Printable set — Volume 1

Pilot home

Day 1 — Welcome to Fourth Grade

Student goal

“I can explain and apply the key skill in welcome to fourth grade.”

4.1.L.14.1.S.2

Vocabulary cards (cut along the dashed lines)

goal

What you are trying to learn or do.

Example: My goal is to restate the lesson goal in my own words.

evidence

Proof that supports an answer — a detail, example, or strategy step.

Example: She gave evidence by pointing to the clue words.

strategy

A plan you follow to solve or learn something.

Example: His strategy was to name the place value first.

artifact

Something you make that shows your learning.

Example: Her paragraph was the artifact for the writing lesson.

mastery

Showing you can do a skill on your own.

Example: The mastery task had two fresh items.

Guided item 2 — Goal restatement organizer

New goal	I can describe my learning community.
In my own words it means
I could show it by

Independent artifact page

Assignment: Produce one independent artifact demonstrating welcome to fourth grade and include at least one named piece of evidence, strategy step, or explanatory detail.

Mastery rubric

1 point: accurate answer
1 point: relevant evidence or strategy named
1 point: logical explanation
1 point: complete independent artifact
Support used is recorded separately from the score.

Home-study log

Teach someone at home the 9-step lesson routine: goal, prior knowledge, model, three guided items, independent task, mastery task, close.

Date:

Active minutes (25–40):

Materials:

Exact support given:

Learner artifact:

Status (Complete / In Progress / Rescheduled):

Adult records date, 25–40 active minutes, materials, exact support given, learner artifact, and Complete / In Progress / Rescheduled. KidSmart—not the parent—plans the week.

Evidence log

Step	First response	Support used	Revision	Final evidence
1. Read the goal
2. Prior knowledge
3. Watch the lead model
4. Guided item 1
5. Guided item 2
6. Guided item 3
7. Independent task
8. Mastery task
9. Close

Day 2 — Reading & Vocabulary Baseline

Student goal

“I can explain and apply the key skill in reading & vocabulary baseline.”

4.4.R.24.4.R.34.4.R.54.2.PWS.2

Vocabulary cards (cut along the dashed lines)

migrate

To move from one place to another, often with the seasons.

Example: Geese migrate south in the fall.

fragile

Easily broken or damaged.

Example: The fragile glass ornament needed soft wrapping.

predict

To say what will happen using clues (pre- = before).

Example: I predict it will rain because the sky is dark.

enormous

Very, very big.

Example: An enormous ship filled the harbor.

construct

To build (con- = together, struct = build).

Example: They will construct a bridge over the creek.

Guided item 2 — Word-part organizer

Word	rebuild
Parts	re- + build
Part meanings	re- = again; build = make
My definition

Independent artifact page

Assignment: Produce one independent artifact demonstrating reading & vocabulary baseline and include at least one named piece of evidence, strategy step, or explanatory detail.

Mastery rubric

1 point: accurate answer
1 point: relevant evidence or strategy named
1 point: logical explanation
1 point: complete independent artifact
Diagnostic baseline day: practice counts; no punitive grade. Support used is recorded separately.

Home-study log

Find three new words in a book at home. For each, use context clues or word parts to define it, and write the clue words you used.

Date:

Active minutes (25–40):

Materials:

Exact support given:

Learner artifact:

Status (Complete / In Progress / Rescheduled):

Adult records date, 25–40 active minutes, materials, exact support given, learner artifact, and Complete / In Progress / Rescheduled. KidSmart—not the parent—plans the week.

Evidence log

Step	First response	Support used	Revision	Final evidence
1. Read the goal
2. Prior knowledge
3. Watch the lead model
4. Guided item 1
5. Guided item 2
6. Guided item 3
7. Independent task
8. Mastery task
9. Close

Day 3 — Math & Place Value Baseline

Student goal

“I can explain and apply the key skill in math & place value baseline.”

4.N.1.14.N.1.24.N.1.4

Vocabulary cards (cut along the dashed lines)

place value

What a digit is worth because of where it sits in a number.

Example: In 345, the 4 means 40 because it is in the tens place.

digit

One of the symbols 0–9 used to write numbers.

Example: The number 7,208 has four digits.

expanded form

A number written as the sum of each digit’s value.

Example: 345 = 300 + 40 + 5.

standard form

A number written with digits in the usual way.

Example: Three hundred forty-five in standard form is 345.

compare

To tell which number is greater, less, or equal.

Example: Compare 510 and 501: 510 is greater.

Guided item 2 — Place-value chart for 507,340

Hundred-thousands	5
Ten-thousands	0
Thousands	7
Hundreds	3
Tens	4
Ones	0

Independent artifact page

Assignment: Produce one independent artifact demonstrating math & place value baseline and include at least one named piece of evidence, strategy step, or explanatory detail.

