Interactive Notetaking for Content-Area Literacy, Levels K-2 [1 ed.] 9781425830304, 9781425817329

Citation preview

Interactive KÐ2 LEVELS

Notetaking

for Content-Area Literacy

Judith Goodman

LEVELS

KÐ2

Interactive Notetaking

for Content-Area Literacy

Judith Goodman, M.A.Ed.

Publishing Credits Corinne Burton, M.A.Ed., Publisher Conni Medina, M.A.Ed., Managing Editor Emily R. Smith, M.A.Ed., Content Director Veronique Bos, Creative Director Shaun N. Bernadou, Art Director Lynette Ordoñez, Editor Lee Aucoin, Senior Graphic Designer Stephanie Bernard, Associate Editor

Image Credits front cover Walter Mladina; p.91 (top), p.95 Library of Congress [LC-USZC4-2737]; p.133 Library of Congress [LC-DIG-ppmsca-03054]; p.134 Library of Congress [LC-USF34-083519-D]; p.135 Walter P. Reuther Library, Archives of Labor and Urban Affairs, Wayne State University; all other images from iStock and/or Shutterstock.

Standards

© 2014 Mid-continent Research for Education and Learning © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. © Copyright 2007–2018. Texas Education Association (TEA). All rights reserved.

Shell Education

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ISBN 978-1-4258-1732-9

© 2018 Shell Educational Publishing, Inc. The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher. Website addresses included in this book are public domain and may be subject to changes or alterations of content after publication of this product. Shell Educational Publishing does not take responsibility for the future accuracy or relevance and appropriateness of website addresses included in this book. Please contact the company if you come across any inappropriate or inaccurate website addresses, and they will be corrected in product reprints.

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Table of Contents Introduction Author’s Note . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 What Is an Interactive Notebook?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Using Interactive Notebooks for Content-Area Literacy . . . . . . . . . . . . . . . . . 6 Implementing Interactive Notebooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Strategies Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Correlations to Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Language Arts Lesson Plans Workers Who Take Care of Me. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 What Are Rain Forests?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Grandpa and Me. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Mathematics Lesson Plans A Day in Our Lives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Lots of Boxes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 A Mountain of Trash . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Science Lesson Plans What Makes a Habitat? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 How Sound Moves. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Social Studies Lesson Plans George Washington. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Jobs Around Town . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Lead the Way! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

Special Content Lesson Plans Happy Fourth of July!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Cesar Chavez. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Earth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139

Appendices Definitions of Folds and Cuts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Attaching Text to the Lesson Input Pages . . . . . . . . . . . . . . . . . . . . . . . . . . 150 References Cited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 Digital Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152

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Introduction

Author’s Note I began to conceptualize the idea for interactive notetaking during a time in my career when I was seeking to change my classroom from a teacher-led classroom to a student-centered one. I knew that it was time for me to stop doing all the talking and thinking in my classroom. I decided that I wanted my students to create products that included not only the content they were learning but also their thoughts and reflections about this information. It was at this time that I began to try interactive notetaking strategies in my instruction. By using interactive notes, my students were challenged not only to absorb the information I was teaching but also to respond to it, reflect on it, make connections to other learning, summarize, synthesize, evaluate, and more. New learning was being recorded as lesson input, but the format of the interactive notetaking challenged me as a teacher to create meaningful opportunities and activities for students to respond to the learning in the form of student output. As students took more active roles in the learning process, I found that they were the ones leading the classroom. Not only that, but students were able to keep all the lesson information I gave them in class in one organized booklet. And they could respond to the new knowledge they acquired in that same booklet. I called this the interactive notebook. The interactive notebook also provided me with many ways to differentiate my instruction to effectively meet the needs of the many different learning styles my students possessed. After years of experience, I realized that the children in my classroom learned in varied ways. Some students learned best by watching others, others learned best by reading or discussing ideas, and most of them learned by doing. No matter what learning styles my students preferred, by implementing interactive notetaking, I was able to meet the needs of everyone. The sense of pride students felt when their interactive notebooks began to grow and grow was beyond my highest expectations.

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Introduction

What Is an Interactive Notebook? An interactive notebook can be created using any type of blank bound notebook (e.g., spiral notebook or a journal-style notebook). The pages of the notebook are then utilized to record new learning as well as students’ responses to the learning. Many different strategies that are effective with the interactive notebook are provided in this resource. All the strategies in this resource can be used without implementing them in an interactive notebook. However, the best thing about the interactive notebook is that the lesson strategies and techniques are either created directly in the notebook itself, or students work to complete separate activity sheets and then glue those pages into the notebooks to create portfolios that help minimize the supplies needed for each lesson. Most lessons modeled in this resource require only basic materials, such as photocopied activity sheets, pens, pencils, paper, glue, scissors, paper plates, colored pencils, or markers. When thinking about what an interactive notebook is, the key word to remember is the base word active. Keeping the concept of active learning in mind at all times will assist you when implementing these strategies in your classroom. The interactive notebook is not a place for students to simply copy notes or definitions. Instead, it is a place for students to respond to what they are learning. Interactive notebooks facilitate a notetaking process that allows students to record information in personal and meaningful ways. Students will use their interactive notebooks to store information acquired in class for the purpose of referring to it and reflecting on it at a later time. Their notebooks become central locations for course content and information. As students create interactive notebooks, they also reflect on the information as it is presented in class. Interactive notebooks allow students to use teacher-supplied notes to analyze, compare and contrast, summarize, synthesize, apply, and more. Additionally, the interactive notebook becomes a pathway for interactive discussion between students and teachers. In the interactive notebook format, students either write notes or do a guided activity. By asking students to reflect on the content taught using specific strategies, the teacher is able to informally check students’ work to guide further instruction. This provides the teacher with data to plan student/teacher discussions about students’ understanding of the content. Students no longer think of their notes as assignments for teachers to grade but as a tool they can use to review, study, and reference during class discussions. The interactive notebook also gives students opportunities to personalize their work and make sense of what they have learned. Since students have notes and reflections they can reference, they will feel more comfortable when asked to discuss their work with peers or with the teacher. © Shell Education

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Introduction

Using Interactive Notebooks for Content-Area Literacy Interactive notetaking supports reading strategies across the content areas. As students add information into their notebooks, they have the opportunity to review, reflect, and respond to new information through reading, writing, listening, and speaking. Students practice reading strategies and writing skills as they make connections with texts. Students also develop listening and speaking skills as they participate in wholeclass, small-group, and partner discussions related to text passages. Literacy skills are critical to the academic success of every student, as they are central to content-area curriculum from early elementary years into the secondary grades. At-risk students, students with learning disabilities, and English language learners are more likely to demonstrate difficulties in literacy, particularly in comprehension and vocabulary acquisition (Barnatt n.d.). One way to help bridge this gap is through informational texts. The term informational text refers to nonfiction text or non-narrative texts. The use of informational text supports content knowledge, opening doors to a variety of methods for students to learn about content-area topics. Informational text also allows students to explore a wide range of topics, make connections to prior experiences, and build new understandings of the world. Further, informational text is increasingly available across a range of reading abilities. Many of the strategies in this resource use informational text to accomplish goals in literacy development. The goal of introducing these strategies is that teachers will discover many methods that can apply to any piece of informational text. Interactive notetaking creates opportunities to understand the structure and function of informational text. These activities also support the development of new vocabulary. By putting these interactive notes into notebooks, students create records of their learning and development. Informational text should be a central part of literacy education to engage students, to provide explicit instruction across reading genres, and to build content knowledge. The need for students to build skills in understanding informational text is further underscored by today’s college and career readiness standards. “Most of the required reading in college and workforce training programs is informational in structure and challenging in content; postsecondary education programs typically provide students with both a higher volume of such reading than is generally required in K–12 schools and comparatively little scaffolding” (National Governors Association Center for Best Practices and Council of Chief State School Officers 2010). To help students transition more effectively to the reading demands of college and careers, the standards call for increasing amounts of informational text integrated into English language arts classrooms as well as an increase in explicit literacy development in the content areas. The strategies in this resource support these needs.

