Grade Band: Unit 19 Scientific Inquiry Intermediate...

Grade Band: Intermediate Unit 19 Unit Target: Scientific Inquiry Unit Topic: Intermediate Science Fair

© 2013 n2y ULS, November 2013

Intermediate Science Fair

This unit explores scientific inquiry and the scientific method. Students learn about the different areas of science—life science, earth and space science and physical science. They also learn a simplified scientific method and use it to participate in a variety of scientific investigations, including a project for a class science fair.

Lesson Activities Description

1 Leveled Book Will It Stick? 2 • Read and Answer Lesson 1 Comprehension 3 Easy Read Book Science Fair Day 4 • Read and Answer Lesson 3 Comprehension 5 Nonfiction Article 1 “Using the Scientific Method” 6 Nonfiction Article 2 “How to Make a Science Fair Project” 7 High-Frequency Word Wall 18 Word Cards 8 • High-Frequency Spelling List 1 Spelling and Word Study List 1 9 • High-Frequency Spelling Lists 2 and 3 Spelling and Word Study Lists 2 and 3

10 Letter-Sound Sort Short Vowel o; Initial Consonants b, l, r, w, k, dr 11 Vocabulary Bingo Being a Scientist 12 Scrambled Sentences Sentences From Lessons 1 and 3 13 Literary Experience (Fiction) No Fair Science Fair 14 Edit It Science Time 15 Writing Time My Science Fair Project 16 Number Sense It Sticks! 17 Survey and Chart Which Food Has More Seeds? 18 Money Sweet, Salty, Sour 19 Telling Time Off to the Science Fair 20 It’s a Fraction Science Fair Display Boards 21 Measure It! Ice Cream in a Bag 22 Crafty Kid Magnetic Butterfly Mobiles 23 Geometry/Spatial Sense At the Science Fair 24 Algebra/Patterns States of Matter 25 Information Please Diagram of a Flower 26 Related Content Exploring Solids, Liquids and Gases 27 Related Content Push and Pull 28 Science Experiment Let’s Have a Science Fair 29 History Timeline Life Cycle of a Frog 30 Journal Writing Monthly Topics



Standards Connection Intermediate Content Unique Instructional Targets:

Standards for Scientific Inquiry • Observe and ask questions about the natural environment. • Plan and conduct simple investigations. • Use tools to gather data. • Analyze data to reach an explanation. • Communicate with others about investigations.

Unique Differentiated Tasks: Level 3 Level 2 Level 1 • Students will follow steps of a scientific

process related to grades 3–5 science topics.

• With support, students will follow steps of a scientific process related to grades 3–5 science topics.

• Students will actively participate in a scientific process related to grades 3–5 science topics.

The Scientific Method The scientific method is the process scientists use to learn and study the world around us. It can be used to study anything from a rock, to a person, to a planet. In Lesson 5, students are introduced to a simplified five-step version of the scientific method through the article, “Using the Scientific Method.” These steps are then used in a variety of activities throughout the unit. As you work through this unit’s lessons, encourage students to use the scientific method to think like scientists. Encourage them to observe, ask questions and make and check predictions.

Life Science Life science is the study of living things. It includes the study of plants, animals and humans. In this unit, students participate in a variety of investigations that deal with the life sciences. In Lesson 17, students investigate the number of seeds in various foods. In Lesson 25, students use a diagram to learn about the parts of a flower. In Lesson 29, students learn about the life cycle of a frog. Throughout the unit, talk with students about living and nonliving things and help them classify the activities they participate in as life science or physical science.

Physical Science Physical science is the study of nonliving materials. It includes the study of objects, as well as their properties. In this unit, students participate in a variety of investigations that deal with the physical sciences. In Lesson 1, students read about and investigate magnets and the objects they attract. In Lesson 21, students observe chemical changes as they make ice cream. In Lesson 26, students make Oobleck, a material that is both a solid and a liquid. And in Lesson 27, students participate in a variety of activities exploring force and motion. Physical science is best understood through hands-on exploration. Throughout the above activities, allow time for both guided and unguided exploration. Talk with students about what is happening and the changes they observe.

Let’s Have a Science Fair A science fair is a fun way to have students apply their learning from this unit. In Lesson 6, students are introduced to the idea of creating a science fair project through the article, “How to Make a Science Fair Project.” In Lessons 27 and 28, students choose and complete a science fair project. Throughout the unit, work with students to plan a class science fair. Choose a date, make plans for how and when students will work on their projects and talk with students about ways they might present their projects. When the day of the fair arrives, invite parents or other classes to come see the students’ projects.

The n2y Library has several books that may build understanding of life science and physical science concepts.

• Simon Goes to a Science Fair (Level E) describes a science fair and what Simon sees there. • What Is a Magnet? (Level F/G) introduces how magnets work and what they are attracted to. • Elements of Metal (Level H/I) extends the concept of metals and what they are made of. • Solid, Liquid and Gas Homework (Level E) follows Hana as she learns about solids, liquids and gases. • Freeze and Melt (Level H/I) describes various materials in their liquid and solid states. • Exploring Solids and Liquids (Level H/I) explores solids and liquids through foods and cooking. • How Does It Move? (Level F/G) follows Simon as he learns about forces, motion and gravity. • Push and Pull (Level H/I) describes how motion is created by pushing and pulling. • Force and Mass in Motion (Level H/I) presents the concepts of force and mass and how they affect speed. • What Is Gravity? (Level F/G) follows Simon as he learns about gravity. • A New Plant! (Level F/G) follows Simon as he learns about the life cycle of a plant. • Life Cycle of a Person (Level H/I) presents the life cycle of a human from baby to old age.



Lesson 1 Instructional Targets

Reading Standards for Literature • Range and Level of Text Complexity: Experience grade level and age-appropriate literature materials, including stories, poems, plays, fiction and nonfiction works

that are adapted to student reading level. Reading Standards for Foundational Skills • Fluency: Read appropriately Leveled Books with accuracy and fluency. Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan Leveled Book: Will It Stick?

Lesson 1 provides a simple book in three distinct reading levels. Emerging readers may engage in the same content when selecting the appropriate level based on individual abilities, needs or reading goals. This Leveled Book is presented in three leveled formats: Level D, Level A and Level aa (captioned). Select the level appropriate for each student.

The content of the Leveled Book deals with magnets and their attraction to metal. When they have finished the book, students should be able to describe several things that magnets stick to.

• Introduce the story by talking about experiments. Ask, “What is an experiment? Have you ever done an experiment before?” Explain that an experiment is a test you do to answer a question. Tell students that they are going to read about an experiment with magnets. The character in the story, Mike, wants to answer the question, “Will it stick?”

• On the first reading, do a picture walk. Note pictures of the items Mike uses in his experiment. Emphasize that some of the items are made of metal and some are not. Discuss how a magnet can stick to metal. Ask, “Do you have magnets at home? What do you use them for?” Point out that students might have magnets at home on their refrigerators. The magnets are probably holding up important papers, pictures or a calendar.

• Read the story aloud to model fluency. After reading the story, use the last page of the book to ask questions about which items stick. • As a group, reread the story with pauses for key words to encourage participation. Encourage choral reading of the repeated line. Provide students with supports for

page turning and interaction while they are reading. • During independent or paired reading, focus on individual student reading abilities with text or supported-text versions. It is likely that students may read different

levels for different purposes each day when building reading skills. • Support student reading, using the communication board to do so. • Follow up reading with discussion on why magnets stick to some metals but not others. Ask, “Have you ever had a magnet that did not stick to metal?” Explain that

magnets stick to some metals but not others. Whether or not a magnet sticks depends on what material the metal is made out of. For example, magnets stick to most refrigerators, but they often will not stick to refrigerators that are made out of a shiny material called stainless steel. Magnets will not stick to stainless steel because of the nickel that is added.

Extension: Let’s Learn About Magnets Follow up the reading of Will It Stick? by allowing students to experiment with magnets.

You will need: • magnet • variety of small objects (metal and non-metal) • copies of the Will It Stick? data sheet

Directions

1. Pass out the magnets and objects and allow time for unguided exploration. 2. Guide students in recording each object on the data sheet. Then have them

test the objects and record their results.

This activity may be done individually by students or as a whole class.

Standards Connection • Use the book features and the pictures to continue interaction with the book. • Have students locate the title, the author and the illustrator of the book. • Invite students to identify and describe characters, setting and events from the story pictures. • With students, read the text to determine whether this story is told by the author or by one of the characters in the story.

Comprehension questions from Leveled Books are based on the highest level in the series. These books may be read aloud to help students at all levels gain meaning.

Pre- and post-assessments are available through Monthly Checkpoints.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will independently read literature: stories,

poems, plays, fiction and nonfiction works that have been adapted to student reading level.

• Students will independently read text stories that are selected at the personal reading level.

• Students will read supported and shared literature: stories, poems, plays, fiction and nonfiction works that have been adapted to student reading level.

• Students will state a word or point to a picture of an omitted word during shared reading.

• Students will read leveled text that is supported with picture symbols.

• Students will actively participate in supported reading of literature: stories, poems, plays, fiction and nonfiction works that have been adapted to student ability level.

• Students will state a sentence from a story through an active participation response (e.g., voice output device, eye gaze choice board).

Resources and Materials Notes Leveled Book: Will It Stick? Communication board Will It Stick? data sheet Standards Connection Lesson 1

Supporting pictures to use with the data sheet may be downloaded from SymbolStix Online, which is available at no cost to all Unique subscribers at: n2y.com



Standards Connection Lesson 1 Instructional Targets

Reading Standards for Literature • Key Ideas and Details: Describe characters, setting and events in a story. • Integration of Knowledge and Ideas: Use illustrations and multimedia to describe the meaning of text. Reading Standards for Literature and Informational Text • Craft and Structure: Use text features (charts, bolded words, etc.) and illustrations to locate information in a text. Identify the

point of view of a story (first person: character tells; third person: writer tells).

Differentiated Tasks Level 3 Level 2 Level 1 • Students will use text features to locate specific

information in a text. • Students will describe characters, setting and

events in a story. • Students will describe characters and events

based on illustrations and other visuals from a story.

• Students will identify the point of view of a story by determining who is telling the story (writer or character).

• Students will use picture supports to locate specific information in a text.

• Students will use picture supports to identify characters, setting and events from a story.

• Students will point to pictures within a story to identify named characters and events.

• Students will identify a character who is telling a story.

• Students will identify a picture of an event from a story.

• Students will select a picture to identify a character or an event from a story (single option or errorless choice).

• When presented with an illustration from a story, students will select a character or an event.

• Students will identify a picture of a character from a story.

Tell students to use features and pictures from the book to discuss, locate and answer these questions.

What is the title of this story?

Who is the author of this story?

Who is the illustrator of this story? ______________________________________________________________________________________________

Who are the characters in this story? Describe a character.

Where did this story happen? Describe the place.

What happened in this story? Describe the event. ______________________________________________________________________________________________

Who is talking in this story?

Author Character




Reading Standards for Literature • Key Ideas and Details: Answer questions and locate details in text to support an answer. Summarize a story to show understanding of the

main theme and details. Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan

Read and Answer: Will It Stick? Comprehension activities extend beyond “checking” what students remember from reading. During instruction, students learn to refer to the book, using both illustrations and text, to locate answers to questions. Students recognize types of responses appropriate to who, what and where formats. Question responses may also provide students with a foundation for story retell. Reread the Leveled Books and repeat comprehension activities throughout the unit to increase students’ skills in multiple areas of comprehension. After reading (and rereading) Will It Stick?, use the comprehension worksheets as a guide for students to answer questions about the book. Choose the most appropriate worksheet on the basis of each student’s needs. Level 3 is text only. Level 2 is symbol-supported. Level 1 is written in a sentence strip format, allowing students to select from multiple choices or one errorless picture choice.

1. What does Mike have? (stick, magnet, book) 2. What sticks to the magnet? (scissors, glue, crayon) 3. What sticks to the magnet? (book, eraser, paper clip) 4. What does not stick to the magnet? (scissors, crayon, pushpin) 5. What does not stick to the magnet? (pushpin, paper clip, pencil)

The questions on the comprehension worksheets provide picture and text support to identify key details or sequence of events in the story. Use these questions to encourage students to retell the story. Talk about the story’s main message or main idea as outlined by the comprehension questions.

