Read for an additional 20 to 30 minutes each day.


1. Choose an independent reading level text. Ask your student questions about their reading to check for understanding. Engaging with your student about their reading can increase their interest in reading.

Writing

Unit 4: “The Literary Essay: Writing About Fiction” (Opinion)

Task 1:

You are going to read through last week’s draft twice. The first time, you are reading with an eye for revising.

Ask yourself: have I presented my opinion in the most reasonable and effective way possible? Use the revising checklist below to guide your evaluation. If you check “not yet” or “starting to” for any of the options, go back and revise that part of your draft. Make sure to revise using a pen or different color pencil.

The second time, you are reading with an eye for editing.


Grade 4 Week 11 IEP

Ask yourself: how can I make this essay easier for the reader to read? Use the editing checklist below to guide your evaluation. If you check “not yet” or “starting to” for any of the options, go back and edit that part of your draft. Make sure to edit using a different color pen or different color pencil.


1. Scribe: For students who have difficulty with writing and choose to write a sentence using the vocabulary word – the student may verbally respond while an adult writes their response on their paper.

Task 2:

Now it is time to write your final draft! On the pages below, rewrite your essay with the corrections you made using the revising and editing checklists. Then celebrate your published writing by sharing it with your family, friends, classmates, teachers, or pet!


1. Scribe: For students who have difficulty with writing and choose to write a sentence using the vocabulary word – the student may verbally respond while an adult writes their response on their paper.

Other

MyNGconnect.com

Follow on-line resources for myngconnect.com (elementary) Login to Unit 8 Week 2 Vocabulary Activities

Mathematics

Math Virtual Learning 4th Grade Week Eleven (June 3rd)

2020 Math At-Home Learning

GRADE Level

Standards Focus

The focus this week is understanding and composing angles with different measurements. (Common Core Standard 4.MD.5 & 6)

Vocabulary & Fun Ways to Support

Angles, right angles, straight angles, degrees, angle measures, protractors Angle Drawings, Using your body to model turning specific degrees (example a full circle = 360).

Fluency Multiplication Chart Creation 1-15

New Content Delivery

Module 4 (Summarizing Engage NY Topic B & C Lessons 5-11)

• Application Lessons 5-11

• Exit Tickets Lessons 5, 6, 8, 10, 11

Optional Game or Activity

Name: Who am I puzzles Goal: Review of Comparing Fractions

Other

Online resources can be accessed through the District Learning Apps: Clever Portal. Also these packets are found electronically on Clover Park District Website. Link to Parent Tip Sheets: https://www.khanacademy.org/math/on-grade-engageny/4th-engage-ny Link to Parent/Teacher Videos: YouTube: type in Grade 4 Module Lesson 5-11 https://www.youtube.com/watch?v=7_TZsyKE4pQ Engage New York Module 6 Curriculum https://www.engageny.org/resource/grade-4-mathematics-module-4

http://www.corestandards.org/Math/Content/4/MD/

http://www.cloverpark.k12.wa.us/General/DLA.aspx

http://www.cloverpark.k12.wa.us/Special/DLR.aspx

https://www.khanacademy.org/math/on-grade-engageny/4th-engage-ny


https://www.youtube.com/watch?v=7_TZsyKE4pQ


https://www.engageny.org/resource/grade-4-mathematics-module-4



Vocabulary Word/s Definition Example

Angle Two rays or line segments that share an endpoint.

Right Angle An angle that measures exactly 90°.

Perpendicular lines have a right angle.

Straight Angle An angle that measures exactly 180° or a

straight line.

Angle Measure The measure of the size of an angle. It tells

how far one side is turned from the other side. A one degree angle turns through 1/360 of a full circle.

Degree (angle measure)

A unit for measuring angles. It is based on dividing one complete circle into 360 equal parts

See angle measure example above.

Protractor A tool used to measure and draw angles

Printable Protractor: You can google online protractors or printable protractors to find other options.



Fun Ways to Support at Home:



Fluency: Fill out the chart below by multiplying the column number by the row #

Finish the following sentence. The pattern in multiplication is

__________________________________________________________________________________________________

__________________________________________________________________________________________________



Application Problems: All of these problems will use the Read, Draw, Write Format. You will need a separate piece of

paper to show your work and answer questions. Step One: Read the problem, Step Two: Draw a picture that solves the

problem, Step Three: using your writing skills answer the prompt posed.