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Introduction

Implementing Interactive Notebooks Where and When to Use Interactive Notebooks Interactive notebooks can be used anywhere, anytime, and in any content area! There is no right or wrong time or place to implement interactive notebooks. Primary grades can create “big” notebooks with poster board as a whole-class activity. These notebooks can be only a few pages that have a specific focus on one theme or unit and later placed in a reading center. Upper-elementary and secondary grades may choose to create content-specific interactive notebooks. A new notebook can be started at each grading period and then used to review for end-of-term exams. Elementary teachers may choose to create one notebook to be used across the content areas and organized by a daily log. With this type of interactive notebook, students start a new page every day, and all activities for that day are sequentially added to the notebook. Interactive notebooks can also be used solely for vocabulary- or unit-based notebooks. A vocabulary notebook can best be thought of as a personal dictionary. This can be an effective tool for students to organize and manage their vocabulary learning by recording the words they encounter, their meanings, and any other aspects of the words deemed important for a particular content area or across disciplines. Unitbased interactive notebooks focus on one unit of study only. This type of interactive notebook is effective because it allows students to easily organize and archive their learning for a particular topic.

Components of Interactive Notebooks Have students set up interactive notebooks specific to your chosen requirements. The setup will depend on the grade level and the content to be included. There is no right or wrong way to do it. The goal simply is to be consistent throughout the notebook. Most lessons in this book utilize two pages of the interactive notebook: the Lesson Input page and the Student Output page. You may set up these two pages in a left/right orientation (pages face each other) or a right/ left orientation (one page is on the back of the other). However, it is important to keep the orientation consistent as much as possible.

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Introduction

Implementing Interactive Notebooks (cont.) Components of Interactive Notebooks (cont.) Lesson Input Page

Student Output Page

Student records new learning from the lesson.

Student reflects, reviews, revises, summarizes, and responds.

• class notes • discussion notes • handouts with new information • reading notes • graphic organizers • folded-paper notetaking guides

• process new ideas and connect to prior

One page of each lesson in the notebook is for input from the lesson itself. This includes class notes, discussion notes, and reading notes. Most of the information on this side is the “testable” information. The Lesson Input page can be a place for the teacher to model illustrated outlines, flow charts, annotated slides, T-charts, and other graphic organizers. Handouts and folded-paper notetaking guides with new information also go on the Lesson Input page.

One page of each lesson in the notebook is for student output. The student responds to new learning by using different strategies suggested by the teacher. The purpose of this page is for students to record what they have learned in their own words. Here, students can tap into their feelings and reactions to activities. By doing this, students can see how the new information fits into the bigger picture of the context and their prior knowledge.

The Lesson Input page allows teachers to:

The Student Output page allows students to:

• follow gradual release to move students to the

• connect new information to prior learning. • summarize, synthesize, analyze, and evaluate

independent phase when introducing new learning.

• organize information for students to process sequentially.

knowledge

• reorganize new information in creative formats • express opinions and feelings • explore new ideas • summarize, synthesize • respond to new learning

information they have learned.

• respond to information by making personal

• meet the needs of diverse learners by including

connections.

graphic organizers, photos, time lines, written notes, and other forms to organize information.

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Introduction

Implementing Interactive Notebooks (cont.) How to Set Up Interactive Notebooks As a teacher, you have a lot of flexibility on how you choose to organize and utilize interactive notebooks within your classroom. Here are some elements to include in every interactive notebook regardless of the structure or purpose. These elements will help keep students’ notebooks organized, assist students in meeting expectations, and provide the tools to help you assess student work.

➠ Cover—Encourage students to design covers for their interactive notebooks to reflect the content area(s) specific to the notebook. A title should also be included.

➠ Student Guidelines—Expectations of what is required in student notebooks (e.g., quality expectations,

content expectations, effort expectations) should be clearly stated. Guidelines can be specific or flexible depending on your preference. These can be typed and then glued into the notebook or handwritten by students. Refer to the guidelines as often as needed to reinforce expectations.

➠ Author Page—Have each student create an author page.

The author page could include a photograph and personal information, such as age, height, favorite foods, and family members. The author pages help students distinguish their notebooks from those of their classmates.

➠ Table of Contents—Have each student create a running table of contents for his or her notebook.

Several pages should be designated for the table of contents. Students will add entries to the table of contents as they complete activities. This will allow you to locate activities more easily to grade or review the lessons. The table of contents can also be used to record grades by placing scores in the lefthand margin next to the activities.

➠ Tabs—One idea for organizing the various sections of a notebook is to use sticky notes as tabs. A sticky note can be placed in the top-right corner of the first page of each new section. The label for the section can be written at the edge of the sticky note. For example, a mathematics notebook might be set up with the following tabs: Table of Contents, Number Sense, Measurement, Geometry, Algebra, and Problem Solving. If the notebook will be used in all content areas, it could be set up with content-area tabs.

Some K–2 students may need additional support creating the graphic organizers in their interactive notebooks. You may wish to assist these students by cutting, folding, and labeling their graphic organizers ahead of time. This will allow them to simply focus on the content of the lessons.

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Introduction

Strategies Overview Interactive Notetaking for Content-Area Literacy provides teachers with notetaking strategies to support and extend student learning. Using interactive notebooks helps students organize their work in one place. This notebook becomes a bridge of communication between the student and the teacher, which provides a better atmosphere for a classroom environment. Interactive notebooks also help students become independent, creative thinkers and writers. This resource explains how to use a variety of strategies across the content areas. Each strategy is briefly explained on the next few pages.

Talking Partners Talking Partners strategies allow students to engage in discussions in small groups or with partners about what they have learned. These strategies provide opportunities for students to develop their oral-language skills while focusing on academic language. They support the literacy components of speaking and listening. As the teacher, you can listen to student conversations and make informal assessments about their comprehension. Talking Partners strategies in this book include:

• Clock Partners • Peer Partner Review • Think-Pair-Square-Share

Vocabulary Vocabulary strategies allow students to expand their content-area and academic vocabulary knowledge by illustrating word meanings, categorizing words, discussing vocabulary, and more. Students will have opportunities to write and review vocabulary that is introduced in the context of literature or content-area material. The goal is for students to use the content-area and academic vocabulary in their reading, writing, listening, and speaking. Vocabulary strategies in this book include:

• Chart and Match • Four-Flap Vocabulary Book • Frayer Model • Pocket It! • Word Web

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Introduction

Strategies Overview (cont.) Activating Prior Knowledge Activating Prior Knowledge strategies help students relate what they are learning to something they already know. When students are introduced to a new topic, they may need help making those connections. The goal of these strategies is to guide students to think about what is important about the new topic or concept and build background knowledge that will help them understand the content. Activating Prior Knowledge strategies in this book include:

• Find Your Corner • KWL • Possible Sentences • Preview Log • Skim and Post It

Summarizing Summarizing strategies help students develop a system to organize class notes and material. Doing so provides a way to record the most important or relevant information from a lesson. These strategies help students recall more information from class discussions, lectures, and readings by developing active listening and purposeful notetaking skills. The goal is for students to realize the importance of notetaking as well as critical and careful listening. Summarizing strategies in this book include:

• Concept Map • Inner/Outer Notes • Three-Sides Notetaking • Main Idea and Details

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Strategies Overview (cont.) Building Comprehension Building Comprehension strategies help students develop their skills for active reading before, during, and after engaging with text. Students learn to chunk text, focus their attention on the most important ideas, summarize, compare and contrast, and make connections with the text. Building Comprehension strategies in this book include:

• Compare and Contrast • Stop and Think • Summary Wheel • Four-Flap Notetaking

Review Review strategies help students understand that it is important to not only take notes and participate in classroom learning but also to review regularly what they have learned in order to remember the information long term. Reviewing information in a variety of ways can help students accomplish this. Review strategies in this book include:

• Fact or Fib • Reading-Review Web

Primary Sources Primary Sources strategies give students tools to comprehend historical documents and images. Students will analyze primary sources in a variety of ways that will guide them toward higher-order thinking and improved analytical skills. The goal is for students to use their prior knowledge to engage with primary sources. Primary Sources strategies in this book include:

• Analyzing a Photograph

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Introduction

How to Use This Book Lesson Structure

Language Arts Workers Who Take Care of Me Standards ➠ Reading

Each lesson includes the following components to establish the structure and flow:

Graphic Organizer Examples

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Before Reading— Preview Log Name: __________________________ Date:_____________

➠ Writing

Workers Preview Log Directions: Skim the text Workers Who Take Care of Me. Complete the chart.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences.