Standards Connection • Use the format of this connection to build retelling and summarizing skills. Build communication skills by using the augmentative supports

needed for each student. Comprehension questions from Leveled Books are based on the highest level in the series. These books may be read aloud to help students at all levels gain meaning. Pre- and post-assessments are available through Monthly Checkpoints.

Differentiated Tasks

Level 3 Level 2 Level 1 • Students will independently read

questions about a story and write, speak or select an answer.

• Students will retell a story, including the main idea and key details.

• Students will point to or select a picture from a choice of three in response to a who, what or where question about a story.

• Students will use picture supports to retell key details from a story.

• Students will respond to a question by choosing a single option or errorless picture.

• Students will retell key details from a story through an active participation response (e.g., voice output device, eye gaze choice board).

Resources and Materials Notes

Worksheets for Read and Answer Sentence strips and picture cards Standards Connection Lesson 2




Reading Standards for Literature • Key Ideas and Details: Summarize a story to show understanding of the main theme and details. Standards for Speaking and Listening • Comprehension and Collaboration: Summarize information from text read aloud or presented in diverse media formats. • Presentation of Knowledge and Ideas: Communicate multiple ideas or information specific to a task or topic. Standards for Language • Knowledge of Language: Choose appropriate words and phrases to convey a spoken or written message.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will retell a story, including the main

idea and key details. • Students will summarize information from

content-specific reading, topics and tasks. • Students will communicate multiple sentences,

using formal or informal language specific to the task or topic.

• Students will select words and phrases to convey a specific spoken or written message.


• Students will give a description of information, using picture supports from content-specific reading, topics and tasks.

• Students will communicate messages in multi-word responses specific to a topic.

• Students will choose words and phrases to convey an idea when speaking or writing.


• Students will respond to questions related to content topics and tasks, using picture supports and communication technologies.

• Students will communicate through supported modes of expression.

• Students will use language to communicate an idea.

Story retell and summarization are a means of building communication skills. Use the comprehension questions and the communication board to arrange sentences or pictures to support retelling. Retelling involves the reader’s ability to recount information, organized primarily around characters and setting. When summarizing, the reader condenses major ideas and some details to an abbreviated form. Use the pictures from these Leveled Books to develop communication skills through retelling and summarizing.

Main idea:

What is the message in this story?

Arrange pictures or words to begin sentences.

Who or What Action

Use the book and the comprehension questions and pictures to help you tell about this story.




Reading Standards for Literature • Range and Level of Text Complexity: Experience grade level and age-appropriate literature materials, including stories, poems, plays,

fiction and nonfiction works that are adapted to student reading level. Reading Standards for Foundational Skills • Fluency: Read appropriately Leveled Books with accuracy and fluency. Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan Easy Read Book: Science Fair Day This lesson presents an Easy Read Book. The book follows a sequence to introduce beginning, middle and end concepts of story reading. It also presents the characters, setting and events of a story. In this story, students will read about the students in Mrs. B’s class and what they learned by participating in a class science fair. This book is identified as a Level E. Multiple readings of the book will provide students with repeated opportunities to build individual reading skills. • Do a picture walk. Discuss the characters and actions from the pictures. Help students make predictions about what will happen next in the

story. Introduce what will happen first, next and last. • Introduce high-frequency words from the story. • Read the story aloud to model fluency. Ask questions related to the characters, actions and events in the story. • Read the story aloud, pausing for students to complete repetitive or predictable lines. • During independent or paired reading, focus on the students’ individual abilities and needs. Encourage students to use pictures to support

reading words. Have students use decoding skills to identify unfamiliar words. • Support student reading, using the communication board to do so. • Follow up reading by discussing what the students in Mrs. B’s class learned and how they shared what they learned at the science fair.

Standards Connection • Use the book features and the pictures to continue interaction with the book. • Have students locate the title, the author and the illustrator of the book. • Invite students to identify and describe characters, setting and events from the story pictures. • With students, read the text to determine whether this story is told by the author or by one of the characters in the story.


Differentiated Tasks Level 3 Level 2 Level 1 • Students will independently read literature:

stories, poems, plays, fiction and nonfiction works that have been adapted to student reading level.

• Students will independently read text stories that are selected at the personal reading level.

• Students will read supported and shared literature: stories, poems, plays, fiction and nonfiction works that have been adapted to student reading level.

• Students will state a word or point to a picture of an omitted word during shared reading.

• Students will read leveled text that is supported with picture symbols.

• Students will actively participate in supported reading of literature: stories, poems, plays, fiction and nonfiction works that have been adapted to student ability level.

• Students will state a sentence from a story through an active participation response (e.g., voice output device, eye gaze choice board).

Resources and Materials Notes Easy Read Book: Science Fair Day Communication board Standards Connection Lesson 3



Standards Connection Lesson 3

Instructional Targets

Reading Standards for Literature • Key Ideas and Details: Describe characters, setting and events in a story. • Integration of Knowledge and Ideas: Use illustrations and multimedia to describe the meaning of text. Reading Standards for Literature and Informational Text • Craft and Structure: Use text features (charts, bolded words, etc.) and illustrations to locate information in a text. Identify the

point of view of a story (first person: character tells; third person: writer tells).

Differentiated Tasks Level 3 Level 2 Level 1 • Students will use text features to locate

specific information in a text. • Students will describe characters, setting and

events in a story. • Students will describe characters and events

based on illustrations and other visuals from a story.

• Students will identify the point of view of a story by determining who is telling the story (writer or character).

• Students will use picture support to locate specific information in a text.

• Students will use picture supports to identify characters, setting and events from a story.


• Students will identify a character who is telling a story.

• Students will identify a picture of an event from a story.

• Students will select a picture to identify a character or an event from a story (single option or errorless choice).


• Students will identify a picture of a character from a story.

Tell students to use the book features and pictures to discuss, locate and answer these questions.

What is the title of this story?

Who is the author of this story?

Who is the illustrator of this story? _________________________________________________________________________________________________

Who are the characters in this story? Describe a character.

Where did this story happen? Describe the place.

What happened in this story? Describe the event. _________________________________________________________________________________________________

Who is talking in this story?

Author Character




Reading Standards for Literature • Key Ideas and Details: Answer questions and locate details in text to support an answer. Summarize a story to show understanding of the

main theme and details. Which of your state standards are aligned to these instructional targets?


Read and Answer: Science Fair Day Comprehension activities extend beyond “checking” what students remember from reading. During instruction, students learn to refer to the book, using both illustrations and text to locate answers to questions. Students recognize types of responses appropriate to who, what and where formats. Question responses may also provide students with a foundation for story retell. Reread the Easy Ready Book and repeat comprehension activities throughout the unit to increase students’ skills in multiple areas of comprehension. After reading Science Fair Day one or more times, use the comprehension worksheets to answer questions about the book. Choose the most appropriate worksheet on the basis of each student’s needs. Level 3 is text only. Level 2 is symbol-supported. Level 1 is written in sentence strip format, allowing students to select from multiple choices or one errorless picture choice.

1. What did Mrs. B’s class have today? (math fair, science fair, gym) 2. What was Emily’s project about? (magnets, worms, taste) 3. What was Jacob’s project about? (leaves, volcanoes, magnets) 4. How did Ed show his leaves? (on a poster, on a tree, on a picture) 5. Where did Andy stick the magnet? (on a leaf, on a bug, on a can)

Build on comprehension by having students retell the story.

Standards Connection • With students, discuss the story’s main message or main idea as outlined by the comprehension questions. The comprehension questions

will provide picture and text support, enabling students to identify the key details or sequence of events from the story. Pictures from this lesson may be used in other lessons to support other learning activities.



Level 3 Level 2 Level 1 • Students will independently read questions

about a story and write, speak, or select an answer.

• Students will retell a story, including the main idea and key details.

• Students will point to or select a picture from a choice of three in response to a who, what or where question about a story.





Worksheets for Read and Answer Sentence strips and picture cards Standards Connection Lesson 4




Reading Standards for Literature • Key Ideas and Details: Summarize a story to show understanding of the main theme and details. Standards for Speaking and Listening • Comprehension and Collaboration: Summarize information from text read aloud or presented in diverse media formats. • Presentation of Knowledge and Ideas: Communicate multiple ideas or information specific to a task or topic. Standards for Language • Knowledge of Language: Choose appropriate words and phrases to convey a spoken or written message.


idea and key details. • Students will summarize information from

content-specific reading, topics and tasks. • Students will communicate multiple sentences,

using formal or informal language specific to the task or topic.

• Students will select words and phrases to convey a specific spoken or written message.



• Students will communicate messages in multi-word responses specific to a topic.

• Students will choose words and phrases to convey an idea when speaking or writing.


• Students will respond to questions related to content topics and tasks, using picture supports and communication technologies.

• Students will communicate through supported modes of expression.

• Students will use language to communicate an idea.

Story retell and summarization are a means of building communication skills. Use the comprehension questions and the communication board to arrange sentences or pictures to support retelling. Retelling involves the reader’s ability to recount information, organized primarily around characters and setting. When summarizing, the reader condenses major ideas and some details to an abbreviated form. Use the pictures from these Leveled Books to develop communication skills through retelling and summarizing.

Main idea:


Key details:

Arrange pictures or words to tell the story.

In the beginning…

Then…

At the end…




Reading Standards for Informational Text • Range and Level of Text Complexity: Read and use grade level and age-appropriate informational materials, including social studies and

technical texts that are adapted to student reading level. • Key Ideas and Details: Answer questions to show understanding of text. Reading Standards for Foundational Skills • Fluency: Read appropriately Leveled Books with accuracy and fluency. Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan Nonfiction Article 1: “Using the Scientific Method” Students need exposure to both fictional and nonfictional materials. The unit article presents students with informational text related to the unit topic. Read aloud the article, “Using the Scientific Method”. This article introduces a simple, five-step scientific method that students will use throughout the unit to answer questions and solve problems. Articles are presented in advanced, higher and regular formats. The advanced article is in a text format. Higher and regular articles are presented in both a text-only and symbol-supported format. Fill-in comprehension questions are also in three formats. Level 3 is text only. Level 2 is symbol-supported. Level 1 is written in sentence strip format, allowing students to select from multiple choices or one errorless picture choice. Choose the appropriate text and comprehension worksheet on the basis of each student’s abilities and needs.

• Introduce the article by discussing what science is. Talk with students about what different types of scientists do. Then explain that all scientists, no matter what they study, use the same set of steps to answer science questions. This set of steps is called the scientific method.

• Read the article aloud to model fluency. Discuss the steps of the scientific method and how students can apply them. Ask, “What is the first step in the scientific method? What do you do after you ask a question? What is an experiment? How can you organize data? What is the last step in the scientific method? ”

• Support reading by using the communication board. • Use independent or paired reading to focus on individual student abilities in reading with text or supported-text versions. • Build comprehension with questions and discussion of the topic. • Have students complete the comprehension worksheet to reinforce content vocabulary.

Standards Connection • Informational text has a purpose. In these articles, the purpose is to learn new facts and information. The connection activity teaches skills

for identifying key details and main ideas. Students will also learn to locate and highlight these facts within the text. Pre- and post-assessments are available through Monthly Checkpoints.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will independently read subject

area and technical texts that have been adapted to student reading level.

• Students will independently read questions about a story and write, speak or select an answer.

• Students will read supported and shared subject area and technical texts that have been adapted to student reading level.

• Students will point to or select a picture from a choice of three in response to a question about a story.

• Students will actively participate in supported reading of subject area and technical texts that have been adapted to student ability level.


Resources and Materials Notes Article 1: “Using the Scientific Method” Comprehension worksheet Standards Connection Lessons 5 and 6



Standards Connection Lesson 5 This connection may also apply to Lesson 6


Reading Standards for Informational Text • Key Ideas and Details: Summarize text and describe main idea and key details. • Craft and Structure: Use text features (charts, bolded words, etc.) and illustrations to locate information in a text.


idea and key details. • Students will use text features to locate specific

information in a text.


• Students will use picture support to locate specific information in a text.


• Students will identify a named picture related to the unit topic from a single option or errorless choice.

Informational text has a purpose. The purpose may include learning a schedule, a recipe or a series of new facts. This activity will build skills for identifying key information from informational documents.

Main idea:


Key details:

Key details:

What is important to know?