Application Problem: Draw on your own paper Write:

Draw a series of clocks that show 12:00, 3:00, 6:00, and 9:00. Use an arc to identify an angle and estimate the angle created by both hands on the clock.

a picture to solve your problem

How many degrees are between the hour and minute hand on each of the times listed?

List times on the clock in which the angle between the hour and minute hands is 90°. Use a student clock, watch, or real clock. Verify your work using a protractor.

A picture that solves your problem.

Using rectangles, triangles, trapezoids, and hexagons construct a straight angle.

A picture of shapes put together that make a straight angle.

Which shapes did you use? Which pattern block can you add to your existing shape to create a 270° angle? How can you tell?

Use rectangles, triangles, trapezoids, and hexagons to create a design in which you can see a decomposition of 360°. Which shapes did you use?

A picture of shapes together that make a 360° angle.

Write an equation to show how you composed 360°.

Practice Problems (Taken from Lesson 5-11 Exit Tickets)

Exit Ticket Lesson 5

1. How many right angles make a full turn?

2. What is the measurement of a right angle?

3. What fraction of a full turn is 1°?

4. Name at least four benchmark angle measurements.

Want online video help? Go to google.com and type…

Grade 4 Module 4 Lesson 5




Use the included protractor to estimate measure the angles, and then record why you think

your measurement is reasonable.

1. 2.


1. Marty was doing a handstand. Describe how many degrees his body will turn to be upright again.

2. Jeffrey started riding his bike at the store. He travelled north for 3 blocks, then turned 90° to the right and rode for 2 blocks. In which direction was he headed? Sketch his route on the grid below. Each square unit represents 1 block.

Want online video help? Go to google.com and type…

Grade 4 Module 4 Lesson 6

N

W E

S




Write an equation, and solve for 𝑥. ∠𝑇𝑈𝑉 is a straight angle.

Equation: ________________________________________________

𝑥° = ____________


Write equations using variables to represent the unknown angle measurements. Find the unknown angle measurements numerically.

1. 𝑥° =

2. 𝑦° =

A

F

D

C

B E

66°

𝑥°

𝑧° 𝑦°

T U V

67° 53°

𝑥°



Activity: Who Am I Puzzles



Answer Keys:

Fluency

Multiplication Chart



Exit Tickets

Lesson 5

Lesson 6

Lesson 8

Lesson 10

Lesson 11

Students

with

Individual

Educational

Plans



GRADE Level

Standards Focus

The focus this week is understanding and composing angles with different measurements. (Common Core Standard 4.MD.5 & 6)

Vocabulary & Fun Ways to Support

Angles, right angles, straight angles, degrees, angle measures, protractors Angle Drawings, Using your body to model turning specific degrees (example a full circle = 360).

Fluency

Accommodations for students with IEPs Masking: Cover part of the page with a blank piece of paper so the student does not become overwhelmed. Move the cover as they complete the sections. Decrease Work Load: Students may complete fewer items and/ or work for a shorter length of time, only complete through 12. Skip Counting, Support students skip counting to complete a row Multiplication Chart Creation 1-15

New Content Delivery

Accommodations for students with IEPs: Decrease Work Load: Students may complete fewer items and/ or work for a shorter length of time Extended Time: Allow student additional time to complete the task Breaks: Allow student to take a break from the task if needed Read: When needed read the questions to the student Scripts: Verbally remind the student the steps needed to complete the problems Module 4 (Summarizing Engage NY Topic B & C Lessons 5-11)

• Application Lessons 5-11

• Exit Tickets Lessons 5, 6, 8, 10, 11

Optional Game or Activity

Name: Who am I puzzles Goal: Review of Comparing Fractions Helpful Hint; These games are great for family time

Other

Online resources can be accessed through the District Learning Apps: Clever Portal. Also these packets are found electronically on Clover Park District Website.

