Mrs. Weiss



Welcome Back to Mrs. Weiss’ Home Page for the 2019-2020 School Year

LESSON PLAN FOR APRIL 1-3  You don’t need to be online for any assignments except a few on YOU TUBE.


This page is designed to keep students and families informed of classroom happenings, school events, homework and assessment updates. Please check back weekly to ensure you are up to date with all of our information and thanks for visiting this web page. You can reach me at anytime through my email of

Hello and a warm welcome to another wonderful year of academic and social growth at Sierra Nevada Academy Charter School.  I am Maxine Weiss and I have been teaching for 29 years, 21 of those years have been at SNACS.  I will be instructing 4th Grade Mathematics, Science, Reading, Writing, Social Studies, and STEAM (Science, Technology, Engineering, Art and Agriculture, plus Math).

Students should read everyday of the break and practice multiplication fact families one through twelve.  Extra Credit packets will be handed out to continue practice on 4th Grade concepts in preparation of the upcoming Smarter Balance end of the year evaluation.



Please note that each 4th Grade student is required to read his/her Accelerated Reading Book for at least 30 minutes, 6 days a week and fill in AR Reading Log due Monday through Friday for a daily grade. The Log is extremely helpful to review in preparation for the computerized test required to receive points. Please ask your child daily about the percentage toward her goal.


4/10-5/10: Barnes and Noble Young Author’s Debut date TBD


In order to be successful in 4th Grade math, all students who have not mastered multiplication fact families yet must work daily to do so.  We will practice these facts in class and students are expected to do so at home as well.

Information for Fourth  Grade Students and Parents/Guardians



  • Read and discuss books with your child
  • After reading a story together, talk with your child about his/her favorite part, the characters, settings, and main events
  • Have your child retell the story in his/her own words
  • Set up a reading and writing station, complete with materials to encourage reading, writing, and drawing
  • While reading with your child, discuss differences in punctuation such as periods, commas, exclamation points, semi- colons, colons, question marks etc.
  • Help your child understand dialogue and how it is written with quotations
  • Engage your child in story telling
  • Take trips to libraries to find fiction and non-fiction books to read


In order to succeed in school, students must attend classes every day. Our daily schedule includes activities appropriate to each student’s unique learning style and academic needs, therefore it is important that all students participate.  To accommodate absences, your child will have the number of days absent plus one more day to make up any assignments.  It is the responsibility of the student to speak with me concerning missed work.


Average daily homework for 4th Graders is typically up to 40 minutes of per day.  Homework generally includes AR reading and math reinforcement worksheet or activities.

Extra Credit:  I am always happy to accept assignments beyond those that are assigned, for extra credit points.  Extra credit assignments may include and are not limited to:

  • A written summary, drawing, diorama, power point, or class presentation of any mathematics, science, engineering, or agriculture topic as well as visits to museums, and local/state/national parks. (Photos optional)
  • Demonstration of a math or science concept presented to the class

The third quarter of the 2019-2020 school year will again include 30 minutes of AR reading and written summary due 5 days a week.  A daily grade of 10 points will be assigned and will impact your child’s ELA grade.  Please be sure to monitor this activity and sign or initial the Homework Reading Log.  Reading growth depends on this daily activity!


Parent/Guardian, Student, and Teacher conferences are held three times per year.  However, conferences can be held whenever the need arises.  Conference sign-up forms will be sent home preceding conference dates.  The next conference dates are January 30 and 31, 2020.  Early dismissals both days at 11:00 am.


Water bottles are encouraged and students may keep them on their desks.  Water is the only drink that is allowed during the academic periods.  Other healthy drinks are allowed at Snack Break and Lunch.


Nevada Academic Standards for Mathematics, Science, English Language Arts, and Social Studies are the guide lines I use for planning lessons and activities. Our curriculum will consist of Envision MATH Common Core, Pearson Reading Street, Project Tahoe and Weekly News, Pearson Interactive Science, and Agriculture in the Classroom Matrix .

is an important key in a successful learning program and weekly tests in Science, Math, Writing and Reading will help me plan and present lessons based on each child’s academic needs. Quarterly STAR Reading tests and trimester Measure of Academic Success tests (MAPS) will all play a part in preparing for the Smarter Balanced assessment at the end of the school year.


On task behavior in the classroom is advantageous for everyone for it allows students to experience a productive learning environment.  Individual, small group, and class “positive points” will be accumulated for rewards such as extra physical education time, parties, board game time, etc.  Behavior grades are placed in Infinite Campus weekly so that parents/guardians can see how well students are doing.