_______________________________________________________________________________________

Highlight key words that you learned.

Circle key pictures that will help you remember.




Reading Standards for Informational Text • Range and Level of Text Complexity: Read and use grade level and age-appropriate informational materials, including social studies and

technical texts that are adapted to student reading level. • Key Ideas and Details: Answer questions to show understanding of text. Reading Standards for Foundational Skills • Fluency: Read appropriately Leveled Books with accuracy and fluency. Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan Nonfiction Article 2: “How to Make a Science Fair Project” Students need exposure to both fictional and nonfictional materials. The unit article presents students with informational text related to the unit topic. Read aloud the article, “How to Make a Science Fair Project.” This article introduces the steps involved in completing and presenting a science fair project. Articles are presented in advanced, higher and regular formats. The advanced article is in a text format. Higher and regular articles are presented in both a text-only and symbol-supported format. Fill-in comprehension questions are also in three formats. Level 3 is text only. Level 2 is symbol-supported. Level 1 is written in sentence strip format, allowing students to select from multiple choices or one errorless picture choice. Choose the appropriate text and comprehension worksheet on the basis of each student’s abilities and needs.

• Introduce the article by discussing what a fair is. Explain that a science fair is not the same as a fair with animals, rides and games. A science fair is an event where experiments and projects related to science are shared.

• Read the article aloud to model fluency. Discuss the steps involved in creating and presenting a science fair project. Ask, “What do we need to do first? What do we need to do next?” Continue asking questions until you have discussed all of the steps covered in the article.

• Support reading by using the communication board. • Use independent or paired reading to focus on individual student abilities in reading with text or supported-text versions. • Build comprehension with questions and discussion of the topic. • Have students complete the comprehension worksheet to reinforce content vocabulary.

Standards Connection • Research is a process that allows students to learn more about a topic. Extend learning through a short research project, using the

connection guide form to do so. • Use the Standards Connection from Lesson 5 to support comprehension in identifying key details in the article. Pre- and post-assessments are available through Monthly Checkpoints.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will independently read subject

area and technical texts that have been adapted to student reading level.

• Students will independently read questions about a story and write, speak or select an answer.

• Students will read supported and shared subject area and technical texts that have been adapted to student reading level.

• Students will point to or select a picture from a choice of three in response to a question about a story.

• Students will actively participate in supported reading of subject area and technical texts that have been adapted to student ability level.


Resources and Materials Notes Article 2: “How to Make a Science Fair Project” Comprehension worksheet Standards Connection Lessons 5 and 6



Standards Connection Lesson 6 This connection may also apply to Lesson 5


Standards for Writing • Research to Build Knowledge: Research and collect information from given sources to build knowledge on a topic.

Recall and categorize details from experiences or print and digital sources. Gather information from (adapted) literary or informational materials.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will research and gather information

from print and digital sources on a specific topic.

• Students will contribute to shared research to collect information from print or digital sources on a specific topic.

• Students will select a picture from an errorless choice to contribute to a shared research and writing task.

Research is a process of searching and gathering information to learn something new. The articles in this unit supply facts related to the unit topic, which therefore may spark students’ interest in finding additional information. Individually or as a group, students will examine the content of an article and decide on something more that they want to learn about. For example, with a unit on weather, students may want to learn more about hurricanes. Encourage students to research carefully and thoroughly. Suggest or display sources that students can use, such as relevant books, Internet search, the n2y Library and so on. Use the research form to help pose questions. Create a report, a poster or another form of presentation to organize the new information.

What do you want to learn about?

Where can you learn about this? ___ book ___ website ___ online library ___ other

This is what I learned:

1.

2.

3.

How will you share what you have learned? ___ report ___ poster ___ media presentation ___ other




Reading Standards for Foundational Skills • Phonics and Word Recognition: Read common sight words (e.g., high-frequency items from Dolch/Fry list and commonly occurring words

in the environment). Which of your state standards are aligned to these instructional targets?


High-Frequency Word Wall High-frequency words are the words that appear most often in printed materials. Many high-frequency words are abstract and cannot be easily represented with pictures or decoded with early letter-sound associations. High-frequency words are identified from the Dolch/Fry word lists, identified as lists 1 through 4. (See the ULS Instructional Tools: Dolch/Fry Word Lists for composite lists.) Introduce high-frequency words from the stories and articles in this unit. • List 1: it, on, put, said, the, your • List 2: about, can, did, good, had, next • List 3: great, learn, show, time, water, which Encourage students to do the following as words are introduced: • Say the word, spell the word, say the word. • Find the word in the story. • Discuss word parts of each word. • Put the word on the word wall. • Identify and recognize letters at the beginning of the words.

Continue with word wall activities each day. Additional ideas for word study instruction are provided in the ULS Instructional Guides: Word Study. Practice use of word wall words in guided reading and writing activities. This lesson may be individualized for student abilities. Identify the words that students will learn for this month (6, 12 or 18 words). Use List 1 for 6 words, or Lists 1 and 2 for 12 words and Lists 1, 2 and 3 for 18 words. Additional ideas for word study instruction are provided in the ULS Instructional Guides: Word Study. Pre- and post-assessments are available through Monthly Checkpoints.



high-frequency words. • Students will select or point to a named

high-frequency word from a set of three words.

• Students will select a named high-frequency word from a single option choice.


Word wall cards for each story List 1: it, on, put, said, the, your List 2: about, can, did, good, had, next List 3: great, learn, show, time, water, which





in the environment). Use letter-sound knowledge and patterns to decode words. Standards for Language • Conventions of Standard English: Generate a written sentence with appropriate capitalization, punctuation and spelling. Which of your state standards are aligned to these instructional targets?


High-Frequency Spelling List 1 Students need multiple and varied experiences with high-frequency words before they are automatically recognized and read. These lesson experiences include writing and spelling words within meaning-making sentences and as part of sound-symbol associations. Spelling List 1: it, on, put, said, the, your • Select spelling list appropriate for each student (text or pictures). • With your students, review words from the story and the word wall. • Students will practice writing words on dotted line or letter fill-in worksheets. Choose the most appropriate worksheet on the basis of each student’s needs. Level 3 is text only. Level 2 is symbol-supported. Level 1 is written in sentence strip format for students who may require alternative forms of responding. Follow up spelling activities with a “spelling test.” Encourage students to write and use words in other reading and writing contexts. Additional ideas for word study instruction are provided in the ULS Instructional Guides: Word Study. Fill-In • Students will practice writing words in sentences or fill in with

cutout words or pictures.

1. Let’s go to _____ science fair. (the) 2. What is _____ science fair project about? (your) 3. Did you finish _____ on time? (it) 4. I put pictures _____ my poster. (on) 5. What did you _____ on your poster? (put) 6. Our teacher _____ we did a good job. (said)

Word Study • Students will analyze the word to complete the word work.

Students may write words or use cutout words or pictures. 1. What word starts like this? (the) 2. What word starts like sail? (said) 3. What word starts like pup? (put) 4. What word rhymes with fit? (it) 5. What word rhymes with four? (your) 6. What word ends like pan? (on)



high-frequency words. • Students will independently read and

write words by applying letter-sound correspondences.

• Students will demonstrate conventions of written language, including appropriate initial capitalization, ending punctuation and common spelling.

• Students will select or point to a named high-frequency word from a set of three words.

• Students will select or point to a named word from a set of three words, using cues from letter-sound correspondence.

• Students will spell familiar words with letter-sound matches.


• Students will attend to activities that apply letter-sound correspondence to the reading of words.


Worksheets and sentence strips for List 1





in the environment). Use letter-sound knowledge and patterns to decode words. Standards for Language • Conventions of Standard English: Generate a written sentence with appropriate capitalization, punctuation and spelling. Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan High-Frequency Spelling Lists 2 and 3

Students need multiple and varied experiences with high-frequency words before they are automatically recognized and read. These lesson experiences include writing and spelling words within meaning-making sentences and as part of sound-symbol associations.

This lesson addresses words from Lists 2 and 3. Choose the most appropriate worksheet on the basis of each student’s needs. Level 3 is text only. Level 2 is symbol-supported. Level 1 is written in sentence strip format for students who may require alternative forms of responding.

Follow up spelling activities with a “spelling test.” Encourage students to write and use words in other reading and writing contexts. Additional ideas for word study instruction are provided in the ULS Instructional Guides: Word Study. Spelling List 2: about, can, did, good, had, next,

Fill-In • Students will practice writing words in sentences or fill in with

cutout words or pictures. 1. You _____ be a scientist. (can) 2. You can learn _____ science. (about) 3. First, ask a _____ question. (good) 4. _____, come up with an experiment. (Next) 5. What _____ you learn? Write it down. (did) 6. I hope you _____ fun finding an answer. (had)

Word Study • Students will analyze the word to complete the word work.

Students may write words or use cutout words or pictures. 1. What word starts like again (about) 2. What word rhymes with kid? (did) 3. What word starts like name? (next) 4. What word rhymes with sad? (had) 5. What word starts like goat? (good) 6. What word ends like man? (can)

Spelling List 3: great, learn, show, time, water, which

Fill-In • Students will practice writing words in sentences or fill in with

cutout words or pictures. 1. It is _____ for the science fair. (time) 2. What do you want to _____? (learn) 3. _____ project will you choose? (Which) 4. Will you _____ how a magnet sticks? (show) 5. Will you show that plants need _____? (water) 6. Work hard and you will do a _____ job! (great) Word Study

• Students will analyze the word to complete the word work. Students may write words or use cutout words or pictures. 1. What word starts like lemon? (learn) 2. What word starts like when? (which) 3. What word ends like farmer? (water) 4. What word rhymes with go? (show) 5. What word rhymes with lime? (time) 6. What word ends like rat? (great)

Differentiated Tasks Level 3 Level 2 Level 1 • Students will independently read

high-frequency words. • Students will independently read and

write words by applying letter-sound correspondences.


• Students will select or point to a named high-frequency word from a set of three words.





Resources and Materials Notes Worksheets and sentence strips for Lists 2 and 3




Reading Standards for Foundational Skills • Phonics and Word Recognition: Use letter-sound knowledge and patterns to decode words. Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan Letter-Sound Sort: Short Vowel o; Initial Consonants b, l, r, w, k, dr Word Sort activities continue to build alphabetic principle and letter-sound associations. These emerging reading skills increase students’ strategies for decoding unfamiliar words they may encounter in text materials. Present the vowel sound and letter to the student. This month the vowel is short o.

o: on, off, octopus, ox Present the consonant sound and letter to the student. Depending on each student’s ability level, the number of letters and sounds to be taught each month may vary.

b: bat, ball, boy, baby w: water, window, wig, wagon l: lion, lemon, leaf, log k: key, king, kite, kangaroo r: raccoon, rock, robot, rainbow dr: drum, dress, dragon, drill

• Have students sort the pictures that begin with each sound. Instructional supports may include saying words aloud for the student or using the text on the picture/word card to have students match the initial sound or letter to a letter card.

• Pictures are provided with and without text. Select pictures that best support the student in this skill area. • Build vocabulary meaning from these words by describing pictures, using in-context sentences and acting out. • Sound cards are available to support sounds. These cards are provided in the ULS Instructional Tools: Sound Cards.

Phonemic Awareness • Say two words and have students indicate whether they hear the same or different sounds at the beginning of each word. • Use picture cards to have students identify two or more words that begin with the same sound. • Present three picture cards (two with the same sound) and ask students to identify the picture that does not start with the same sound as the

other two. • Create alliterative sentences, using pictures that start with the same sound. • Additional ideas for phonemic awareness instruction are provided in the ULS Instructional Guides: Phonemic Awareness.

Word Study • Present two or more word cards that begin with different letters or sounds. Read a word aloud and have students use the initial sound to

help them identify the correct card for the word you read. Continue with additional word card sets. • Additional ideas for word study instruction are provided in the ULS Instructional Guides: Word Study.

Standards Connection • Extend phonemic awareness and phonic skills with these activities.


Differentiated Tasks Level 3 Level 2 Level 1 • Students will independently read and write

words by applying letter-sound correspondences.