Dream box: Your student’s special education teacher will assign skills for your student work on. Link to Parent Tip Sheets: https://www.khanacademy.org/math/on-grade-engageny/4th-engage-ny Link to Parent/Teacher Videos:



http://www.cloverpark.k12.wa.us/General/DLA.aspx

http://www.cloverpark.k12.wa.us/Special/DLR.aspx






YouTube: type in Grade 4 Module Lesson 5-11 https://www.youtube.com/watch?v=7_TZsyKE4pQ Engage New York Module 6 Curriculum https://www.engageny.org/resource/grade-4-mathematics-module-4


https://www.engageny.org/resource/grade-4-mathematics-module-4

Science

4th Grade Week 11

Science At-Home Learning

4th Grade Week 11

Learning Summary TCI Unit 4 Essential Guiding Question: Which Waves Travel Through Earth? Part 1 This week, 4th grade students will learn science concepts from their TCI Bring Science Alive! Unit 4: Waves and Information. Students will learn and investigate science concepts about earthquakes and the three types of waves they create and their properties. Students will also learn the following science vocabulary words: p-waves, seismic waves, and seismographs.

Concept Review

Which Waves Travel Through Earth?

Earthquakes happen when the Earth’s crust suddenly moves. This movement causes seismic waves. There are three kinds of seismic waves: p-waves, s-waves, and surface waves. Each of these seismic waves have different properties. P-waves are the first seismic waves to arrive during an earthquake. P-waves are like sound waves; they can move through any kind of mater and they spread out in all directions. Scientist collect data from earthquakes using seismographs.

Vocabulary

• Define the underlined words above by writing or drawing the meaning of each word.

• Define each of the following terms (by drawing, writing, or talking): seismographs, and primary waves.

• Look for the meaning of the underlined words and to learn more about waves in your Bring Science Alive Science Journal—

o Which Waves Travel Through Earth? o Science Journal 76, 78-79.

Independent Science Activity

• Have you ever experienced an earthquake? What do you know about the damage that earthquakes can cause? Write or draw your answers.

• Learning and Connecting Types of Seismic Waves: record the name scientists use for each type of seismic wave on page 74 of your Science Journal.

• Fill out the table on page 80 of the Science Journal. Review the text (pages 78-79), and then answer in your own words for each part of the table on page 80. Be sure to quote two specific details or examples from the text that support your explanation.

Science Connections &

Extensions

• Think about your science vocabulary on page 75 of your Science Journal. o Complete the vocabulary matching activity on the top of page 75. o Then do the My Science Concepts activity on the bottom of page 75. o Think about what you would still like to learn about earthquakes and seismic waves.

• Imagine that you are a news reporter. You have just been sent to the island nation of Japan to report on an earthquake there (page 77 in Science Journal). Write a short news report that will tell people about earthquakes.

Make sure to: o Say you are in Japan and an earthquake just happened. o Define what an earthquake is. o Explain what causes an earthquake. o Describe how seismic waves cause objects to move.

Other

• Visit TCI online Unit 4 Waves Lesson 4 for more practice opportunities and activities. Especially try playing the Lesson Game for Lesson 4 to learn more about earthquakes and seismic waves.

• Visit BrainPOP Science https://www.brainpop.com/science/ and get FREE access to check out Earth’s Systems: Earthquakes

https://www.brainpop.com/science/

Learning and Connecting Types of Seismic WavesRecord the name scientists use for each type of seismic wave.

“First” Wave

“First” Wave =

“Second” Wave

“Second” Wave =

“Third” Wave

“Third” Wave =

74 © Teachers’ Curriculum InstituteLesson 4 Which Waves Travel Through Earth?

I N V E S T I G A T I O N

Vocabulary

My Science Concepts

Match the term to its definition.

Word Bank

earthquake seismic wave

1. A wave that travels through Earth.

2. A shaking of the ground.

Reflect on your understanding. Draw an X along each line.

Seismic waves are caused by earthquakes, which occur when Earth’s crust suddenly moves. There are three kinds of seismic waves: P-waves, S-waves, and surface waves.

still learning know it

A primary wave (P-wave) pushes together in some areas, and spreads apart in other areas. P-waves move the way sound waves move. Secondary waves (S-waves) travel through matter side to side like waves on a string. Surface waves are like water waves. They travel along Earth’s surface and move the matter in small circles.


Scientists collect data from earthquakes using seismographs. They look at data from many different earthquakes to find patterns. These patterns help engineers design solutions that keep people safe during earthquakes.


75© Teachers’ Curriculum Institute Lesson 4 Which Waves Travel Through Earth?

I N V E S T I G A T I O N

1. Seismic Waves Move the Earth

In the afternoon of March 11, 2011, the people in Japan were surprised by a sudden shaking of the ground. Buildings swayed. Things fell off shelves. They knew it was an earthquake. But they may not have known that, at the time, it was the strongest earthquake to ever hit Japan.