Workers Preview Log Make a Connection

Key Words

Proper Nouns

➠ Speaking and Listening

I think that I am going to learn about…

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

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Standards—Each lesson is correlated to content-area standards.

During Reading— Word Web

Materials •

copies of Workers Who Take Care of Me (page 19)

•

copies of Workers Preview Log (page 20)

•

copies of Workers Word Web (page 21) (optional)

•

copies of Workers Compare and Contrast (page 22) (optional)

•

standard size sticky notes (3 per student)

•

foam or sticker letters

After Reading— Compare and Contrast

•

2x2 sticky notes (2 per student)

•

markers, scissors, and glue (or stapler)

•

each student’s interactive notebook

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Materials—Materials are listed for each lesson. Most materials can be found easily in a classroom or school.

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51732—Interactive Notetaking for Content-Area Literacy

Language Arts

Arts Language

of Me o Take Care Workers Wh

(cont.)

Workers Who Take Care of Me

Assessment nt Output page, have stude • On the Studesticky notes. Have them , Key

ure ding Proced Before Rea

5. Demonstrate how to draw

nts

d Topics place three notes: Relate read label the sticky Proper Nouns. As they and fy topics that Vocabulary, nts may identi iliar vocabulary the text, stude unfam . Ask to the text, are related proper nouns priate unfamiliar the appro words, and on write these students to . sticky notes

Preview Log Strategy:

Care rs Who Take copies of Worke w Log 1. Distribute 19) and Workers Previe before of Me (page Explain that to students. torm ideas (page 20) will brains the text, they Workers Preview Log they read the text using about the . as a guide by w the text and text nts to previe 2. Tell stude for key vocabulary words words, s, bold skimming as subheading Word Web nts read features, such s, or illustrations. Strategy: , or have stude students image ers captions, text aloud Encourage talking partn 1. Read the endently. words nts meet with talking the text indep to the vocabulary 3. Have studegroups and discuss the nts in that ion Stude to pay attent worker. Expla ent or in small logs. w and safety differ their previe health, teeth, the text refers to a hts on their points on their thoug n of ent kinds s. sectio record differ d sheet each the ty shoul r. Discuss w Log activi n. needs kind of worke Workers Previe each sectio : To meet the implied in students of workers • Differentiation of each learners, place s. This will the name of diverse in the first us group students write ple, each Have geneo exam 2. into hetero to learn from the text. For d is a doctor. Have worker on all students encourage worker implie the picture. stress of below section, the decrease the , and doctor above other and rs. students write rs are a dentist, a sheriff level learne worke have The other preview logs, n leting their a firefighter. have writte to each 4. After comp what they sticky note to use rs on a small (2x2) students share Encourage students 3. DistributeAsk students to write worketheir vocabulary with the class. mic them place student. a and acade wed. n Input notes. Have content-are they previe r of the Lesso their sticky are not the content cente who to d the nts in relate : For stude you sticky notes or writing, • Differentiation tly reading page. t, s, and f w log yet independen r letters d, lete the previe e to comp foam or sticke place the may choos 4. Distribute Then, have students of them. class. as a whole to students. their desk in front w logs in e to their previe may choos letters on of you nt fold four nts, nts amou er stude 5. Have studeally. Using only a small • For young next few steps and do them w logs their previe half vertic model the nts to glue a class. glue, tell stude n Input page. together as onto the Lesso

ure ding Proced During Rea

four extension lines from each vocabulary word by drawing a cloud image at the end of each line. Have students place one foam or sticker letter in a word cloud. Write a word or phrase that begins with that letter. It should describe, define, or give an example of the vocabulary word. • You may choose to have students complete copies of Workers Word Web (page 21) instead of having them create the graphic organizers in their notebooks. At the end of the activity, have them cut out the word webs and glue them onto the Lesson Input page. 6. Explain that students can review the reading passage, especially the text surrounding the vocabulary word, to help them generate ideas for words or phrases to include in the clouds. Tell students to write the word doctor in the word cloud that has the letter d. Tell students to think about what the text says about these workers and write a sentence in the word cloud that describes what a doctor does. • Differentiation: For students who are not yet independently reading or writing, you may choose to have students use the pictures on page 21 instead of writing the words. • Differentiation: Provide additional assistance for students who may struggle with basic vocabulary. Provide a word bank to help with the word web descriptors.

(cont.)

7. Repeat Step 5 with the other

foam or sticker letters. You may choose to model with all or some of the other letters, depending on students’ readiness. Sentences may include: Doctors take care of my health. The dentist takes care of my teeth. Sheriffs and their dogs protect us. Firefighters put out fires.

Assessment • On the Student Output page,

have students draw a picture of another type of worker that helps take care of them. Students should include specific details that show their understanding of the vocabulary word. Ask students to label their pictures and explain how this worker helps take care of them.

After Reading Procedure

Strategy: Compare and

Procedure—This section provides step-by-step instructions for teachers. Lessons include before-, during-, and after-reading activities. This structure supports student comprehension.

Contrast

1. Tell students they will organize

information to compare and contrast two types of workers using graphic organizers they will create in their interactive notebooks.

2. Have students turn to the next

Lesson Input page. Ask students to fold the edges of the pages over to the center of the notebooks and crease the folds. Check that all students now have two columns in their notebooks.

Differentiation—Differentiation strategies are provided to help teachers meet the needs of diverse learners.

ion

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Assessment—Assessment strategies are given for each activity in every lesson to measure student achievement. These strategies connect the content of the activities to Student Output tasks.

Language Arts Workers Who Take Care of Me (cont.) 3. Have students unfold the page to its full

size. Have them make two horizontal cuts, beginning at the outer edge and stopping at the center fold. This will divide the outer column into thirds. Students may need support to cut the column into roughly equal sections. Monitor students to ensure that they do not cut past the fold in the center of the page. • You may choose to have students complete copies of Workers Compare and Contrast (page 22) instead of having them create the graphic organizers in their notebooks. At the end of the activity, have students cut out their graphic organizers and glue them onto the Lesson Input page.

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7. Have students turn to the next Lesson Input page and attach the text Workers Who Take Care of Me. Refer to pages 150–151 for options on how to attach the text.

Assessment • On the Student Output page, have each student choose one of the vocabulary words and write a sentence that explains its meaning. Ask students to either draw pictures or glue pictures from magazines to represent the words’ meanings.

4. Ask students to fold the page back over

to the center fold to create a three-flap book. With the flaps still folded over, have students label the top flap doctor and the bottom flap dentist. Have students label the middle flap compare.

Student Reproducibles—Each lesson includes reproducibles of the activity sheets or graphic organizers.

5. Tell students to think about what each of the workers do that is unique. List student ideas on the board. Have students record these in the corresponding sections of their graphic organizers. • Differentiation: Create a word bank for students to reference during writing.

6. Ask students to consider what the two

workers have in common. Explain that this is what it means to compare two ideas. List student ideas on the board. Have students record these in the middle section of their graphic organizers. • Differentiation: Scaffold this activity by changing the number of expected responses on the graphic organizer.

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Name: ________

________ ________ __

Date:________

Workers Co mpare and Contrast Directions:

Digital Resources

_____

Wr do that is uni ite what doctors and den que. Write what they bot tists Then, cut out h do. the chart. Doctor

The Digital Resources include blank templates of graphic organizers found throughout the book and standards correlations. A list of the Digital Resources can be found on page 152.

Compare

Dentist

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for Content-Area

Literacy © Shell Educati

on

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51732—Interactive Notetaking for Content-Area Literacy

13

Introduction

Correlations to Standards Shell Education is committed to producing educational materials that are research and standards based. In this effort, we have correlated all of our products to the academic standards of all 50 states, the District of Columbia, the Department of Defense Dependents Schools, and all Canadian provinces.

How to Find Standards Correlations To print a customized correlation report of this product for your state, visit our website at www.teachercreatedmaterials.com/administrators/correlations/ and follow the online directions. If you require assistance in printing correlation reports, please contact our Customer Service Department at 1-877-777-3450.