Resources and Materials Notes Letter, Picture/Word and Picture cards Standards Connection Lesson 10

Additional supporting pictures may be downloaded from SymbolStix Online, which is available at no cost to all Unique subscribers at: n2y.com




Reading Standards for Foundational Skills • Phonics and Word Recognition: Use letter-sound knowledge and patterns to decode words.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will independently read and write words

by applying letter-sound correspondences. • Students will select or point to a named

word from a set of three words, using cues from letter-sound correspondence.


Phonics is a learning process through which students begin to associate particular sounds (phonemes) with specific letters or letter combinations. This process is another critical skill in developing ease with word recognition, the ability to use letters to decode an unfamiliar word.

Present an array of pictures (no text) and a letter card, for example an m.

This is the letter m. Find two words that begin with the letter ___.

Present letter cards. (For ending sounds, you may need to use letter cards from previous lessons.) Show a picture containing (no text).

This is a (name picture). Listen to the sound you hear at the beginning of ______. Find the letter that has this sound.

This is a (name picture). Listen to the sound you hear at the end of ______. Find the letter that has this sound.




Reading Standards for Literature and Informational Text • Craft and Structure: Use context clues and illustrations to determine meanings of words. Determine meaning of subject-related words. Standards for Language • Vocabulary Acquisition and Use: Use context clues, word structures or glossaries to determine the meaning of unknown words. Use words

acquired through conversation and domain-specific sources when speaking and writing. Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan Vocabulary Bingo: Being a Scientist

Vocabulary refers to the words we must know to communicate effectively. In general, vocabulary can be described as oral vocabulary or reading vocabulary. Oral vocabulary refers to words that we use in speaking or recognize in listening. Reading vocabulary refers to words we recognize or use in print. Vocabulary plays an important part in learning to read. Readers use the words they have heard to make sense of the words they see in print. This unit addresses scientific inquiry. In this lesson, students will learn words that describe what scientists study as well as what they do. Most of the words have been discussed in earlier lessons. Refer to the books in Lessons 1 and 3 and the articles in Lessons 5 and 6 to put content meaning with these words. Build Word Meaning • Select a word or a picture. Name it. Use the word or have students use the word in a sentence. • Present words or pictures on a chart or whiteboard. Describe the words and have students identify them. • Select a word and act it out. • Have students identify categories for the words. Have students determine if the word is a person, a place, a thing, an action or a descriptor. Play Bingo Set criteria for winning at bingo. Tell students that to have a “bingo,” they must cover five items in a row on a card, four corners of a card or all the items on a card. • One player draws and names the item on a picture card. • Other players cover the picture on their card if they have the named item. • Play continues until a player recognizes that the winning criteria have been met and says, “Bingo!”

Note: The 9-grid bingo set includes vocabulary pictures only. The 25-grid bingo set includes both pictures and text for the high-frequency words from this unit. Choose the most appropriate bingo set on the basis of students’ needs. • Word cards with picture symbols may be used for word recognition and the word wall. • Game playing builds turn-taking skills. Support this activity by using the communication board. Additional ideas for vocabulary instruction are provided in the ULS Instructional Guides: Vocabulary.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will determine literal and

figurative meaning of a word as it is used in a text.

• Students will match a unit word to a definition.

• Students will use topic words in conversation.

• Students will point to pictures or words to match words with meanings from text.

• Students will point to pictures or words to match a description within a text passage.

• Students will point to pictures of key vocabulary from unit topics as part of a discussion.

• Students will identify a named picture related to the unit topic from a single option or errorless choice.

• Students will make a selection to indicate a picture of key vocabulary within a unit topic.

Resources and Materials Notes Bingo cards Cards for drawing: scientist, nature, world, life science, earth science, ask, answer, guess, experiment, chart, write, talk High-frequency words: it, said, the, your, about, can, did, had, next, great, learn, time Communication board: Word cards with pictures Category wheel; Definitions of content words





Standards for Language • Conventions of Standard English: Demonstrate conventions of grammar when writing or speaking declarative and interrogatory

sentences. Generate a written sentence with appropriate capitalization, punctuation and spelling. • Knowledge of Language: Choose appropriate words and phrases to convey a spoken or written message. Which of your state standards are aligned to these instructional targets?


Scrambled Sentences: Sentences From Will It Stick? and Science Fair Day Deciphering scrambled sentences allows students to generate sentences that illustrate appropriate grammar. This exercise also provides an opportunity to discuss the conventions of a sentence, such as capitalization and punctuation. Sentence structures may also reinforce oral language skills. • Select a set of word cards with or without picture supports. • Present the words from one cut up sentence in correct order. Read the sentence aloud or have students do so. • Mix the words and have students reorder them to make the complete sentence. • Make note of sentence markers, such as an initial capital letter and appropriate ending punctuation. • Have students reread the sentence for fluency. • Have students write or type the sentence to practice sentence formation, capitalization and punctuation.

Standards Connection • The declarative scrambled sentences may be turned into questions beginning with who, what or where. Use the connection page to create

oral and written forms.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will demonstrate conventions

of grammar in spoken and written sentence forms.


• Students will combine nouns, pronouns, verbs, adjectives and prepositions in grammatically correct order when speaking or writing.

• Students will identify beginning capital letters and ending punctuation in a written sentence.

• With picture supports, students will combine two or more words during a shared writing or speaking activity.

• Students will locate capital letters in a name or sentence.

Resources and Materials

Sentences for Will It Stick?: Mike has a magnet. Mike puts it on the scissors. Will it stick?

Sentences for Science Fair Day: Emily learned a lot about taste. Jacob learned a lot about volcanoes. What did you learn?

Standards Connection Lesson 12




Standards for Language • Conventions of Standard English: Demonstrate conventions of grammar when writing or speaking declarative and

interrogatory sentences.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will demonstrate conventions of

grammar in spoken and written sentence forms.



Grammar is a system of rules for speaking and writing a language. Putting words together according to the rules is sometimes a challenge for students with limited expressive skills. The way the student speaks is the way he or she will write. Questions are often the most difficult sentences to construct. Select declarative sentences from the month’s scrambled sentences, and use them to form questions that begin with who, what or where. When students have completed the questions, model writing each new sentence correctly. Note that a question mark will appear at the end of each sentence.

Who

What

Where




Reading Standards for Literature • Integration of Knowledge and Ideas: Use illustrations and multimedia to describe the meaning of text. Standards for Speaking and Listening • Comprehension and Collaboration: Summarize information from text read aloud or presented in diverse media formats. Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan Literary Experience (Fiction): No Fair Science Fair

Students need exposure to a variety of literature books to build comprehension and understanding of content. This lesson provides a response to the reading of a literature book that will encourage students to express understanding in a supported activity. A list of additional literature books related to this unit topic is provided in the ULS Monthly Tools: Supplemental Reading Lists.

Read No Fair Science Fair by Nancy Poydar (ISBN-13: 978-0823422692). In this story, Otis needs a science fair project. He waited too long to choose a project and now all the good ones are taken. With only a week left until the fair, Otis decides to observe birds, but none come to his bird feeder. Otis doesn’t give up though, and he wins the award for stick-to-it-iveness.

• Do a picture walk. As you go through the story, have students use the pictures to determine what is going on in Mr. Zee’s classroom. Ask, “What are the students doing? What science projects do you see them working on?” You may wish to use the list of projects on the last page of the book to guide discussion.

• Read the story aloud. • Talk with students about characters, setting and the beginning, middle and end of the story. Connect the story to students’ personal lives and experiences. • Ask questions to build comprehension of the story. Refer to relevant sections of the story to find answers. Point out the relationship between pictures and

text in the story. • Continue discussion on Otis and his experience with his science fair project. Ask, “Why did Otis wait so long to start his project? (He couldn’t think of a

good idea. He thought all the good projects were taken.) What prize did Otis win? (the Stick-With-It Prize)” Talk with students about what this prize means and why Otis earned it. You might also want to remind students that science fair projects can take a lot of time and hard work. If Otis had planned ahead, he might have been able to observe some birds well before the week of the science fair.

• Follow up reading and discussion by creating a book about things students spy in the classroom.

Create a Book: Scientists Are Observers • In the story, No Fair Science Fair, Mr. Zee teaches his class that scientists are observers. Talk with students about what it means to be an observer.

Discuss the meaning of the phrase, “I spy with my little eye,” and then play a game of I Spy. • Have students use the template to write about something they observe in the classroom. Choose the most appropriate template on the basis of each

student’s needs. I spy with my little eye, something (color). It’s (object).

• Gather all of the pages together into a class book entitled Scientists Are Observers. Throughout the unit, read or invite students to read a page from the book. Pause before the second sentence to allow students to guess what object the author of the page is describing.

Standards Connection • Create a modeled writing story. With student input, write a story to retell what happened in No Fair Science Fair. Ask questions to generate words and

sentences. Expand on students’ communication efforts by writing the sentences in complete and grammatically correct form on a whiteboard or large story sheet. Use the Standards Connection form to generate ideas for the modeled writing.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will describe characters and events

based on illustrations from a story. • Students will summarize information from

content-specific reading, topics and tasks.




• Students will respond to questions related to content topics and tasks by using picture supports and communication technologies.

Resources and Materials Notes Book writing template Picture/Word cards: red, yellow, blue, green, orange, pink, purple, brown, black, gray, white, a chalkboard, a whiteboard, a dry erase board, a desk, a chair, a poster, a book, a bulletin board, a globe, a computer, a bookshelf, a ruler, a map, a clock, an art project, a hamster, a marker, a crayon, a pencil, a pen, a sticker Standards Connection Lesson 13

Additional supporting pictures may be downloaded from SymbolStix Online, which is available at no cost to all Unique subscribers at: n2y.com No Fair Science Fair by Nancy Poydar (ISBN-13: 978-0823422692)




Standards for Writing • Text Types and Purposes: Generate simple narrative sentences on a personal experience, including a sequence of events. Standards for Speaking and Listening • Comprehension and Collaboration: Participate in grade level and age-appropriate discussions, including ability to follow

agreed-upon rules (gaining attention, turn-taking, etc.), and ask questions that contribute to the discussion. • Presentation of Knowledge and Skills: Communicate multiple ideas or information specific to a task or topic.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will create multiple sentences to tell

a story containing a sequence of events. • Students will share information and ask and

answer questions during a group discussion.

• Students will select pictures with text to create sentences that tell a story.

• Students will share information during group discussions, using picture supports.

• Given an errorless choice of pictures, students will make a selection to tell a simple story sequence.

• Students will participate in conversational exchanges, using communication technology and picture supports.

This activity creates a modeled writing story. Students will retell what happened in the story as the teacher writes their story on a whiteboard or large story sheet. Ask questions to encourage students to generate words and sentences for the modeled story. Students may suggest single words, point to pictures or communicate in some other way. Expand on students’ communication efforts by stating words yourself and by encouraging students to respond in phrases or full sentences. Write the sentences in complete and grammatical form on a whiteboard or large story sheet. Read the story in unison.

These are some questions that can generate discussion and story writing:

What will this story be about?

Who will be in this story?

Where will this story happen? _________________________________________________________________________________________________

What happened at the beginning of this story?

Tell about something in this story.

What happened next?

How did this story end?




Standards for Language • Conventions of Standard English: Demonstrate conventions of grammar when writing or speaking declarative and interrogatory

sentences. Generate a written sentence with appropriate capitalization, punctuation and spelling. Which of your state standards are aligned to these instructional targets?


Edit It: Science Time Editing is the process of examining a piece of writing to be sure that it conforms to the conventions and purposes of standard English grammar, usage and punctuation. In this lesson, students will learn the conventions of capitalization, punctuation and spelling in the context of unit topics. Students will also listen to the grammatical form of sentences in the examples. Some students may be able to locate and correct errors independently. Others will participate in this process by observing modeling done by the teacher. Talk through the process of editing as a learning strategy. • Rules are written at the top of each document as the focus of the lesson instruction. Document 1: A Book Report

• Read and discuss the rules at the top of the page. Read or have a student read the book report. Student will locate and revise words that require capitalization and periods needed to end a sentence. This writing sample is a book report about this unit’s Easy Read Book, Science Fair Day.

Document 2: Current Events • Read and discuss the rules at the top of the page. Read or have a student read the current events report. Student will locate and

revise words that require capitalization and periods needed to end a sentence. This writing sample is about scientists who are researching a solution to a common problem—how to keep things clean.