An earthquake is a shaking of the ground. Earthquakes happen when part of Earth’s crust moves suddenly. The crust is the outside layer of Earth’s surface. You learned that moving objects form waves by causing matter to move in repeating patterns. Similarly, when part of Earth’s crust moves, it pushes on nearby parts of the crust and creates waves. These waves are called seismic waves.

Seismic waves travel along Earth’s crust and through Earth’s other layers. The waves make the ground move and cause the shaking that people feel. Earthquakes also cause objects on Earth’s surface, such as buildings and people, to move.

There are three different kinds of seismic waves: P-waves, S-waves, and surface waves. Each of these waves is similar to the three different examples of waves that you already learned about. Every earthquake has all three kinds of seismic waves.

Earthquakes occur when part of Earth’s crust moves suddenly. Earthquakes create seismic waves that travel through Earth’s crust.

Seismic Waves

© Teachers’ Curriculum Institute76 Lesson 4 Which Waves Travel Through Earth?

T E X T W I T H N O T E S

Imagine that you are a news reporter. You have just been sent to the island nation of Japan to report on an earthquake there.

Write a short news report that will tell people about earthquakes. Make sure to:• say you are in Japan and an earthquake just

happened (you can use the opening below).• define what an earthquake is.• explain what causes an earthquake.• describe how seismic waves cause objects to

move.

Record the news report you wrote as a 30-45 second podcast (audio broadcast). Your podcast will be shared with people back in the United States.

I am on the island nation of Japan in the western Pacific Ocean. The people of Japan experienced two earthquakes today…



2. P-waves Are Similar to Sound Waves

You usually cannot feel P-waves. But before you feel an earthquake, dogs might start barking. They can sense an earthquake because they can sense P-waves.

P-waves are similar to sound waves because they move in the same way. When a P-wave travels through the ground, it pushes together and pulls apart rocks and other matter in the earth, forming crests and troughs.

P-waves Are the Fastest Seismic Waves

P-wave is short for primary wave. Primary means to come first. P-waves are called this because they are the fastest seismic waves. So, P-waves are the first seismic waves to arrive during an earthquake. They arrive before S-waves and surface waves.

Tools called seismographs measure earthquakes. When a seismograph detects any kind of seismic waves, it prints jagged lines. If the wave’s amplitude is large, the seismograph will print longer lines, and if the wave’s amplitude is small, it will print shorter lines. When it does not detect waves, it prints a straight line.

Scientists observe a pattern when measuring an earthquake. They know that P-waves are the fastest seismic waves, so seismographs detect them first. They see that the first waves detected have the smallest amplitude. They conclude that P-waves have the smallest amplitude of the three types of seismic waves.

A P-wave pushes together in some areas, and spreads apart in other areas. So, a P-wave moves in the same way as a sound wave.

Seismographs measure the amplitude of seismic waves.

Direction of the wave

P-wave

Motion of the matter

Crest Trough

A P-wave

© Teachers’ Curriculum Institute78 Lesson 4 Which Waves Travel Through Earth?


P-waves Move Through All Kinds of Matter

As you have learned, earthquakes occur when a piece of Earth’s crust moves. This movement creates seismic waves that cause shaking. The waves travel away from the part of the crust that moved.

P-waves can move through all different kinds of matter. For example, they can move through Earth’s crust, which is solid rock. They can move through the ocean and through lakes, which are liquid. They can also move through the hot, liquid inner layers of Earth. P-waves can even move through air.

P-waves Spread Out in All Directions

Like all waves, seismic waves spread out in any direction that they can. Because P-waves can move through any kind of matter, they spread out in all directions. When a P-wave travels, it spreads upward toward Earth’s surface and downward through Earth’s inner layers. It also spreads out in a circle, traveling in all directions away from the part of the crust that caused the earthquake. Even though P-waves do not have a large amplitude, some can travel all the way through Earth. These P-waves can be detected by seismographs that are all the way on the other side of Earth!

Because P-waves are similar to sound waves, they spread out in the same way. P-waves spread out in all directions since they can move through all kinds of matter.

How a P-wave Spreads Out



Fill out the table. For each question:• review the text, and then answer in your own words.• quote two specific details or examples from the text that support

your explanation.

QuestionAnswer in Your

Own WordsTwo Details from the Text That

Support Your Answer

How do P-waves move?

What kinds of matter do

P-waves move through?