Purpose and Intent of Standards The Every Student Succeeds Act (ESSA) mandates that all states adopt challenging academic standards that help students meet the goal of college and career readiness. While many states already adopted academic standards prior to ESSA, the act continues to hold states accountable for detailed and comprehensive standards. Standards are designed to focus instruction and guide adoption of curricula. Standards are statements that describe the criteria necessary for students to meet specific academic goals. They define the knowledge, skills, and content students should acquire at each level. Standards are also used to develop standardized tests to evaluate students’ academic progress. Teachers are required to demonstrate how their lessons meet state standards. State standards are used in the development of our products, so educators can be assured they meet the academic requirements of each state.

College and Career Readiness Today’s College and Career Readiness (CCR) standards offer guidelines for preparing K–12 students with the knowledge and skills that are necessary to succeed in postsecondary job training and education. CCR standards include the Common Core State Standards (CCSS) as well as other state-adopted standards, such as the Texas Essential Knowledge and Skills (TEKS) and the Virginia Standards of Learning (SOL). The CCR standards listed in the Digital Resources support the objectives presented throughout the lessons.

McREL Compendium Each year, McREL analyzes state standards and revises the compendium to produce a general compilation of national standards. The standards listed in the Digital Resources support the objectives presented throughout the lessons.

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51732—Interactive Notetaking for Content-Area Literacy

© Shell Education

Language Arts Workers Who Take Care of Me Standards ➠ Reading Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Graphic Organizer Examples Before Reading— Preview Log Name: __________________________ Date:_____________

➠ Writing Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences.

Workers Preview Log Directions: Skim the text Workers Who Take Care of Me. Complete the chart. Workers Preview Log Make a Connection

Key Words

Proper Nouns

➠ Speaking and Listening Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

I think that I am going to learn about…

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© Shell Education

During Reading— Word Web

Materials •

copies of Workers Who Take Care of Me (page 19)

•

copies of Workers Preview Log (page 20)

•

copies of Workers Word Web (page 21) (optional)

•

copies of Workers Compare and Contrast (page 22) (optional)

•

standard size sticky notes (3 per student)

•

foam or sticker letters

•

2x2 sticky notes (2 per student)

•

markers, scissors, and glue (or stapler)

•

each student’s interactive notebook

© Shell Education

After Reading— Compare and Contrast

51732—Interactive Notetaking for Content-Area Literacy

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Language Arts Workers Who Take Care of Me (cont.) Before Reading Procedure Strategy: Preview Log

Assessment • On the Student Output page, have students place three sticky notes. Have them label the sticky notes: Connection, Key Words, and Proper Nouns. As they read the text, students may make connections, identify unfamiliar vocabulary words, and identify unfamiliar proper nouns. Ask students to write these on the appropriate sticky notes.

1. Distribute copies of Workers Who Take Care

of Me (page 19) and Workers Preview Log (page 20) to students. Explain that before they read the text, they will brainstorm ideas about the text using the Workers Preview Log as a guide.

2. Tell students to preview the text by

skimming for key vocabulary words and text features, such as subheadings, bold words, captions, images, or illustrations.

3. Have students meet with talking partners or in small groups to discuss the talking points on their preview logs. Students should record their thoughts on their Workers Preview Log activity sheets. • Differentiation: For students who are not yet independently reading or writing, you may choose to complete the preview log as a whole class.

During Reading Procedure Strategy: Word Web 1. Read the text aloud, or have students read

the text independently. Encourage students to pay attention to the vocabulary words health, teeth, and safety worker. Explain that each section of the text refers to a different kind of worker. Discuss the different kinds of workers implied in each section.

2. Have students write the name of each

worker on the text. For example, in the first section, the worker implied is a doctor. Have students write doctor next to the picture. The other workers are a dentist, a sheriff, and a firefighter.

4. After completing their preview logs, have

students share what they have written with the class. Encourage students to use content-area and academic vocabulary related to the content they previewed.

5. Have students fold their preview logs in

3. Distribute a small (2x2) sticky note to each

student. Ask students to write workers on their sticky notes. Have them place their sticky notes in the center of the Lesson Input page.

half vertically. Using only a small amount of glue, tell students to glue their preview logs onto the Lesson Input page.

4. Distribute foam or sticker letters d, t, s, and f to students. Then, have students place the four letters on their desk in front of them. • For younger students, you may choose to model the next few steps and do them together.

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51732—Interactive Notetaking for Content-Area Literacy

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Language Arts Workers Who Take Care of Me (cont.) 5. Demonstrate how to draw four extension

lines from the sticky note by drawing a cloud image at the end of each line. Have students place one foam or sticker letter in a word cloud. Write a word or phrase that begins with that letter. It should describe, define, or give an example of the vocabulary word. • You may choose to have students complete copies of Workers Word Web (page 21) instead of having them create the graphic organizers in their notebooks. At the end of the activity, have them cut out the word webs and glue them onto the Lesson Input page.

• Differentiation: Provide additional assistance for students who may struggle with basic vocabulary. Provide a word bank to help with the word web descriptors.

Assessment • On the Student Output page, have students draw a picture of another type of worker who helps take care of them. Students should include specific details that show their understanding of the vocabulary word. Ask students to label their pictures and explain how this worker helps take care of them.

6. Explain that students can review the reading passage, especially the text surrounding the vocabulary word, to help them generate ideas for words or phrases to include in the clouds. Tell students to write the word doctor in the word cloud that has the letter d. Tell students to think about what the text says about these workers and write a sentence in the word cloud that describes what a doctor does. • Differentiation: For students who are not yet independently reading or writing, you may choose to have students use the pictures on page 21 instead of writing the words.

After Reading Procedure Strategy: Compare and Contrast 1. Tell students they will organize information to compare and contrast two types of workers using graphic organizers they will create in their interactive notebooks.

2. Have students turn to the next Lesson Input

page. Ask students to fold the edges of the pages over to the center of the notebooks and crease the folds. Check that all students now have two columns in their notebooks.

7. Repeat Step 5 with the other foam or sticker

letters. You may choose to model with all or some of the other letters, depending on students’ readiness. Sentences may include: Doctors take care of my health. The dentist takes care of my teeth. Sheriffs and their dogs protect us. Firefighters put out fires.

© Shell Education

51732—Interactive Notetaking for Content-Area Literacy

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Language Arts Workers Who Take Care of Me (cont.) 3. Have students unfold the page to its full

size. Have them make two horizontal cuts, beginning at the outer edge and stopping at the center fold. This will divide the outer column into thirds. Students may need support to cut the column into roughly equal sections. Monitor students to ensure that they do not cut past the fold in the center of the page. • You may choose to have students complete copies of Workers Compare and Contrast (page 22) instead of having them create the graphic organizers in their notebooks. At the end of the activity, have students cut out their graphic organizers and glue them onto the Lesson Input page.

7. Have students turn to the next Lesson Input page and attach the text Workers Who Take Care of Me. Refer to pages 150–151 for options on how to attach the text.

Assessment • On the Student Output page, have each student choose one of the vocabulary words and write a sentence that explains its meaning. Ask students to either draw pictures or glue pictures from magazines to represent the words’ meanings.

4. Ask students to fold the page back over

to the center fold to create a three-flap book. With the flaps still folded over, have students label the top flap doctor and the bottom flap dentist. Have students label the middle flap compare.

5. Tell students to think about what each of the workers do that is unique. List student ideas on the board. Have students record these in the corresponding sections of their graphic organizers. • Differentiation: Create a word bank for students to reference during writing.

6. Ask students to consider what the two

workers have in common. Explain that this is what it means to compare two ideas. List student ideas on the board. Have students record these in the middle section of their graphic organizers. • Differentiation: Scaffold this activity by changing the number of expected responses on the graphic organizer.

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© Shell Education

Name:___________________________ Date:______________

Workers Who Take Care of Me This is a worker who takes care of my health.

This is a worker who takes care of my teeth.

This is a safety worker and a dog.

This is a safety worker.

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Name:___________________________ Date:______________

Workers Preview Log Directions: Skim the text Workers Who Take Care of Me. Complete the chart. Workers Preview Log Make a Connection

Key Words

Proper Nouns

I think that I am going to learn about…

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© Shell Education

Name:___________________________ Date:______________

Workers Word Web Directions: Write a word in each cloud. Cut out the pictures. Glue them around the word web.

workers

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51732—Interactive Notetaking for Content-Area Literacy

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Name:___________________________ Date:______________

Workers Compare and Contrast Directions: Write what doctors and dentists do that is unique. Write what they both do. Then, cut out the chart.