Document 3: A Letter • Read and discuss the rules at the top of the page. Read or have a student read the letter. Revisions for capitalization, periods and

commas should be located. Misspelled words should be corrected. This writing sample is a letter to the famous scientist, Jane Goodall.

Document 4: A Report with Facts • Read and discuss the rules at the top of the page. Read or have a student read the facts report. Student will locate and revise or add

capitalization, punctuation (including periods, commas or questions marks) and words spelled incorrectly. This writing sample is about the steps in the scientific method.

These documents may also be used for whole-class instruction using a projector.


Level 3 Level 2 Level 1 • Students will demonstrate conventions of

written language, including beginning appropriate capitalization, ending punctuation and common spelling.






Four documents for editing

Additional supporting pictures may be downloaded from SymbolStix Online, which is available at no cost to all Unique subscribers at: n2y.com To learn more about the scientists in the Current Events writing sample, visit: http://www.sciencenewsforkids.org/2013/06/wanted-smart-cleaners.




Standards for Writing • Text Types and Purposes: Generate simple narrative sentences on a personal experience, including a sequence of events.

Standards for Language • Conventions of Standard English: Demonstrate conventions of grammar when writing or speaking declarative and interrogatory sentences. Generate a

written sentence with appropriate capitalization, punctuation and spelling. Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan Writing Time: My Science Fair Project

Writing time is an instructional writing lesson that extends over several days. Students need opportunities to see writing modeled, to explore the writing process and to be guided on ways to bring writing into a conventional form. Students with significant motor limitations need this early exposure to understand the writing process. Throughout these writing lessons, make necessary adaptations that will allow all students to actively participate.

The topic for this lesson is science fair projects. Students will write about a science fair project they would like to do. Use the books from this unit to review possible projects during the brainstorming session. • Day 1 Teacher Modeling

• Discuss the topic. Model and talk through the writing process: brainstorming words and ideas and drawing a picture to illustrate what the story is about, writing sentences on a whiteboard or poster paper, reviewing for revisions (capitals, periods, sentence order, spelling), and finally, sharing the written document by reading it aloud.

• Day 2 Brainstorming • Students will begin with the topic modeled for them on Day 1, however, will generate their own ideas on the brainstorming prewriting chart. If

necessary, add pictures for students. Some students may dictate words or ideas, and others will write ideas. When ideas have been added, students will draw a picture next to the topic to show what the story is about. Encourage students to write and draw, but support their work with picture choices as necessary. Some students may need to draw first to generate the vocabulary for this planning process.

• Day 3 Writing Time • Students will take the ideas from their prewriting chart and generate sentences or word combinations. Refer to the words from the word wall and

encourage students to use these words when writing. Some students may use a keyboard for typing, others may dictate sentences for you to write by pointing to word cards, picture cards and so on.

• Day 4 Reviewing and Revising • In a teacher conference setting, each student will review his or her document for capitalization at the beginning of sentences and names, for a period

at the end of each sentence, for grammatical order of words in each sentence and for spelling. This one-on-one instructional time offers an individual level of support to each student’s written work.

• Day 5 Sharing • Each student will have a turn to share his or her writing by reading aloud, by using a voice output device or by showing the document to classmates.

Standards Connection • Enhance the writing document by using multimedia suggestions from the Standards Connection. As part of the writing standards, students are encouraged

to explore and use digital tools for sentence creation. These tools provide additional ways to build language and communication skills.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will create multiple sentences to tell

a story containing a sequence of events. • Students will demonstrate conventions of

grammar in spoken and written sentence forms.

• Students will demonstrate conventions of written language, including beginning appropriate capitalization, ending punctuation and common spelling.

• Students will select pictures with text to create sentences that tell a story.




• Given an errorless choice of pictures, students will make a selection to tell a simple story sequence.



Resources and Materials Notes Writing process forms Standards Connection Lesson 15




Standards for Writing • Production and Distribution of Writing: With guidance and support, use technology to compose sentences and paragraphs.

Differentiated Tasks Level 3 Level 2 Level 1 • With support, students will select and use

digital tools to generate a paragraph. • With support, students will use digital tools to

generate multiple sentences. • With support and adaptive tools, students will

use digital tools to complete a sentence.

The goal of this lesson is to creatively think about ways to expand the unit story and activities by creating something in a digital format.

Expand the topic by finding digital pictures. Many pictures are available on SymbolStix® Online. Find Google™ images at www.google.com (go to Images in the Menu bar). Type a word. Then locate a picture. Copy the picture to disk or print it. Pictures may be used in many other digital projects. Insert pictures in a Microsoft®

Word document, PowerPoint® slide show, or another format that allows for text entry. Generate sentences to go with this picture. Students may combine all created pages to make a new book.

Can you make sentences talk? Use a talking word processing program to enter words or sentences about the topic. Listen to it via the text-to-speech option. Add pictures if you wish. Some commercially available programs with text-to-speech options include these: Write: OutLoud® (www.donjohnston.com); Talking Word Processor (www.readingmadeeasy.com); Classroom Suite (www.intellitools.com). Explore the options within text-to-speech as an enhancement to the printing process. Word prediction is another feature that can support more independent spelling and word generation.

PowerPoint® is a presentation tool that has multimedia features. Add pictures and text to a slide. Animate the pictures or text. Add recorded speech messages to the page. Combine all pages to make a class report. Need help learning to create in PowerPoint? Ask any teenager! Want to make the PowerPoint presentation accessible for switch users? You will need a switch interface, such as: Switch Interface Pro 6.0 (www.donjohnston.com) or Crick USB Switch Box (www.cricksoft.com).




Math Standards for Numbers and Operations in Base Ten • Understand the place value system: Compare multi-digit numbers by use of symbols: >, < or =. • Use place value understanding and properties of operations to perform multi-digit arithmetic: Solve addition and subtraction problems up to 30, 50 and 100. Illustrate

concepts of multiplication (equal shares) and division (equal groups) with multi-digit numbers. • Building Blocks to Counting and Cardinality: Read and write numerals. Count a number of objects. Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan Number Sense: It Sticks! Number Sense activities include number recognition, counting and simple math calculations: addition, subtraction and early multiplication. Problems must be individualized for each student; however, all problems should be presented in the context of the simulated real-world scenarios of the lesson. Mathematics instruction may be expanded beyond these lessons to include generalization in related real-world applications. Choose the most appropriate activity on the basis of each student’s needs. Level 3 is intended for students who can write numbers and solve problems at a more independent level. Students using Level 2 worksheets will need support, including manipulatives or teacher support. Tracing lines are available, but hand-over-hand assistance is appropriate. Numbers and manipulatives are available for Level 1 activities. Communication devices can be programmed to support students in counting the pictures and manipulatives. Students may be given multiple choices or one errorless number choice.

Explain that in this lesson, Emily, Chris and Alec are conducting an experiment with magnets. They are counting the objects they have that stick to the magnets.

Scenario cards are provided to address these skills. Numbers and Counting Number Sense 1, 2 and 3: Counting to 10 Number Sense 4 and 5: Counting and Numbers to 20 Number Sense 6: How Many? 1–10 Number Sense 7: How Many? 11–20

Addition Number Sense 8: Adding to 10 Vertical Number Sense 9: Adding to 10 Horizontal Number Sense 10: Adding to 20 Vertical Number Sense 11: Adding to 20 Horizontal Number Sense 12: Adding 3 Numbers to 20 Vertical Number Sense 13: Adding 3 Number to 20 Horizontal Number Sense 14: Adding 2 Digits to 50 - No Carrying Number Sense 15: Adding 2 Digits to 50 - Teaching How to Carry Number Sense 16: Adding 2 Digits to 50 – Carrying

Subtraction Number Sense 17: Subtracting to 10 Vertical Number Sense 18: Subtracting to 10 Horizontal Number Sense 19: Subtracting to 20 - No Borrowing Number Sense 20: Subtracting 2 Digits to 50 - No Borrowing Number Sense 21: Subtracting 2 Digits to 50 - Teaching How to Borrow Number Sense 22: Subtracting 2 Digits to 50 – Borrowing

Using a Calculator Number Sense 23: Teaching How to Use a Calculator - Addition Number Sense 24: Using a Calculator - Adding to 50 Number Sense 25: Using a Calculator - Adding to 100 Number Sense 26: Teaching How to Use a Calculator - Subtraction Number Sense 27: Using a Calculator - Subtracting to 50 Number Sense 28: Using a Calculator - Subtracting to 100

Comparing Numbers Number Sense 29: Teaching Comparing Numbers Number Sense 30: Comparing Numbers to 50 Number Sense 31: Comparing Numbers to 100

Multiplication/Division Number Sense 32: Modeling Multiplication Number Sense 33: Modeling Division

Design lessons according to student abilities. Use manipulatives to simulate problem scenarios. Use a VELCRO®-sensitive board to model math problems. Number cards, symbol cards (+, - and =) and additional tools for math instruction are provided in the ULS Instructional Tools: Math Pack/Numbers.

Additional ideas for math instruction are provided in the ULS Instructional Guides: Mathematics. Pre- and post-assessments are available through Monthly Checkpoints.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will count and read numbers to 100. • Students will compare numbers to 100 to determine

more, less or equal. • Students will solve addition and

subtraction problems to 50 and 100. • Students will model and solve simple multiplication

and division problems in the context of a real-world scenario.

• Students will count and read one-digit and two-digit numbers.

• Students will compare numbers to 20 with a model to determine more, less or equal.

• Students will solve addition and subtraction problems to 20.

• Students will model groups to multiply or divide.

• Students will use a sequencing voice output device to count to a given number.

• Students will compare two sets of objects to determine more, less or equal.

• Students will count sets of objects within addition or subtraction problems through an active participation response (e.g., voice output device, eye gaze choice board).

• Students will count a set of objects in a group through an active participation response (e.g., voice output device, eye gaze choice board).

Resources and Materials Notes Scenario cards Manipulative pictures

Number cards and symbol cards (+, – and =) are provided in the ULS Instructional Tools: Math Pack/Numbers.




Math Standards for Measurement and Data • Represent and interpret data: Collect, organize and display data on a picture, line plot or bar graph. Answer questions to interpret data

on graphs. Which of your state standards are aligned to these instructional targets?


Survey and Chart: Which Food Has More Seeds? An understanding of graphs bridges the gap between perceptual and conceptual math. Graphs help students see the relationship between varying amounts and numbers. In early processes, students learn to gather data and represent this data on graphs. Students can answer questions when analyzing the data on the graphs. Before scientists do an experiment, they make a guess. In this activity, students will conduct a survey to chart guesses in a science experiment about seeds. Then they will conduct an experiment to answer the survey questions.

• Display the food items and have students name them. Point out that all of these foods contain seeds. Explain that students are going to guess which item has the most seeds. Then they will do an experiment to find out if their guess was correct.

• Conduct a survey to chart students’ guesses as to which food has more seeds. Involve students in all aspects of gathering, displaying and analyzing data.

• Have students practice survey questions (e.g., Which food has more seeds?). Incorporate augmentative communication strategies as needed.

• Provide picture choices for survey questions. • Have students record survey information in an organized format. Build on individual abilities for writing or recording data.

• Create an enlarged display of the graph. To create a picture graph, have students affix pictures or names to the graph. To create a bar graph, have students color a section of the graph. The picture choices maybe made into stickers by printing on a full sheet of label paper. Interactive whiteboard technologies work well for creating graphs.

• As a class, analyze the data by counting the number in each column. • Determine which group has more or less than the other or whether the groups are equal.

• After students’ guesses have been recorded and analyzed, cut the food items in half and count the seeds. This activity can be done by each student individually or as a whole group. Complete the analysis of data by having students identify whether their guesses were correct.

• Finally, discuss the steps you followed in this activity, pointing out how they followed the scientific method.

Additional ideas for math instruction are provided in the ULS Instructional Guides: Mathematics.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will collect, organize and report

data that is presented on a graph. • Students will ask questions to gather data

and display it on a graph. • Students will ask a question and select

pictures as part of a data-gathering process.


Picture/Word Cards: avocado, apple, green bean Graphing chart: Which food has more seeds? Analysis worksheet Selection cards

Required materials: avocado, apple, green bean




Math Standards for Numbers and Operations in Base Ten • Understand the place value system: Use visual representations to illustrate or compare decimals to the tenths’ or hundredths’ place. Math Standards for Measurement and Data • Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit: Solve real-world

problems, including use of operations that involve money. Which of your state standards are aligned to these instructional targets?