In what direction do

P-waves spread out?

80 © Teachers’ Curriculum InstituteLesson 4 Which Waves Travel Through Earth?


Fine Arts

Fine Arts At-Home Learning Grades K-5

2020 Fine Arts At-Home Learning

GRADE K-5

Learning Summary: MUSIC

Student will continue to build on music skills and knowledge previously acquired during weekly fine arts classes.

RESOURCES Access Your Online Quaver Student Access Account For FIRST-TIME users:

1. Go to the Clover Park website.

2. Click: Student

3. Choose District Learning Apps from the drop-down menu.

4. Click: Clever Portal

5. Click: Log in with Active Directory

6. Put in your Username and Password.

7. Scroll down until you see QuaverMusic.com.

8. Click: Quaver

9. Click: No I Need a New Account Note: If you choose Access QuaverMusic with Adobe Flash, you will need to click on the yellow Student tab at the bottom of the screen to go to Assignments.

10. Click: Student (at bottom of page)

11. Click: Assignments

12. Click on the lesson your teacher assigned, & click Launch.

MUSIC LESSON

Log in to your Quaver account to see the music lesson your fine arts teacher has assigned for you. Upon completion, your fine arts teacher will review your work and give you feedback.



Access K-5 Weekly Quaver Music Lesson at Home!

Dear Student & Family, To continue building your musical talents, log into your student Quaver account from home and complete a weekly lesson your teacher has assigned for you. If you have never logged in from home, see below for instructions on how to do so. HOW TO ACCESS QUAVER FROM HOME: 1. Decide if you want to use Flash or not. (See

screenshot at right.)

The first time you enter Quaver, you’ll see the Flash decision page. You may complete your lessons with or without Flash. However, you need Flash to enable your avatar.

At any time, you can switch back to using Flash. Scroll down to the bottom the page and click "CLICK TO ACCESS QUAVERMUSIC WITH FLASH.”

2. Get to know your Student Dashboard

Your QuaverMusic.com experience all happens right here on the Student Dashboard! Your teacher’s weekly assignment will be waiting for you here. Click “Assignments.”

Additionally, consider exploring… Student Interactives: Explore a full

menu of additional engaging web-based activities.

Creatives: Compose your own pieces on piano, drums, guitar and more! QuaverBooks: Explore digital books about musical styles and time periods and take quizzes to test

what you’ve learned.



¡Accede la Lección Semanal de Música Quaver K al 5 en tu Casa!

Estimado(a) Estudiante y Familia: Para continuar desarrollando tus talentos musicales, inicia sesión (log into) en tu cuenta de estudiante Quaver desde tu casa y completa la lección semanal que tu maestro(a) te ha asignado. Si nunca has iniciado una sesión desde tu casa, consulta abajo las instrucciones sobre cómo hacerlo. CÓMO ACCEDER QUAVER DESDE LA CASA: 3. Decide si quieres usar Flash o no. (Ver imagen a

la derecha).

La primera vez que ingreses a Quaver, verás la página de la decisión si usar Flash o no. Tú puedes completar tus lecciones con o sin Flash. Sin embargo, necesitas usar Flash para habilitar tu avatar.

En cualquier momento, puedes volver a usar Flash. Deslízate hacia la parte inferior de la página y haz clic en "CLICK TO ACCESS QUAVERMUSIC WITH FLASH” (Clic para Acceder Quavermusic con Flash).

4. Familiarízate con tu Dashboard (Tablero) de

Estudiante

¡Tu experiencia QuaverMusic.com ocurre aquí mismo en el Dashboard del Estudiante! Las asignaturas semanales de tu maestro(a) te estarán esperando aquí. Haz clic en “Assignments” (Asignaturas).

Adicionalmente, considera explorar… Estudiantes interactivos: Explora un

menú completo de atractivas actividades basadas en la Internet.

Creativos(as): ¡Puedes componer tus propias piezas en piano, batería, guitarra y más! QuaverBooks: Explora libros digitales sobre estilos musicales, épocas musicales en el tiempo y toma

pruebas (quizzes) para probar lo que has aprendido.

Social

Emotional

Learning

Tacoma Arts Live

LENS Project

Resources

Documents

Grade 4 Family Resources Grade Week 11...Grade 4 Week 11 English Language Arts At-Home Learning o “Buffalo Music” and “Saving Bison from Extinction” are different genres (story