Doctor

Compare

Dentist

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51732—Interactive Notetaking for Content-Area Literacy

© Shell Education

Language Arts What Are Rain Forests? Standards ➠ Reading Read and comprehend complex literary and informational texts independently and proficiently.

Graphic Organizer Examples Before Reading— Find Your Corner

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

➠ Speaking and Listening Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

During Reading— Pocket It!

Materials •

copies of What Are Rain Forests? (page 27)

•

copies of Rain Forests Find Your Corner (page 28) (optional)

•

copies of Rain Forests Main Idea and Details (page 29) (optional)

•

4 large poster charts

•

10-inch sealed envelopes (1 per student)

•

index cards (6 per student)

•

markers, scissors, and glue (or stapler)

•

each student’s interactive notebook

© Shell Education

After Reading— Main Idea and Details

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Language Arts What Are Rain Forests? (cont.) Before Reading Procedure

5. Ask each student to decide which

poster applies to his or her level of prior knowledge. Once students have decided, they should justify why they chose their levels by writing notes in the corresponding corners of their activity sheets. • Differentiation: Provide students with sentence starters and word banks to help them describe their prior knowledge.

Strategy: Find Your Corner 1. Before beginning the lesson, write each of

the following sentence stems on one of four posters: I am brand new…, I know a little…, I know a lot…, and I am an expert…. Hang one poster in each of the four corners of the room.

2. Have students turn to the next Lesson Input

page. Ask them to draw a vertical line down the center of the page and a horizontal line across the center of the page, creating four squares. • You may choose to have students complete copies of Rain Forests Find Your Corner (page 28) instead of having them create the graphic organizers in their notebooks. At the end of the activity, have students cut out their graphic organizers and glue them onto the Lesson Input page.

6. Tell students to move to the poster that

matches their levels of prior knowledge. Students should bring their notebooks with them. Then, have students discuss with their poster groups why they each chose that poster.

7. After the group discussion, have students

return to their desks. Tell students that they will refer back to this graphic organizer at the end of the lesson.

Assessment • On the Student Output page, have students write about what they learned about rain forests. Tell students they will revisit this page at the end of the lesson.

3. Draw students’ attention to the four posters. Ask them to label each square on their page to match one of the posters.

4. Introduce the topic rain forests. Depending

•

on students’ level of knowledge, have a brief discussion about rain forests and display some pictures of rain forests. Provide time for students to think about the topic.

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51732—Interactive Notetaking for Content-Area Literacy

Ask students to share with the class why they moved to each poster. You can then create a class Find Your Corner chart by writing the number of students at each poster in the corresponding section.

© Shell Education

Language Arts What Are Rain Forests? (cont.) During Reading Procedure

7. Have students repeat Step 6 by writing and

drawing about a temperate rainforest and placing them in the correct pocket in their notebooks. • Differentiation: For students who are not yet independently reading or writing, provide phrases and illustrations that relate to tropical and temperate rain forests. Have students work in groups to identify which picture matches each type of rainforest. Have them glue the illustrations to the index cards and place them in the correct pockets.

Strategy: Pocket It! 1. Write the following words on the board:

tropical rainforest and temperate rainforest. Read the words aloud. Have students repeat the words. Explain that they will read about and complete an activity with these words.

2. Read What Are Rain Forests? (page 27) aloud

to students or with students as a choral read. Point out the vocabulary words as you read. Have students underline or highlight the words while reading.

3. Distribute one envelope to each student.

8. Have students use the cards to review. Tell

them to take the index cards out of the pockets and mix them up. Have students work in a group or with partners to quiz one another. Have each set of partners select an index card, read the description, look at the illustration, and discuss whether it describes a tropical or temperate rainforest. You can also have students create matching games by laying all their cards facedown and matching corresponding cards.

Have students hold the envelopes vertically, fold them in half with a horizontal fold, and crease the fold.

4. Model how to cut the envelope into two

halves by cutting along the creased fold. By cutting the fold, they should create two pockets. Ask students to write tropical rainforest on one pocket and temperate rainforest on the other pocket.

Assessment • Observe students as they quiz one another.

5. Have students glue both pockets onto the Lesson Input page. Have them label the page What Are Rain Forests? at the top.

Watch to see whether students can successfully match the characteristics and illustrations to the vocabulary words.

6. Distribute three index cards to each student.

Tell them to read closely about tropical rain forests. Have each student write characteristics of a tropical rainforest on two separate index cards. Have them each draw a tropical rainforest on the third index card. Tell students to place those cards in the tropical rainforest pocket.

© Shell Education

•

Have students use tropical rainforest and temperate rainforest in sentences or in short paragraphs describing a rainforest. Students should write their paragraphs on the Student Output page.

51732—Interactive Notetaking for Content-Area Literacy

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Language Arts What Are Rain Forests? (cont.) After Reading Procedure

5. Have students read the text. Model how

to number the paragraphs by drawing a bracket around each paragraph and numbering the brackets #1, #2, and #3. As they read, instruct students to record the main idea of each paragraph and details that support it. • Differentiation: To provide additional support, you may choose to read the text passage with students and complete the activity as a whole class.

Strategy: Main Idea and Details 1. For this activity, students will identify the

main idea of each paragraph in the text and then find the supporting details for each. Tell students they will organize information using a graphic organizer that they will create in their interactive notebooks.

2. Have students turn to the next Lesson Input

page. Ask students to fold the edge of the page over to the center of the notebook and crease the fold. Check that each student has two columns in his or her notebook.

6. Have students turn to the next Lesson Input page and attach the text What Are Rain Forests? Refer to pages 150–151 for options on how to attach the text. • Differentiation: For above-level learners, challenge them to research another type of rainforest and write about how it is similar to and different from tropical and temperate rain forests.

3. Have students unfold the page to its full

size. Have them make two horizontal cuts, beginning on the outer edge of the page and stopping at the center fold. This will divide the outer column into thirds. Students may need support to cut the column into roughly three equal sections.

4. Ask students to fold the page back over to

Assessment • On the Student Output page, have students

the center fold to create a three-flap book. With the flaps still folded over, have students label the top Paragraph #1, the middle Paragraph #2, and the bottom Paragraph #3. Tell students to open the flaps to full page and label the top of the left column Main Idea and the right column Details. • You may choose to have students complete copies of Rain Forest Main Idea and Details (page 29) instead of having them create the graphic organizers in their notebooks. At the end of the activity, have students cut out their graphic organizers and glue them onto the Lesson Input page.

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51732—Interactive Notetaking for Content-Area Literacy

write pieces titled What I Learned about Rain Forests. Remind students to each include a main idea and details in their paragraphs.

© Shell Education

Name:___________________________ Date:______________

What Are Rain Forests? Rain forests are like other forests. They are filled with trees and plants. But they are different in one special way. They are very wet. Most rain forests get a lot of rain. They are also warm most of the time. This helps trees and plants stay healthy. These are called tropical (TRAH-pih-kuhl) rain forests. Other rain forests are wet for other reasons. They get water from fog and the moist air near oceans. These are called temperate (TEM-puhr-uht) rain forests. They are not very warm. But they do not get very cold either. © Shell Education

51732—Interactive Notetaking for Content-Area Literacy

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Name:___________________________ Date:______________

Rain Forests Find Your Corner Directions: Choose a corner. Write about why you chose it. Rain forests

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I am brand new…

I am an expert…

I know a little…

I know a lot…

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© Shell Education

Name:___________________________ Date:______________

Rain Forests Main Idea and Details Directions: Write the main idea of each paragraph. Write details that support it. Main Idea Paragraph #1

Details

Paragraph #2

Paragraph #3

© Shell Education

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Language Arts

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© Shell Education

Language Arts Grandpa and Me Standards ➠ Reading Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Graphic Organizer Examples Before Reading— Clock Partners

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

➠ Speaking and Listening Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

During Reading— Concept Map

Materials •

copies of Grandpa and Me (page 35)

•

copies of Grandpa and Me Clock Partners (page 36) (optional)

•

copies of Grandpa and Me Concept Map (page 37) (optional)

•

copies of Grandpa and Me Summary Wheel (page 38) (optional)

•

uncoated paper plates (2 per student)

•

chart paper

•

sticky notes (3 per student)

•

markers, scissors, and glue (or stapler)

•

each student’s interactive notebook

© Shell Education

After Reading— Summary Wheel

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Language Arts Grandpa and Me (cont.) Before Reading Procedure

3. Distribute copies of Grandpa and Me

(page 35) to students. Tell them that they will meet with their 3:00 partner to preview the text. Model how to highlight the title, Grandpa and Me. Tell students to look at the pictures next to the text and discuss what is happening in each picture.