Money: Sweet, Salty, Sour Money is a measurement life skill. Foundational skills for identification of coins, bills and their value began in the K-2 grade band. The problem solving complexity of money skills continue to expand throughout all K-12 grade bands. This lesson focuses on money skills needed to buy supplies for a science fair project. Emily, Chris and Alec are working on a science fair project about taste. They are buying foods that are sweet, salty and sour. Scenario cards are provided for coin and bill recognition and counting to $10.00 and for adding two amounts to $10.00. Choose the most appropriate activity on the basis of each student's needs. Manipulatives (bills and coins) are provided in the ULS Instructional Tools: Math Pack/Money. These items may be used throughout the year. • This lesson builds on individual skill areas: coin recognition, coin and bill value recognition, money amount selection and cost calculation.

Skill instruction should be based on individual abilities. • Scenarios in this lesson may be used to demonstrate the exchange of money for purchases. • Skills

Money 1: Counting Like Coins 1, 5, 10, 25 Money 2: More/Less Coins 1, 5, 10, 25 Money 3: Counting Mixed Coins to $1.00 Money 4: More/Less Mixed Coins to $1.00 Money 5: Counting Money to $5.00 Money 6: Counting Money to $10.00

Money 7: Adding Amounts to $1.00 – No Carrying Money 8: Adding Amounts to $1.00 – Carrying Money 9: Adding Amounts to $5.00 – No Carrying Money 10: Adding Amounts to $5.00 – Carrying Money 11: Adding Amounts to $10.00 – No Carrying Money 12: Adding Amounts to $10.00 – Carrying Money 13: Making Change to $5.00 – No Borrowing Money 14: Making Change to $5.00 – Borrowing Money 15: Making Change to $10.00 – No Borrowing Money 16: Making Change to $10.00 – Borrowing

Standards Connection • Students learn by using money tools in the ULS Instructional Tools: Math Pack/Money, including strategies for comparing amounts,

writing amounts and using the one-up strategy.

Additional ideas for math instruction are provided in the ULS Instructional Guides: Mathematics. Pre- and post-assessments are available through Monthly Checkpoints.


Level 3 Level 2 Level 1 • Students will calculate an amount of coins

and bills to solve a problem within a real-world scenario.

• Students will read money numbers containing a decimal to indicate dollars and cents.

• Students will select coins or bills to match a price within a real-world scenario.

• Students will match a decimal money amount to the same figure in cents.

• Students will use money to make a purchase.

• Students will select a money amount containing a decimal to demonstrate making a purchase.


Money scenario cards Standards Connection Lesson 18

Price tags, coins and bills are provided in the ULS Instructional Tools: Math Pack/Money.




Math Standards for Measurement and Data • Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit: Solve

real-world problems, including use of operations that involve money.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will calculate an amount of coins and

bills to solve a problem within a real-world scenario.

• Students will select coins or bills to match a price within a real-world scenario.

• Students will use money to make a purchase.

Many real-world situations allow money skills to be practiced and learned. This lesson expands on some of the money instruction from Lesson 18. Create real-world scenarios to go with these ideas. Coin Comparison Use the coin cards found in the ULS Instructional Tools: Math Pack/Money. Students will match coins and name the amounts on two different cards. They will compare the amounts and say which amount is more than the other.

Writing Money Amounts Use the price tags found in the ULS Instructional Tools: Math Pack/Money. Write an amount in cents on one tag. On the other tag, the student will write the amount in $ .00 format.

45 ¢ $ .45 One-up Strategy The one-up strategy helps students manage their money when making a purchase. If they use this strategy, students will never over-pay more than a dollar because they rounded up to the nearest dollar. Students learn to look at the dollar amount on a purchase and add one more dollar. The guide is found in the ULS Instructional Tools: Math Pack/Money.




Math Standards for Measurement and Data • Solve problems involving measurement and estimation of intervals of time, length, liquid volumes and masses of objects: Tell time

to hour, half-hour, quarter-hour and five-minute intervals. • Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit: Solve real-world

problems, including use of operations that involve intervals of time. Which of your state standards are aligned to these instructional targets?


Telling Time: Off to the Science Fair Telling time is a measurement life skill. Students need experience in telling and representing time from both analog and digital clocks. Practice in this grade band should include telling time to the hour and the half hour. It should also incorporate the use of a.m. and p.m. This will lead into time problem-solving relationships that extend into all grade bands. Fill in the time for the hour, fifteen minutes after the hour, the half hour and fifteen minutes until the hour on the scenario cards as appropriate for student abilities. Read aloud the cards about Ed’s day at the science fair, or have students do so. Have students draw or manipulate hands on the clock to tell the time of each lesson on the card. Time may also be written in a digital format. Analog and digital clocks are provided in the ULS Instructional Tools: Math Pack/ Time and may be used throughout this lesson. Discuss time concepts in terms of morning, afternoon, evening or night.

• At (7:00, 7:15, 7:30), Ed leaves for school. Today is the science fair! • At (8:30, 8:45, 9:00), Ed sets up his science fair project. • At (9:30, 9:45, 10:00), Ed shows his project to the judge. • At (11:00, 11:30, 12:00), Ed eats lunch with his friends. • At (1:00, 1:15, 1:30), Ed wins a ribbon for doing a great job! • At (4:00, 4:15, 4:30), Ed tells his mom about his day at the science fair.

Extension • Mix time cards to include time to the hour, half hour and quarter hour, and to show 5 minute intervals. • Develop scenario cards about each student’s daily schedule. • Have students arrange the cards in sequential time order.

Standards Connection • Introduce the amount of time for an activity by calculating forward time.


Differentiated Tasks Level 3 Level 2 Level 1 • Students will identify time and solve

simple real-world problems involving intervals of time.

• Students will identify time to the hour and half hour as it applies to a real-world scenario or schedule.

• Students will select a time as part of a sequence of activities or a schedule.

Resources and Materials Notes Time scenario cards Clock cards Standards Connection Lesson 19

Time cards and digital and analog clocks are provided in the ULS Instructional Tools: Math Pack/Time.




Math Standards for Measurement and Data • Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit: Solve

real-world problems, including use of operations that involve intervals of time.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will identify time and solve simple

real-world problems involving intervals of time.

• Students will identify time to the hour and half hour as it applies to a real-world scenario or schedule.

• Students will select a time as part of a sequence of activities or a schedule.

Calculating time for an activity is an important life skill. To extend the time-telling activity, calculate time forward with the scenario cards.

1. Present a scenario card. Read the card aloud and determine the time on the clock. 2. Present an extended scenario, e.g.,

• It took them (he or she) one hour to do this job or activity. • What time did they (he or she) get done?

Start time Finish time




Math Standards for Fractions • Develop understanding of fractions as numbers: Use concrete models to illustrate fractional parts (equal parts showing a whole and one

half, one third and one fourth of a whole). Match symbolic representations (½, ⅓, ¼, etc.) to fractional parts. Which of your state standards are aligned to these instructional targets?


It’s a Fraction: Science Fair Display Boards A fraction is a number that represents part of a whole or part of a group. Students need many opportunities to use concrete models to develop familiarity and understanding of fractions. Students need to relate dividing a shape into equal parts and representing this relationship on a number line, where the equal parts are between two whole numbers. This lesson examines practical uses of fractions related to creating a science fair display board. Reread No Fair Science Fair by Nancy Poydar (ISBN-13: 978-0823422692). After reading, use pages 22–23 to discuss the different ways the students in Mr. Zee’s class displayed their science fair projects. Draw attention to the posters as well as the three-fold display boards. • Using the provided templates, demonstrate how to fold display boards in half, thirds and fourths. • Have students practice folding the templates or blank pieces of paper in half, thirds and fourths. • Talk with students about which display board set-up they like the best and why.

Standards Connection • Extend the understanding of fractions by adding fractional parts. To do so, use the pizza model in the ULS Instructional Tools: Math

Pack/Numbers.


Differentiated Tasks Level 3 Level 2 Level 1 • Students will identify fractional

representations with a fractional model. • Students will apply use of fractional

representation of ¼, ½ and ⅓ in the context of real-world problems and scenarios.

• Students will model a whole that is divided into two, three or four equal parts.

• Students will recognize appropriate use of ½ and ¼ in the context of real-world problems and scenarios.

• Students will select matching parts that fit together to make a whole.

• Students will select fractional units as part of a real-world problem or scenario.


Display Board templates Standards Connection Lesson 20

Number and fraction cards are provided in the ULS Instructional Tools: Math Pack/Numbers. No Fair Science Fair by Nancy Poydar (ISBN-13: 978-0823422692)




Math Standards for Numbers and Operations with Fractions Use equivalent fractions as a strategy to add and subtract fractions: Add fractions with like denominators to solve real-world problems, using a visual or object model.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will identify fractional representations

with a fractional model. • Students will apply use of fractional

representation of ¼, ½ and ⅓ in the context of real-world problems and scenarios.

• Students will model a whole that is divided into two, three or four equal parts.

• Students will recognize appropriate use of ½ and ¼ in the context of real-world problems and scenarios.


• Students will select fractional units as part of a real-world problem or scenario.

Use the pizza models in the ULS Instructional Tools: Math Pack/Numbers to create scenarios that show addition of fractional parts.

+

=

Model the problem, using the pizza slices to do so.

+

=




Math Standards for Measurement and Data • Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit: Solve real-world

problems, including use of operations that involve liquid volumes and masses of objects. Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan Measure It!: Ice Cream in a Bag Measuring is a count of how many units are needed to fill, cover or match an object or area being measured. Students need to understand what a unit of measure is and how it is used to find a measurement. Students need to predict the measurement, find the measurement and then discuss the estimates, errors and the measuring process. Following a recipe is a real-world application of informational text (the recipe) and measurement tools. In this lesson, students will be making ice cream in a bag. Use this activity as an opportunity to reinforce the scientific method. As students put their ingredients together, see if they can predict, or guess, what they are going to make. Ask, “What do you think will happen to the milk when we put it in the bag of ice and salt? What will happen to the milk when it gets cold?” Throughout the process of making the ice cream, encourage students to observe and ask questions like a scientist would. After enjoying the ice cream, talk with students about whether their predictions were correct. Help students draw the conclusion that the ice and the salt lowered the temperature of the milk, turning it into ice cream. This lesson focuses on measurement skills for using these amounts and symbols: ½ cup, 1 cup. Note: Always consider student food allergies when making a recipe. You will need (serves 1) Directions

• ½ C whole milk • ½ t vanilla extract • 1 T sugar • 1 small freezer bag (pint-size) • 1 large freezer bag (gallon-size) • 2 C crushed ice • ½ C rock salt • paper towel

1. Put the milk, vanilla and sugar into the small freezer bag. Let out the air and seal shut.

2. Fill the large freezer bag with the crushed ice. Add the rock salt. 3. Put the small bag into the big bag. Seal shut. 4. Shake the bag for 3 minutes. Use a paper towel around the bag to help

keep your hands warm. 5. Take the small bag out of the big bag and enjoy your vanilla ice cream in

a bag!

Recipes may be used over several days of instruction.

Day 1 Discuss ingredients. Ask, “What will we need to buy?” Day 2 Teach measurement tools. Identify cups and spoons. Day 3 Discuss the sequence. Have students cut apart steps and put them in order. Day 4 Make the recipe. Prepare and enjoy.

Standards Connection • Use the measurement tools in this lesson to make comparisons and to explore how many small units of measure are required to make or fill

one large unit of measure.


Differentiated Tasks Level 3 Level 2 Level 1 • Students will select and use appropriate

measurement tools for liquid mass and weight in the context of a real-world activity or scenario.

• With support, students will use appropriate measurement tools in a supported measurement of liquid mass and weight within a real-world task.

• Students will select a measurement tool within the context of an activity.

Resources and Materials Notes Recipe

Recipe cards Recipe review Standards Connection Lesson 21




Math Standards for Measurement and Data • Solve problems involving measurement and estimation of intervals of time, length, liquid volumes and masses of

objects: Solve problems and describe differences in length or weight (more, less or same; >, < or =, etc.).

Differentiated Tasks Level 3 Level 2 Level 1 • Students will select and use appropriate

measurement tools for liquid mass and weight in the context of a real-world activity or scenario.