Parents, you are encouraged to read with your child the Sierra Academy Charter School Student Handbook which is found online at  The dress code and 4th Grade grading scale is found in this handbook.  Weekly attendance recognition drawings will be held for those students who are in school daily.

THE REALLY BIG PROJECTS FOR THE YEAR: (Written requirements for each project will be sent home.)

  • September—Tissue paper balloons for the Great Reno Student Balloon Launch
  • October–Farm-Ranch-Mining Day Demonstration/Model/Info Poster Project and Nevada Brownie which is a project to celebrate our state’s natural resources
  • November—Young Author Published Book and Build a City
  • December–Graham Cracker Homestead Engineering project to practice scale model construction
  • January–Science Fair Investigation, Journal, and Project Board for SNACS Science Fair
  • February—Science Game and Invention Convention
  • March –Math Game
  • April–Egg Drop Engineering project
  • May–Earth Day Conservation Project with Information board plus Recycled Art Project Competition
  • May–Dream Theme Park Competition


  • Our class will engage in community service through the following activities
  • The Reno Great Balloon Race
  • Farm Day
  • Fall Fund Raiser
  •  SNACS-giving
  • Reindeer Grams Fund Raiser
  • Holiday Boutique Fund Raiser
  • Floating Valentine Fund Raiser
  • Spring Baskets Fund Raiser
  • Fun Run and Earth Day


Miss Lilly will instruct this weekly activity for our class.  Students will prepare for a mini production to present to an audience.


SNACS follows nutritional guideline and promotes healthy snacks and lunches.  Sodas or any drinks with caffeine are discouraged.  Microwaves are available for heating food during lunch time only. School breakfast and lunch can be purchased daily.  The cost for breakfast is $2.20, lunch is $3.85, and milk is 75 cents.


Parents and Guardians please know that you are always welcome in the classroom. I am often in need of volunteers to assist students with daily classroom activities, correct papers, or set up labs for math, science, and engineering. You can fulfill your required volunteer hours in this way. Please be sure to complete the volunteer requirements of forms, fingerprinting, and background check in order to help in the classroom or assist with field trips and other school activities. The school office staff will be happy to assist you with this. Volunteer hours can also be accumulated by donating items for the school and classroom. Please check with the school office for a list of needed items.


It is the expectation of SNACS that all students will attend field trips and participate in all school activities.  If you have questions concerning this expectation, please let me know.  


You can always speak with me by phone before school starts and after dismissal (3:15 pm).  My cell number is 775-230-1603.  During the school day, you may call the SNACS school office at 775- 677-4500, and they can transfer the call so that you may leave a message.  If you prefer to contact me through email, my address is



A quick and easy way to reach me on a daily basis is through the Class Dojo program. You simply need to sign up on line and send me messages on your phone.  Students will receive information concerning this program the first day of the new school year





Math Common Core State Standards


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.
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.1
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.

Gain familiarity with factors and multiples.

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.

Generate and analyze patterns.

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.

Mathematical Practices

  • Reason abstractly and quantitatively
  • Look for and make use of structure
  • Look for and express regularity in reasoning
  • Model with mathematics
  • Attend to precision
  • Construct viable arguments and critique the reasoning of other



That’s Scientifically Exciting!!!

Image result for next generation science standards logo


4th Grade Science Concept Standards for the School Year

The performance expectations in fourth grade help students formulate answers to questions
such as: “What are waves and what are some things they can do? How can water, ice, wind
and vegetation change the land? What patterns of Earth’s features can be determined with the use of maps? How do internal and external structures support the survival, growth, behavior, and reproduction of plants and animals? What is energy and how is it related to motion? How is energy transferred? How can energy be used to solve a problem?” Fourth grade performance expectations include PS3, PS4, LS1, ESS1, ESS2, ESS3, and ETS1 Disciplinary Core Ideas include the following:  Students are able to use a model of waves to describe patterns of waves in terms of amplitude and wavelength, and that waves can cause objects to move. Students are expected to develop understanding of the effects of weathering or the rate of erosion by water,ice, wind, or vegetation. They apply their knowledge of natural Earth processes to generate and compare multiple solutions to reduce the impacts of such processes on humans. In order to describe patterns of Earth’s features, students analyze and interpret data from maps. Fourth graders are expected to develop an understanding that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. By developing a model, they describe that an object can be seen when light reflected from its surface enters the eye. Students are able to use evidence to construct an explanation of the relationship between the speed of an object and the energy of that object. Students are expected to develop an understanding that energy can be transferred from place to place by sound, light, heat, and electric currents or from object to object through collisions. They apply their understanding of energy to design, test, and refine a device that converts energy from one form to another. The crosscutting concepts of patterns; cause and effect; energy and matter; systems and system models; interdependence of science, engineering, and technology; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas. In the fourth grade performance expectations, students are expected to demonstrate grade-appropriate proficiency in asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas.