Strategy: Clock Partners 1. Distribute a paper plate to each student.

Have students write their names in the center of their paper plates. Model how to label the hours (e.g., 12:00, 3:00, 6:00, 9:00) around the edge of the plate. Then, draw lines from the center of the plate to each hour where students will write their partners’ names. Then, have students label their own plates with the hours. • You may choose to have students complete copies of Grandpa and Me Clock Partners (page 36) instead of having them use paper plates. At the end of the activity, have students cut out their activity sheets and glue them onto the Lesson Input page.

4. Have each student meet with a different

clock partner to discuss what they think the text will be about. Then, ask them to think of questions they have about the text. Have students share their questions and predictions with the class. Write student responses on chart paper for reference later in the lesson.

5. Have students fold their paper plates in

half and then in half again to create four sections. Have them put glue on the back of one quarter and attach it to the Lesson Input page.

2. Have students find one classmate for each

labeled hour. When they find partners, have them write each other’s names beside the same hour. For example, Student A partners with Student B. Then, they write each other’s names beside the 3:00 spot. Remind students that they must each find a different partner for each hour and that all their hours must be filled in. Provide a few minutes for students to find partners. • You may choose to have students complete one hour at a time so that you can better monitor them. • Differentiation: For students who need additional explanation, model how to find partners by choosing a student “partner” and acting out how to write each other’s names on the paper plates.

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Assessment • On the Student Output page, have each student draw a picture of a time he or she went to a bookstore. Have students write about their pictures.

During Reading Procedure Strategy: Concept Map 1. Prior to the lesson, create a concept map on

51732—Interactive Notetaking for Content-Area Literacy

a blank sheet of paper using sticky notes. To do so, place one sticky note in the center. Label it Grandpa and Me. Then, arrange two sticky notes around the center and draw lines connecting the topic sticky note to each of the surrounding notes. These outer notes will be used to record key ideas in the text.

© Shell Education

Language Arts Grandpa and Me (cont.) Assessment • On the Student Output page, have students

2. Begin the lesson by showing students

the concept map model. Explain that the purpose of a concept map is to visually represent information. Concept maps help show how individual ideas or elements connect to form a larger whole.

draw pictures of places the boy and Grandpa stop after the bookstore. Have them write about the picture.

3. Distribute three sticky notes to each student. Have students create their own concept maps on the next Lesson Input page. Have students write Grandpa and Me in the center sticky note of the concept map. • You may choose to have students complete copies of Grandpa and Me Concept Map (page 37) instead of having them create the graphic organizers in their notebooks. At the end of the activity, have students cut out their graphic organizers and glue them onto the Lesson Input page.

4. After students have set up their concept

maps in their notebooks, read the text aloud. Demonstrate how to take notes on the concept map as you read.

5. After reading the first paragraph, students

Strategy: Summary Wheel 1. Distribute a paper plate to each student.

Have students fold the paper plate into six sections. To do so, have students fold the paper plate in half and crease the fold. Then, have them lay the folded plate down with the fold facing them. Next, have them fold the corners in and up into three equal sections, overlapping each other (similar to how a tri-fold brochure is folded). The completed fold should look like a slice of pie.

2. While the paper plate is folded, have

students cut straight across the center tip to create a hexagon-shaped hole in the center of the opened plate.

should write walk to park on one of the outer sticky notes. Read the next paragraph, and ask students if they see another key idea. If necessary, lead students to understand that the next key idea is walk to the bookstore. • Differentiation: For students who are not yet independently reading or writing, encourage them to draw and label a picture of what Grandpa and the boy are doing together. Or, have students cut out the pictures on page 37 and glue them onto on the concept map.

© Shell Education

After Reading Procedure

3. Ask students to unfold their plates and trace the folds to create six sections. Explain that these are like spokes on a wheel. Have students label the sections: Who/What, Did what, When, Where, Why, and How. Tell students that these are some of the most essential pieces of information for a story they will write.

51732—Interactive Notetaking for Content-Area Literacy

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Language Arts Grandpa and Me (cont.) • You may choose to have students complete copies of Grandpa and Me Summary Wheel (page 38) instead of having them create the graphic organizers in their notebooks. At the end of the activity, have students cut out their graphic organizers and glue them onto the Lesson Input page.

Assessment • On the Student Output page, have students write about their walks with special people. Remind students to use their summary wheels to plan the sequence of events in their stories.

4. Tell students to think about a time when

they took a walk with someone special. Explain that they will use the summary wheel to plan a story. Have students record information in the spokes of the summary wheel. Based on students’ readiness, you may want to model this with the whole class. Then, have them share their stories with partners. • Differentiation: Have students write entries in the summary wheel that are appropriate for their skill levels. This may include drawing pictures, writing fewer words, writing shorter examples, or choosing vocabulary that is appropriate for them.

5. After students complete their summary

wheels, have them glue the paper plate onto the next Lesson Input page in their interactive notebooks. Have students write Grandpa and Me in the window in the center of their plates.

6. Have students turn to the next Lesson Input page and attach the text Grandpa and Me. Refer to pages 150–151 for options on how to attach the text.

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Name:___________________________ Date:______________

Grandpa and Me Grandpa and I walk to the park. We watch the birds. They fly in the sky. We see kids playing on the swings. They swing higher and higher. Then, we stop for a snack. We sit on a bench to eat our ice cream. Next, we walk to the bookstore. We read books. Grandpa reads a book about birds. I read a book about space. Grandpa buys me a new book. Then, we walk home. I love spending time with Grandpa!

© Shell Education

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Name:___________________________ Date:______________

Grandpa and Me Clock Partners Directions: Write a partner’s name for each hour.

12:00 9:00

3:00 6:00

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© Shell Education

Name:___________________________ Date:______________

Grandpa and Me Concept Map Directions: Write key ideas about the story.

Grandpa and Me

© Shell Education

51732—Interactive Notetaking for Content-Area Literacy

37

Name:___________________________ Date:______________

Grandpa and Me Summary Wheel Directions: Write details about a walk you took with a special person.

Grandpa and Me

en Wh Did what

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Wh o/ Wh at

w Ho

Wh ere

Why

© Shell Education

Mathematics A Day in Our Lives Standards ➠ Mathematics Tell and write time in hours and half-hours using analog and digital clocks.

➠ Reading

Graphic Organizer Examples Before Reading— Word Web

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

➠ Writing Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

During Reading— Four-Flap Notetaking

Materials •

copies of A Day in Our Lives (pages 43–44)

•

copies of A Day in Our Lives Word Web (page 45) (optional)

•

copies of A Day in Our Lives Four-Flap Notetaking (page 46) (optional)

•

copies of A Day in Our Lives Compare and Contrast (page 47) (optional)

•

sticky notes (2 per student)

•

foam or sticker letters

•

8.5" x 11" sheets of paper (1 per student)

•

markers, scissors, and glue (or stapler)

•

each student’s interactive notebook

© Shell Education

After Reading— Compare and Contrast

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39

Mathematics A Day in Our Lives (cont.) Before Reading Procedure

5. Have students place one letter in a word

cloud. Model how to write a word or phrase that begins with that letter. Ensure that the word or phrase describes, defines, or gives an example of the vocabulary word. • For example, if you begin with the word add, attach a p sticker in one word cloud. Then, write the phrase put together in the word cloud.

Strategy: Word Web 1. Distribute copies of A Day in Our Lives

(pages 43–44) to students. Have them skim the text and find the two bold words: add and subtract. Review the terms with students, and have them highlight, circle, or underline the two words.

2. Distribute two sticky notes to each student.

Have them write add on one sticky note and subtract on the other. Ask students to place those two words one above the other in the center of the next Lesson Input page.