• With support, students will use appropriate measurement tools in a supported measurement of liquid mass and weight within a real-world task.

• Students will select a measurement tool within the context of an activity.

The measurement tools in the lesson offer the opportunity to do comparisons and to explore amounts that combine units of measure. Using the actual measurement tools of the lesson, compare which is more or less. Use symbols for < and >. Measuring spoons ¼ teaspoon

½ teaspoon

teaspoon

Tablespoon

Measuring cups ¼ cup

1/3 cup

½ cup

1 cup

Pour contents of cups into larger containers.

• How many cups does it take to fill a small bowl? A large bowl? • How many cups does it take to fill a two-quart pitcher? A gallon jug?




Math Standards for Measurement and Data • Solve problems involving measurement and estimation of intervals of time, length, liquid volumes and masses of objects: Use

standard units to measure length (inches, feet) or weight (pounds, ounces). Solve problems and describe differences in length or weight (more, less or same; >, < or =, etc.).

Which of your state standards are aligned to these instructional targets?


Crafty Kid: Magnetic Butterfly Mobiles Measuring is a count of how many units are needed to fill, cover or match an object or area being measured. Students need to understand what a unit of measure is and how it is used to find a measurement. Students need to predict the measurement, find the measurement and then discuss the estimates, errors and the measuring process. This lesson focuses on measuring lengths, including making estimates and using both standard and nonstandard measurement tools. When performing measurement activities, make comparisons by using the terms bigger, smaller, taller, shorter and equal. Tell students that they are going to make a craft with magnets. Review what happens when a magnet is put near metal objects (the magnet sticks to the object). As students cut out the butterfly patterns, have them compare the different sizes and shapes. Display two or three butterflies at a time and ask questions such as, “Which is bigger? Which is smaller? Which are equal?” As students cut their pieces of string ask, “Which is longer? Which is shorter?” Additional ideas for math instruction are provided in the ULS Instructional Guides: Mathematics. You will need (per student) Directions

• 4 butterfly patterns • scissors • 4 paper clips • tape • hole punch • 4 (6-in) pieces of yarn • 2 (12-in) pieces of yarn • 2 twigs • magnet

1. Print and cut out the four butterfly patterns. 2. Tape a paper clip to the back of each butterfly. 3. Punch a hole in the top of each butterfly. 4. Tie a 6-in piece of yarn through the hole of each butterfly. 5. Tie the other end of the yarn to one end of a twig. 6. Tie a 12-in piece of yarn to the middle of each twig. 7. Tie one string to the middle of the other twig so the mobile has one

twig above the other. 8. Hang the mobile. 9. Move the magnet close to one of the butterflies. What happens?

(The butterfly should move as the magnet gets close.)


Level 3 Level 2 Level 1 • Students will use inches and feet to

measure and compare length in the context of a real-world activity.

• Students will identify the number of inches or feet in a supported measurement of length.

• Students will identify the number of inches in a supported measurement of length.


Craft directions Craft patterns: butterflies




Math Standards for Geometry • Reason with shapes and their attributes. Draw and identify lines and angles, and classify shapes by properties of their lines and angles:

Sort and label shapes by multiple defining attributes. Classify figures on the basis of angles and parallel lines. • Graph points on the coordinate plane to solve real-world and mathematical problems: Identify and plot points on a coordinate plane. Identify

the distance between two points on a coordinate plane. Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan Geometry/Spatial Sense: At the Science Fair

Geometry is the branch of mathematics that studies properties of points, lines, curves, plane figures and solid shapes, as well as their measurement and relationships. Early learners begin to identify shapes and manipulate these shapes to recognize spatial positioning. Students learn about points, lines and angles and apply reasoning skills to measurement strategies. The coordinate plane is a framework for spatial organization and the foundation for geometric thinking. Scaled drawings can be designed to replicate real-world situations and problems involving shapes and measurement.

This lesson introduces early geometry concepts. Students will sort objects by noting geometric shapes and attributes. • The two-dimensional objects used in this lesson represent real objects. Students will sort the objects according to shape: circle, square, triangle

or rectangle. • In the first part of the lesson, students will explore shapes they may see at the science fair or in the school science lab. Before beginning

the activities, introduce each lesson object and talk with students about how the objects are used. • Introduce new shapes through scenario or pattern shapes. Other shapes include diamonds, ovals and trapezoids.

• In this part of the lesson, recall the Easy Read Book, Science Fair Day. Remind students that Emily’s science fair project was about taste. Display the picture of Emily’s science fair poster. Point out that Emily’s poster shows several shapes. For example, the cracker is a square and the mango is an oval. Discuss with students the other shapes and emphasize the difference between a circle and an oval.

• Have students use the shape manipulatives to create their own science fair posters. Using simple maps to identify locations • The maps used in this lesson are arranged on a modified coordinate plane, either (0, 5) or (0, 10). Choose the most appropriate activities on the

basis of each student’s needs. • For the first two coordinate maps, students follow coordinates to visit a science fair. The coordinates are given in the scenarios. Begin by

modeling how to find the first coordinate. For example, if the coordinate is (2, 5), tell students to go over to the right two places, and then move up five places. Emphasize that the procedure is “over and then up.” Then have students trace the numbers with their fingers. This task may require physical support. Continue with the remaining coordinates.

• The final coordinate map designates locations around a science fair. Ask students to name the ordered pair for each location. Again, stress that students are to first go over and then move up.

Standards Connection • Use the comparison chart to extend the discussion on shapes and attributes. • Fold and cut shapes into halves and fourths.


Differentiated Tasks Level 3 Level 2 Level 1 • Students will sort and identify shapes by

multiple attributes. • Students will identify and state the purpose

of the lines, curves and angles of a shape. • Students will connect multiple points on a

coordinate plane and compare distances.

• Students will sort and match shapes on the basis of multiple attributes.

• Students will identify shapes with similar lines or curves as part of a real-world scenario.

• Students will connect points on a coordinate plane that represent locations.

• Students will select a named shape (errorless choice).

• Students will match shapes of similar lines and curves.

• Students will select a location that is indicated on a coordinate plane.

Resources and Materials Notes Shape chart: circle, square, rectangle, triangle Shape chart and manipulatives: circle, square, rectangle, triangle Picture cards Plotting a Map Picture/Word cards Standards Connection Lesson 23




Math Standards for Geometry • Reason with shapes and their attributes. Draw and identify lines and angles, and classify shapes by properties of their

lines and angles: Classify figures on the basis of angles and parallel lines. Describe attributes of two-dimensional shapes (number of sides and angles, straight and curved lines, etc.).

Differentiated Tasks Level 3 Level 2 Level 1 • Students will sort and identify shapes by multiple

attributes. • Students will identify and state the purpose of the

lines, curves and angles of a shape. • Students will divide a shape into equal parts and

identify the fractional representation.

• Students will sort and match shapes on the basis of multiple attributes.

• Students will identify shapes with similar lines or curves as part of a real-world scenario.

• Students will divide a shape into two or four equal parts.

• Students will select a named shape (errorless choice).

• Students will match shapes of similar lines and curves.


Select two lesson objects or real objects to compare. Additional shapes for math instruction are provided in the ULS Instructional Tools: Math Pack/Shapes. Use the following chart to make comparisons.

Object 1 Object 2

What is the shape?

What size is the shape?

Does the shape have straight or curved lines?

How many sides does the shape have?

Where do we find this shape in the real world?

Select a picture of a shape for folding and cutting. Explore different ways to divide and partition a shape into two or four parts. • Cut out the pattern. Fold it in half. Draw a line on the fold. Cut along the fold line. Now you have two parts. • You can make four parts by folding and cutting the halves.




Math Standards for Operations and Algebraic Thinking • Use the four operations with whole numbers to solve problems: Solve problems (=, -, x or /) in which a symbol or letter represents an

unknown (e.g., 4 + a = 10). • Write and interpret numerical expressions: Write and solve a number problem based on a real-world situation. • Generate and analyze patterns: Extend the sequence of a non-numeric pattern. Continue a sequence of numbers with a given rule (e.g.,

“add 2” relates to counting by 2s; “add 5” relates to counting by 5s). Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan Algebra/Patterns: States of Matter

Algebraic thinking is a process of solving problems in situations of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions. In early Algebra, students look for and recognize patterns. Building patterns with shapes and objects is a prerequisite skill for seeing patterns with numbers. Understanding patterns with numbers will help build later skills. • Algebra: A generalization of arithmetic in which letter symbols are used to represent unknown quantities so that we can generalize specific

arithmetic relationships and patterns. • Algebraic expression: An algebraic expression is made up of three things: numbers, variables and operation signs such as + and -.

The scenarios in this lesson refer to different states of matter. Students will use a variety of manipulatives that represent solids, liquids and gases to distinguish mathematical patterns and apply problem-solving skills. Explain to students that algebra is a form of mathematics used to solve problems in which some numbers are unknown.

Before working with the scenarios, you may wish to review the various states of matter by reading Solids, Liquids, and Gases by Ginger Garrett (ISBN-13: 978-0516246635). After reading, discuss with students the three states of matter and work together to brainstorm examples of each. Then display the lesson manipulatives and classify each as a solid, a liquid or a gas.

• Finish the Pattern: What comes next? • Extending a pattern requires determining what comes next in the pattern. • The first set of patterns includes a sequence of non-numeric items. • The second set of patterns includes a sequence of numbers that requires students to count by 2s, 5s and 10s.

• Writing Simple + Sentences, Writing Simple - Sentences and Writing Simple + or - Sentences • Creating math sentences is a problem-solving process. Given the necessary preliminary information, students will determine whether to

add or subtract. (Cues are given on the words that help us decide whether students will add or subtract.) When students have decided which operation to use, they will write a simplified math sentence. Three levels of problems are presented. Some students may write the entire sentence, some may trace the numbers and others may match the number cards to the numbers within the sentence.

• Choose the most appropriate activity on the basis of each student’s needs.

Standards Connection • Model multiplication and division, using groups and arrays to do so.


Differentiated Tasks Level 3 Level 2 Level 1 • Students will calculate addition and

subtraction problems in the context of a real-world scenario.

• Students will read, write and solve a math sentence.

• Students will extend a sequence of numbers to show a pattern (2s, 5s, 10s, etc.).

• Students will model addition and subtraction of two sets of objects in the context of a real-world scenario.

• Students will select pictures and numbers to model a math sentence.

• Students will extend a sequence of objects to show a pattern.

• Students will count a set of objects through an active participation response (e.g., voice output device, eye gaze choice board).

• Students will select a number (errorless choice) to make a choice of numbers within a math problem.

• Students will select an object to show what appears next in a pattern.

Resources and Materials Notes Pattern sequence Manipulatives Standards Connection Lesson 24

Solids, Liquids, and Gases by Ginger Garrett (ISBN-13: 978-0516246635)




Math Standards for Operations and Algebraic Thinking • Gain familiarity with factors and multiples: Model multiplication and division by making groups of equal sizes.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will model multiplication and division

with objects and numbers, showing equal groups in the context of a real-world scenario.

• Students will count equal numbers of objects in selected groups or an array.

• Students will count a set of objects in a group through an active participation response (e.g., voice output device, eye gaze choice board).

Early multiplication is a process of adding numbers from equal groups; for example, (2 x 3) = (2 + 2 + 2). Samples of arrays are provided in the ULS Instructional Tools: Math Pack/Arrays. Use these arrays to create scenario problems. Use the problems from the lesson to design your own scenarios for this extended activity.

Emily, Chris and Alec each picked 3 peaches. How many peaches did they pick in all? 1 2 3

1 Emily

2 Chris

3 Alec

Count the peaches to determine how many.




Reading Standards for Informational Text • Craft and Structure: Use text features (charts, bolded words, etc.) and illustrations to locate information in a text. Identify the type of

informational text (fact-based article, schedule, recipe, etc.). Which of your state standards are aligned to these instructional targets?


Information Please: Diagram of a Flower Informational text is present in many everyday activities. Students need practice with text documents to locate and gain information from these everyday documents. Scientists use diagrams to help them understand the different parts of things. In this lesson, students will read a diagram to learn about the parts of a flower.

• With students, talk about how scientists get information. Ask, “What do scientists do to learn about things? What tools do they use?” • Display the diagram of a flower. Explain to students that scientists get information by doing experiments, but they can also get

information by reading and studying. Explain that a diagram is one way to get information. A diagram shows the different parts of something, such as a plant, an animal or a car.