Mastery rubric

1 point: accurate answer
1 point: relevant evidence or strategy named
1 point: logical explanation
1 point: complete independent artifact
Diagnostic baseline day: practice counts; no punitive grade. Support used is recorded separately.

Home-study log

Find a six-digit number in the real world (a town population, a stadium capacity). Write it in standard form, expanded form, and words.

Date:

Active minutes (25–40):

Materials:

Exact support given:

Learner artifact:

Status (Complete / In Progress / Rescheduled):

Adult records date, 25–40 active minutes, materials, exact support given, learner artifact, and Complete / In Progress / Rescheduled. KidSmart—not the parent—plans the week.

Evidence log

Step	First response	Support used	Revision	Final evidence
1. Read the goal
2. Prior knowledge
3. Watch the lead model
4. Guided item 1
5. Guided item 2
6. Guided item 3
7. Independent task
8. Mastery task
9. Close

Day 4 — Fourth Grade Writing Baseline

Student goal

“I can explain and apply the key skill in fourth grade writing baseline.”

4.3.W.24.2.W.14.4.W.14.5.W.1

Vocabulary cards (cut along the dashed lines)

topic sentence

The sentence that tells what a paragraph is about.

Example: Sea otters are remarkable problem-solvers.

evidence

Facts or details that support the topic.

Example: Otters use rocks to crack open shellfish.

detail

A small piece of information that builds the idea.

Example: Add one detail about what otters eat.

closing sentence

The sentence that wraps up the paragraph.

Example: That is why otters are such clever animals.

paragraph

A group of sentences about one main idea.

Example: Her paragraph had five sentences.

Guided item 2 — Paragraph organizer — Why bees matter

Topic sentence	Bees matter because they pollinate the plants we eat.
Detail 1
Detail 2
Closing sentence

Independent artifact page

Assignment: Produce one independent artifact demonstrating fourth grade writing baseline and include at least one named piece of evidence, strategy step, or explanatory detail.

Mastery rubric

1 point: accurate answer
1 point: relevant evidence or strategy named
1 point: logical explanation
1 point: complete independent artifact
Diagnostic baseline day: practice counts; no punitive grade. Support used is recorded separately.

Home-study log

Write an informative paragraph about something at home (a pet, a plant, a favorite object) with a topic sentence, two evidence details, and a closing sentence.

Date:

Active minutes (25–40):

Materials:

Exact support given:

Learner artifact:

Status (Complete / In Progress / Rescheduled):

Adult records date, 25–40 active minutes, materials, exact support given, learner artifact, and Complete / In Progress / Rescheduled. KidSmart—not the parent—plans the week.

Evidence log

Step	First response	Support used	Revision	Final evidence
1. Read the goal
2. Prior knowledge
3. Watch the lead model
4. Guided item 1
5. Guided item 2
6. Guided item 3
7. Independent task
8. Mastery task
9. Close

Day 5 — Goals, Wellness & Learning Community

Student goal

“I can explain and apply the key skill in goals, wellness & learning community.”

4.1.S.14.1.S.2

Vocabulary cards (cut along the dashed lines)

goal

Something specific you plan to achieve.

Example: Her goal is to read 20 minutes each evening.

habit

Something you do regularly without having to decide each time.

Example: Stretching after lessons is a healthy habit.

community

A group of people who learn and help together.

Example: Our learning community shares materials.

agreement

A promise the group makes together.

Example: One agreement is to listen while others speak.

wellness

Taking care of your body and mind so you can learn.

Example: Sleep and movement breaks support wellness.

Guided item 2 — Goal organizer

My goal
Steps I will take
How I will know it worked

Independent artifact page

Assignment: Produce one independent artifact demonstrating goals, wellness & learning community and include at least one named piece of evidence, strategy step, or explanatory detail.

Mastery rubric

1 point: accurate answer
1 point: relevant evidence or strategy named
1 point: logical explanation
1 point: complete independent artifact
Support used is recorded separately from the score.

Home-study log

Share your learning goal with your family. Together, choose one wellness habit to practice this week (movement breaks, sleep routine, water, asking for help).

Date:

Active minutes (25–40):

Materials:

Exact support given:

Learner artifact:

Status (Complete / In Progress / Rescheduled):

Adult records date, 25–40 active minutes, materials, exact support given, learner artifact, and Complete / In Progress / Rescheduled. KidSmart—not the parent—plans the week.

Evidence log

Step	First response	Support used	Revision	Final evidence
1. Read the goal
2. Prior knowledge
3. Watch the lead model
4. Guided item 1
5. Guided item 2
6. Guided item 3
7. Independent task
8. Mastery task
9. Close