6. Complete the first word cloud as a class. 7. Have students follow the same procedure

for the second vocabulary word. Explain that students can review the text, especially the sentences surrounding the vocabulary word, to help them generate ideas for words or phrases to include in the clouds. • Differentiation: For students who are not yet independently reading or writing, write the vocabulary words on sticky notes ahead of time instead of having students write the words themselves.

3. Distribute foam or sticker letters to students. Have students choose two to four letters and place them on their desks. • Since you will be modeling the first word web, ensure that students are given at least some of the same letters so that they can follow your instructions.

4. Demonstrate how to draw four extension

lines from each vocabulary word and draw a cloud at the end of each line. • You may choose to have students complete copies of A Day in Our Lives Word Web (page 45) instead of having them create the graphic organizers in their notebooks. Once students have completed the activity, have them cut out the word webs and glue them onto the Lesson Input page.

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8. Have students discuss their word webs with partners. Tell students to make revisions as they discuss their word webs.

Assessment • On the Student Output page, have

51732—Interactive Notetaking for Content-Area Literacy

students draw illustrations that connect both vocabulary words to the topic of the text passage. Students should include details that show their understandings of the words.

© Shell Education

Mathematics A Day in Our Lives (cont.) During Reading Procedure

5. Have students write the details about each

time of the day behind the correct flap. Ask students to share their ideas about each time of day with a partner. Encourage them to revise their own work. • Differentiation: Place students into heterogeneous groups. Encourage groups to work together to discuss what they are going to write. Provide sentence stems or word banks as extra support.

Strategy: Four-Flap Notetaking 1. Read the text aloud with students. Explain that as they read, they should focus on creating strong mental pictures of the events in Rod and Tia’s days.

2. Have students circle the four sections of

text: Before School, At School, After School, and Ending the Day. As students read each section, model how to determine the important events that occur during each part of the day, and underline those details.

6. Tell students to turn to the next Lesson

Input page and attach their folded graphic organizers. If needed, students can fold down and glue only one section of their graphic organizers for a better fit.

3. Distribute 8.5" x 11" sheets of paper to

students. Ask students to hold the paper portrait style and make a vertical fold. Then, fold it again into fourths with three horizontal folds. Tell students to open the horizontal folds to show four sections. Then, have them open the vertical fold and make three cuts along the horizontal folds, stopping at the vertical fold. This should create four flaps. Monitor students to ensure that they do not cut past the fold in the center of the page. • You may choose to have students complete copies of A Day in Our Lives Four-Flap Notetaking (page 46) instead of having them create the graphic organizers from scratch. At the end of the activity, have students cut out their graphic organizers and glue them onto the Lesson Input page.

4. Tell students to think about the main idea of

each time of the day. Explain that students will label the four outside flaps with the four times of the day. For example, they should label the first flap Before School.

© Shell Education

Assessment • Explain that students are going to write about their own days. Have students title the Student Output page A Day in My Life. Following the same format as the text, have students write the headings Before School, At School, After School, and Ending the Day under the title. Next to each heading, have them write or draw illustrations about their activities during that part of the day.

After Reading Procedure Strategy: Compare and Contrast 1. Tell students that they will use a graphic

organizer to compare the schedules of their days to the schedule of Tia’s day.

2. Tell students to turn to the next Lesson

Input page. Ask them to fold the edge of the page over to the center of the notebook and crease the fold. Check that all students now have two columns in their notebooks.

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Mathematics A Day in Our Lives (cont.) 3. Have students unfold the page to its full

size. Students should then make two horizontal cuts beginning on the outer edge and stopping at the center fold. This will divide the outer column into thirds. Monitor students to ensure that they do not cut past the fold in the center of the page. • You may choose to have students complete copies of A Day in Our Lives Compare and Contrast (page 47) instead of having them create the graphic organizers in their notebooks. At the end of the activity, have students cut out their graphic organizers and glue them onto the Lesson Input page.

4. Ask students to fold the page back over

to the center fold to create a three-flap book. With the flaps still folded over, have students label the top flap My Life and the bottom flap Tia. Have students label the middle flap Compare.

7. Ask students to consider what they have in

common with Tia. Explain that this is what it means to compare two ideas. Record student ideas on the board. Have students record any notes from the board in the Compare section of their graphic organizers. • Differentiation: Scaffold this activity by changing the number of expected responses on students’ graphic organizers. Provide sentence stems and a word bank, if needed.

8. Have students turn to the next Lesson Input page and attach the text A Day in Our Lives. Refer to pages 150–151 for options on how to attach the text.

Assessment • Have students review the information they

5. Tell students to think about what their daily

schedule looks like and how it is different from Tia’s day. Explain that this is what they will write under the top and bottom flaps of their graphic organizers.

listed under each flap. On the Student Output page, have students write about what is unique about their daily routines and Tia’s routine. Then, have them write about what they both have in common. Provide sentence stems, if needed.

6. Ask students to share their ideas about

their schedules. Make a list of things they do before school. Then, have them list things Tia does before school. Students should record other differences in the corresponding sections of their graphic organizers.

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© Shell Education

Name:___________________________ Date:______________

A Day in Our Lives Before School Rod’s mom wakes him up. Tia’s dad wakes her up. Rod takes the bus to school. School starts at 7:30. Tia walks to school. She gets there just in time. School starts at 8:00. At School Both Tia and Rod have reading class first. Then, Rod learns how to add in math class. Tia learns how to subtract. Rod and Tia work hard until lunch. Rod plays soccer with his friends. Then, the students go back to class. Tia plays hopscotch with her friends after lunch. Rod has art and music class. His last class of the day is gym. Tia walks home with her friends.

© Shell Education

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Name:___________________________ Date:______________

A Day in Our Lives

(cont.)

After School Rod has peanut butter on toast for a snack after school. Then, he practices his flute. Tia eats cheese sticks for a snack after school. Then, she has soccer practice. Ending the Day Rod talks about his art class over dinner. Tia talks about the goal she made during soccer practice. Tia and Rod talk on the phone. Tia speaks in English. Rod speaks in Spanish. They practice talking in a new language. Tia and Rod do their math homework next. Rod works at the dinner table. Tia works at a desk. They work for a half hour. They end the day in the same way. They read in bed until they are sleepy. 44

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© Shell Education

Name:___________________________ Date:______________

A Day in Our Lives Word Web Directions: Write words that tell about the terms in the center.

add

subtract

© Shell Education

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45

Name:___________________________ Date:______________

A Day in Our Lives Four-Flap Notetaking Directions: Write the details about each time of the day. Then, cut out the chart. Before School

At School

After School Ending the Day 46

51732—Interactive Notetaking for Content-Area Literacy

© Shell Education

Name:___________________________ Date:______________

A Day in Our Lives Compare and Contrast Directions: Write details about your day and Tia’s day. Then, cut out the chart.

My Life

Compare

Tia

© Shell Education

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47

Mathematics

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© Shell Education

Mathematics Lots of Boxes Standards ➠ Mathematics Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

Graphic Organizer Examples Before Reading— KWL

➠ Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

➠ Writing

During Reading— Chart and Match Name: __________________________ Date:_____________

Lots of Boxes Chart and Match Directions: Draw a picture of each word. Then, write what each word means.

•

copies of Lots of Boxes Chart and Match (page 56)

•

index cards (optional)

•

sticky notes (different colors if possible— 6 per student)

•

markers, scissors, and glue (or stapler)

•

each student’s interactive notebook

© Shell Education

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rectangular prism

copies of Lots of Boxes KWL Chart (page 55)

cube

•

3-D

copies of Lots of Boxes (pages 53–54)

dimension

•

Word

Materials

Picture

Meaning

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

© Shell Education

After Reading— Stop and Think

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Mathematics Lots of Boxes (cont.) Before Reading Procedure Strategy: KWL

Assessment • On the Student Output page, have students summarize what they think they will learn from the text based on their prior knowledge and what they observed when they previewed it.

1. Distribute copies of Lots of Boxes KWL Chart (page 55) to students.

2. Explain that you are beginning a new topic

of study on three-dimensional shapes. Brainstorm what students already know about three-dimensional shapes. Create a list on the board. Ask probing questions to activate prior knowledge. • You may choose to first have students find partners and discuss what they already know about three-dimensional shapes.