• With students, examine the diagram. Identify and name the parts of a flower. Present students with a live potted flower and have them compare it to the diagram. Ask, “Where is the flower on this plant? Where is the stem? Where are the roots?”

• Discuss with students other places where they may see diagrams. Encourage them to gather examples for the class to examine. Extension: Make a Diagram Have students use the template to make their own diagram of a flower. Students may write, dictate or use the provided labels to complete the diagram.


Level 3 Level 2 Level 1 • Students will use text features to

locate specific information in a text. • Students will use picture supports to

locate specific information in a text. • Students will identify a named picture related

to the unit topic from a single option or errorless choice.


Parts of a Flower diagram Parts of a Flower template Labels: stem, roots, leaves, flower




Standards for Physical Science • Recognize states of matter: liquid, solid, gas. Observe simple physical changes (melting, freezing, etc.).

Which of your state standards are aligned to these instructional targets?


Related Content: Exploring Solids, Liquids and Gases In this activity, students will learn about the differences between solids, liquids and gases. • Read the book Solids, Liquids, and Gases by Ginger Garrett (ISBN-13: 978-0516246635). Then discuss different solids, liquids and gases. • Enlarge and display a sorting template. The template can be recreated on chart paper or on your interactive white board. Then have

students help you sort the provided pictures into solids, liquids and gases. For simplified sorting, have students sort just the solids and liquids.

Extension: Make Oobleck Oobleck is a material that looks like a solid, but becomes a liquid when touched. You will need:

• ½ C cornstarch • ¼ C water • food coloring • cookie sheet

Directions 1. Mix cornstarch, water and a drop of food coloring on the cookie

sheet with your fingers. 2. Play with Oobleck as it moves from a solid to a liquid. 3. What does it look like? 4. What does it feel like?


Level 3 Level 2 Level 1 • Students will classify and define matter

as solid, liquid or gas. • Students will sort common objects and

materials as solid, liquid or gas. • Students will identify an item as a solid or

a liquid.

Resources and Materials Notes Sorting templates: Is It a Solid, Liquid or Gas?, Is It a Solid or a Liquid? Picture/Word cards: doll, hammer, chair, pencil, water drop in faucet, juice in a glass, water in a pool, rain, steam in a mug, air in a balloon, steam in a teapot, wind blowing leaves Oobleck directions

Solids, Liquids, and Gases by Ginger Garrett (ISBN-13: 978-0516246635)




Standards for Physical Science • Describe the motion of objects (force, speed, etc.). Which of your state standards are aligned to these instructional targets?


Related Content: Push and Pull In this activity, students will learn about how different things move.

• Read the book Move It!: Motion, Forces and You by Adrienne Mason (ISBN-13: 978-1553377597) and identify the ways the children in the book make things move.

• Model/act out the different motions—push and pull. Then use objects to model different speeds—fast and slow. Have students classify the movement of the objects as fast or slow.

• Display the Push or Pull question sheet and work with students to classify the movements by the type of motion—a push or a pull. The question sheet can be enlarged on chart paper or on your interactive whiteboard.

Extension: Choose one or more of the activities from the book, Move It!: Motion, Forces and You, and have students try it out. Simplified versions of these activities are provided on the science experiment cards included with this lesson. Many of these activities would also work well as science fair projects.


Level 3 Level 2 Level 1 • Students will identify the motion of an

object (throwing a ball, pulling a wagon, etc.) and describe that motion in terms of a push/pull force.

• Students will describe the movement of an object as fast or slow.

• Students will identify common movements such as a push or pull force (pushing to open a door, pulling a book from a shelf, etc.).

• Students will identify the movement of an object as fast or slow.


Push or Pull question sheet Science experiments Science experiment cards

Move It!: Motion, Forces and You by Adrienne Mason (ISBN-13: 978-1553377597)




Standards for Scientific Inquiry • Observe and ask questions about the natural environment. Plan and conduct simple investigations. Use tools to gather data. Analyze data

to reach an explanation. Communicate with others about investigations. Which of your state standards are aligned to these instructional targets?


Science Experiment: Let’s Have a Science Fair

Scientific inquiry “refers to the activities of students in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world.” (National Science Education Standards) This lesson follows the steps of a scientific inquiry process to engage students in developing a hypothesis, conducting an experiment and arriving at a conclusion.

In this unit, students have been learning about scientific inquiry. They have learned about science fairs, science fair projects and the scientific method. In this lesson, students will choose and complete a project for a class science fair.

• Revisit the books and articles from this unit. Tell students that they are going to participate in a class science fair just like the students in Mrs. B’s class did.

• Using the Scientific Method poster, review the steps students will follow to complete their experiments. • Talk with students about questions they may want to investigate. Then help each student choose a science fair project. Students may visit

http://www.sciencekids.co.nz/experiments.html for project ideas. Alternatively, students may complete one of the simple experiments provided with this lesson.

• As students work on their projects, have them fill out a My Science Fair Project worksheet. Three levels of worksheets are provided. Choose the most appropriate worksheet on the basis of each student’s needs. Students who are completing one of the provided experiments can complete the experiment pages instead of the worksheet.

• Choose a day to hold a science fair. Students can use the My Science Fair Poster directions to create project posters, or they can use one of the Display Board templates from Lesson 20 to help them set up their own project display boards. Encourage students to share their projects orally as well.

The My Science Fair Project materials used in this lesson are available each month in the ULS Instructional Tools: Scientific Inquiry Processes.


Level 3 Level 2 Level 1 • Students will follow steps of a scientific

process related to grades 3–5 science topics.

• With support, students will follow steps of a scientific process related to grades 3–5 science topics.

• Students will actively participate in a scientific process related to grades 3–5 science topics.


Scientific Method poster My Science Fair Project worksheet My Science Fair Poster directions Display Board templates from Lesson 20 (optional) Science experiments Science experiment cards

The following books can be used to build background for the provided experiments. If no ISBN is listed, the title can be found in this unit or in the n2y Library.

Potato Chips—Let’s Taste It Seeds Grow—A New Plant! Smells—Smelling by Sharon Gordon (ISBN-13: 978-0516259918) A Magnet—What Is a Magnet? Apple Seeds—Simon’s Seed Collection Melting Ice—Freeze and Melt Ramp It!—Make It Move! by Julian Rowe, Molly Perham (ISBN-13: 978-0749656225) Bean Seeds—Simon’s Seed Collection Freezing Juice Pops—Solid, Liquid and Gas Homework Solution or Mixture?—Tomato Juice

http://www.sciencekids.co.nz/experiments.html




Reading Standards for Informational Text • Key Ideas and Details: Describe a sequence of events or steps of a procedure based on historical or scientific text. Social Studies Standards for History • Create a timeline of local, state or national events. Which of your state standards are aligned to these instructional targets?


History Timeline: Life Cycle of a Frog Historical thinking begins with a clear sense of time–past, present and future–and becomes more precise as students progress. Through this thinking process, students can begin to understand the relationships among events and draw conclusions. Throughout the unit, students have been learning about the various sciences—life science, earth science and physical science. In life science, scientists study how things grow. This timeline identifies the stages in the life cycle of a frog. The time increments indicate the age of the frog. Read the book, See How They Grow: Frog from DK Publishing (ISBN-13: 978-0756630164). Then read aloud the captions with the pictures. Have students arrange the pictures in order. Explain to students that a life cycle is a timeline of a living thing.

2 weeks - The tadpole hatches from an egg. It can breathe under the water. 4 weeks - The tadpole grows bigger. It must swim to the top of the water to get air. 6 weeks - The tadpole grows back legs. It eats plants and insects in the water. 9 weeks - The tadpole is now called a frog pole. It is growing front legs. 12 weeks - The tadpole is finally a frog. It still has a tail but the tail is getting smaller. The frog keeps growing bigger.

Extension: Discuss the life cycles of other things such as a butterfly, a person or a pumpkin.


Level 3 Level 2 Level 1 • Students will describe a sequence of

events from a story or the steps of a procedure.

• Students will create a timeline of historical events.

• Students will use picture supports to identify a sequence of events from a story or the steps of a procedure.

• Students will sequence a series of events, days or dates.

• Students will select a picture to identify an event from a story or a step from a procedure (single option or errorless choice).

• Students will select an event or activity that occurs before or after another event or activity.


Five timeline picture cards

See How They Grow: Frog from DK Publishing (ISBN-13: 978-0756630164)



Lesson 30

Instructional Targets Standards for Writing • Range of Writing: Participate routinely in a variety of supported writing activities. Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan Journal Writing: Monthly Topics

In this lesson, students will be asked to write journal entries. The purposes of journal writing are these: • To write personal thoughts. • To write memories of people and events. • To improve writing skills.

For 3–5 students, the writing process begins as an emerging communication process. Students are encouraged to dictate, draw, pretend write or use any other method that helps them see the connection between spoken ideas and written text. Teacher modeling of writing is critical to the process. Additional early writing strategies for writing instruction are provided in the ULS Instructional Guides: Writing.

Each month, there will be four writing prompts. The first writing prompt will be a class journal writing activity. The other prompts will be either supported or independent writing activities. Journal entries may be dated and kept in a binder to follow growth. Students may use words or pictures to fill in a template or they may write independently. Journal entries may be shared orally. Choose the most appropriate writing template on the basis of each student’s needs. Template A is symbol-supported. Students are encouraged to read and decide on a picture to complete a sentence. Template B is not symbol-supported. Students use picture cards, word cards or write a word to complete a sentence. Punctuation is deliberately omitted in the sentences so that students must provide it. Template C is blank, allowing students to write or use a computer to fill in the template with their own thoughts. This template may also be used if a student needs a scribe. Students are encouraged to fill in their own punctuation. This lesson provides some pictures and words that will support those students who need help in completing the sentences. Students may also be allowed to illustrate the journal entry or attach a photo to it to help explain their experiences. An illustration page is available with this lesson. This page may not be appropriate for every journal entry.

Monthly Journal Topics

Entry 1 Whole Group Entry • This journal entry can be completed on chart paper, whiteboard or large writing paper. Begin by modeling for students how to write the

date. Continue by writing about the day’s events. Encourage students to suggest events to record in the entry. Entry 2 My Favorite Science Experiment

• In this unit, students have read about and participated in a wide range of science experiments. In this journal entry, students will tell about which experiment they liked best. They will also tell what they learned from the experiment.

Entry 3 At the Science Fair • In this unit, students participated in a class science fair. In this journal entry, students will write about that experience.

Entry 4 I Want to Be a Scientist • In this entry, students will write about being a scientist.

Writing Conference • After each journal entry, discuss with students what they have written. Have each student read his or her entry to you. Remind students to

use correct capitalization and punctuation.

Standards Connection • Use the chart from this document to review and revise for conventions.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will write routinely for a

range of discipline-specific tasks, purposes and audiences.

• Students will participate routinely in supported writing activities for a range of discipline-specific tasks, purposes and audiences.

• Students will actively participate in shared writing and communication activities for a range of discipline-specific tasks, purposes and audiences.

Resources and Materials Notes Writing template Template A: one picture before sentence, period at end of sentence Template B: pictures and symbols on sentence, no period at end of sentence Template C: starter sentence, lines Picture/Word cards and Word cards





Standards for Writing • Text Types and Purposes: With guidance and support, plan, edit and revise writing to increase clarity.

Standards for Language • Conventions of Standard English: Generate a written sentence with appropriate capitalization, punctuation and spelling.

Differentiated Tasks Level 3 Level 2 Level 1 • With support, students will plan, edit and

revise writing to strengthen written sentences.

• Students will demonstrate conventions of written language including beginning appropriate capitalization, ending punctuation and common spelling.

• With support, students will use pictures and text to plan, edit and revise a written sentence idea.



• Given errorless choices of pictures, students will make a selection of pictures to plan, edit and revise a sentence idea.


A shared checklist is a way to review and revise writing. In the writing conference, guide students to review a written text and revise it as needed.

o Do I have a capital letter at the beginning of the sentence? o Do I have a period at the end of the sentence?

o Does my sentence make sense when I say it out loud?

o Are there any spelling words to check?

Grade Band: Unit 19 Scientific Inquiry Intermediate...

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