         Reading opens doors to our world”

4th Grade English Language Arts Common Core Standards for March

CCSS Literature 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS Literature 2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

CCSS Literature 3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

CCSS Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

CCSS Writing 3.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.

CCSS Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

CCSS Writing 7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.

CCSS Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS Language 1.f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

CCSS Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS Language 2.d. Spell grade-appropriate words correctly, consulting references as needed.

CCSS Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

CCSS Language 4.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

CCSS Language 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

CCSS Speaking/Listening 1.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

CCSS Speaking/Listening 1.d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion


“Our History is the Key to Our Future”

Social Studies Nevada Academic State Standards for the School Year

Nevada Past and Present Power and Politics

People and ideas (H)SS.4.13.Analyze the diverse population of Nevada’s early inhabitants, natives, and settlers and discuss their unique experiences and contributions.Nevada history
(H)SS.4.14.Evaluate the development and evolution of Nevada’s symbols, mottoes, and slogans.Social justice,consciousness, and action
(MC)SS.4.15.Analyze how racism and discriminatory practices have led to oppression in Nevada.
SS.4.16.Analyze how diverse individuals and groups in Nevada led movements for social justice in response to discriminatory practices.Respectful engagement with diverse people
(MC)SS.4.17.Analyze the impact of Native people on the culture of Nevada.
SS.4.18.Identify and analyze the diversity and cultural traditions of Nevada’s people, including but not limited to: Native communities, Basque communities.Diverse contributions made by men and women from various racial and ethnic backgrounds, including,without limitation,information relating to contributions and impact
(MC)SS.4.19.Identify the contributions of culturally, racially, and ethnically diverse individual Nevadans to the advancement of Nevada. Civic dispositions and democratic principles
(C)SS.4.20.Evaluate how core civic dispositions and democratic principles have guided and/or continue to guide local and state government in Nevada.Processes, rules, andlaws
(C)SS.4.21.Identify and discuss examples of rules, laws, and authorities that keep people and property safe and secure in the state of Nevada.
SS.4.22.Investigate how interest groups have influenced the political, social, and cultural landscape of Nevada.Geographic representations
(G)SS.4.23.Create maps that include human and physical features and that demonstrate spatial patterns in Nevada.Human environment interaction
(G)SS.4.24.Examine how and why Nevada’s landscape has been impacted by humans.
SS.4.25.Analyze how technological changes have impacted the environment and economy of Nevada.Human population,movement, and patterns
(G)SS.4.26.Describe the differences in population distribution across Nevada.

 Nevada-Past & Present

(E)SS.4.27.Using historical and contemporary examples discuss the importance of major industries in Nevada’s economy.SS.4.28.Describe the intended and unintended consequences of decisions made regarding limited and shared resources in Nevada.

National Economy

(E)SS.4.29. Investigate the role of Nevada’s economy in relation to the national economy.Savings and spending

(FL)SS.4.30.Explain the benefits of saving and methods of saving, including but not limited to: financial institutions and saving athome.Credit and debt

(FL)SS.4.31.Identify methods of payment for goods and services.Insurance, investing,and risk

(FL)SS.4.32.Determine the consequences of sharing personal information with others.College and career preparedness

(FL)SS.4.33.Examine jobs related to a career of interest

Geographic representations (G)
SS.4.23. Create maps that include human and physical features and that demonstrate spatial patterns in Nevada.
Human Environment Interaction (G)
SS.4.24. Examine how and why Nevada’s landscape has been impacted by humans.
SS.4.25. Analyze how technological changes have impacted the environment and economy of Nevada.
Human Population Movement, and Patterns(G)
SS.4.26. Describe the differences in population distribution across Nevada.

Science: www.pearson

Home Connect is a website that allows parents to check Accelerated Reading Goals:

Accelerated Reader List that shows reading level as well as points:

A.R. practice tests to check for comprehension:

Infinite Campus Parent Portal:

Engineering Website:

School Success Tip: Plan for Reading Time Everyday!

overload hw

Plan for a time to read each day as a regular portion of your homework so you don’t end up overloaded trying to reach your goal at the end of the quarter.

Parents/Guardians: Please ask your student for the test result of the STAR READING assessment, it also shows the Zone of Proximal Development  (ZPD) as well as point goals.

Questions or comments contact Mrs. Weiss at 677-4500.