During Reading Procedure Strategy: Chart and Match 1. Explain that students will read the text,

looking for important vocabulary words. Write the following words on the board: dimension, 3-D, cube, and rectangular prism. Practice saying the words with students.

3. Model how to record ideas in the K section, and have students record their ideas in this section. Have students draw pictures, if needed.

2. As a class, read the text Lots of Boxes. Point

out the vocabulary words as you read them, and model how to highlight, circle, or underline the words.

4. Distribute copies of Lots of Boxes (pages

53–54) to students. Preview the text with students by skimming for key vocabulary words and any text features, such as subheadings, boldfaced words, captions, images, or illustrations.

3. Distribute copies of Lots of Boxes Chart and

Match (page 56) to students. The vocabulary words are listed in the first column.

4. Have students complete the rest of the chart

5. As students preview the text, encourage

them to discuss anything they may wonder about and want to find out more about. Then, have students meet with talking partners to discuss their questions. Have students record their questions in the W section. Model how to record ideas in the W column, if necessary. • Differentiation: Help students form questions by providing question stems, such as Who, What, When, Where, Why, and How, on index cards.

by drawing illustrations of the vocabulary words in the middle column. Then, model how to read the context around each vocabulary word. Have students think about what the text says about each word and then write their own definitions in the third section, if needed. • Differentiation: For below-level learners, distribute short typed definitions of the vocabulary words. Have students match the definitions to the correct words and glue them onto their charts.

6. Tell students they will read the text later to complete their charts.

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© Shell Education

Mathematics Lots of Boxes (cont.) 5. After students have completed their charts,

have them cut apart all the rows on the grid. Students can use the dashed lines around each row as a guide.

6. Have students walk around the room with

their pieces and find other students to trade rows with. Explain that they should try to each find a classmate with whom they can swap rows. They should trade rows that have the same vocabulary words on them. Students should explain to each partner how they created their definitions and illustrations for the words they are trading. At the end of the activity, each student should end up with a complete chart.

7. Have each student create a new chart on the

next Lesson Input page with the pieces he or she collected. Students should not glue anything to the page until you have checked them for accuracy.

8. Have students label the three columns with the same terms used on the activity sheet (Word, Picture, and Meaning).

9. Tell students to write the main topic, Lots of Boxes, at the top of the page above the chart.

10. Have students meet with partners to revisit

their KWL charts from the Before Reading activity. Have partners discuss what they learned from the text and whether any of their questions were answered. Have them record this in the L section of the chart. Have students add any additional questions they have after reading the text to the W section of the chart.

11. Have students cut out their completed KWL charts. Have them put glue on the back of the W section and attach them to the next Lesson Input page. © Shell Education

Assessment • On the Student Output page, have students choose one of the vocabulary words and relate it to their own experiences. Students should write the word at the top of the page and then write about it and/or draw a picture.

After Reading Procedure Strategy: Stop and Think 1. Distribute six sticky notes to each student. If possible, provide students with three different colors.

2. Review the text together, and discuss any

prior knowledge students have about using boxes to pack and move.

3. Explain that the text is broken into two

sections: Lots of Boxes and Moving Math. Review both parts with students. If possible, project the text on the board with the sections numbered so that students can refer to it throughout the activity.

4. Direct students to turn to the next Lesson Input page and title it Stop and Think. Directly under the strategy title, have students write the title Lots of Boxes.

5. Have students spread out the sticky notes

on their desks. Tell each student to write exclamation points on two sticky notes, stars on two, and question marks on two. Explain what each symbol means: I find this interesting. I can explain this. I have a question about this.

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Mathematics Lots of Boxes (cont.) 6. Begin with the first section of the text, Lots

of Boxes. Read the section as a class, and think aloud the process of placing the three sticky notes beside sentences. For example, you might place the exclamation point beside the sentence, “There is a moving van with cones around it.”

Assessment • On the Student Output page, have students

7. Explain that students will record the parts of

the text they flagged. First, model writing Section #1 at the top of the page, and explain that is so they remember which section these notes are from. Then, model how to remove the sticky notes from the text, one at a time, and transfer them below the Section #1 heading. After you transfer each sticky note to the Lesson Input page, write the information you flagged on the sticky note. Conclude the process by reviewing your handwritten notes.

use their notes to write or draw cohesive three-sentence summaries about the topic. Tell them to include vocabulary words from the text. Have them include statements that explain how this strategy helped them better understand the content. Look for student comprehension of the text as well as whether students can identify the benefits of stopping and thinking as they read.

8. Have students review the second section

of the text, Moving Math. Then, repeat Steps 6–7 as a class. • Differentiation: For above-level learners, allow them to continue to research the unanswered questions they wrote during the KWL or Stop and Think activities.

9. Have students turn to the next Lesson Input

page and attach the text Lots of Boxes. Refer to pages 150–151 for options on how to attach the text.

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© Shell Education

Name:___________________________ Date:______________

Lots of Boxes There are eight families who live on Grant Street. One day, things change. There is a moving van with cones around it. The Drakes are moving in. All the kids watch to see what will come off the truck. The kids see a lot of big boxes. Moving Math It sometimes helps movers to know how big a box is. You can measure the length, the height, and the width. Each of those measurements is called a dimension (duh-MEN-shuhn).

© Shell Education

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Name:___________________________ Date:______________

Lots of Boxes

(cont.)

Boxes have three dimensions. They are called three-dimensional shapes. Another name for three-dimensional is 3-D. Some boxes are cubes. All the edges are equal lengths. Some boxes are rectangular prisms. The edges on those boxes have lengths that are not the same. id

th

g len

th

height

w

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© Shell Education

Name:___________________________ Date:______________

Lots of Boxes KWL Chart Directions: Write what you know and want to know. Write what you learned after you read. What You KNOW

What You WANT to Know

What You LEARNED

© Shell Education

51732—Interactive Notetaking for Content-Area Literacy

55

Name:___________________________ Date:______________

Lots of Boxes Chart and Match

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rectangular prism

cube

3-D

dimension

Word

Picture

Meaning

Directions: Draw a picture of each word. Then, write what each word means.

© Shell Education

Mathematics A Mountain of Trash Standards ➠ Mathematics

Graphic Organizer Examples

Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.

Before Reading— Clock Partners

➠ Reading Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

During Reading— Pocket It!

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

Materials •

copies of A Mountain of Trash (pages 61–62)

•

copies of A Mountain of Trash Clock Partners (page 63) (optional)

•

copies of A Mountain of Trash Reading-Review Web (page 64) (optional)

•

uncoated paper plates (1 per student)

•

chart paper

•

10-inch sealed envelopes (2 per student)

•

index cards (8 per student)

•

sticky notes (1 per student)

•

markers, scissors, and glue (or stapler)

•

each student’s interactive notebook © Shell Education

After Reading— Reading-Review Web

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Mathematics A Mountain of Trash (cont.) Before Reading Procedure

3. Distribute copies of A Mountain of Trash

(pages 61–62) to students. Tell them that they will meet with their 3:00 partner to preview the text. Model how to highlight the title, A Mountain of Trash, and the following subtitles: “Trash on a Trip” and “Other Types of Trash.”

Strategy: Clock Partners 1. Distribute a paper plate to each student.

Have students write their names in the center of their paper plates. Model how to label the hours (e.g., 12:00, 3:00, 6:00, 9:00) around the edge of the plate. Then, draw lines from the center of the plate to each hour where students will write their partners’ names. Then, have students label their own plates with the hours. • You may choose to have students complete copies of A Mountain of Trash Clock Partners (page 63) instead of having them use paper plates. At the end of the activity, have students cut out their activity sheets and glue them onto the Lesson Input page.

4. Have each student meet with a different

clock partner to discuss what they think the text will be about. Then, ask them to think of a question they have about the text. Have students share their questions and predictions with the class. Write student responses on chart paper for reference later in the lesson.

5. Have students fold their paper plates in

half and then in half again to create four sections. Have them put glue on the back of one quarter and attach it to the Lesson Input page.

2. Have students find one classmate for each

labeled hour. When they find partners, have them write each other’s names beside the same hour. For example, Student A partners with Student B. Then, they write each other’s name beside the 3:00 spot. Remind students that they must find different partners for each hour and that all their hours must be filled in. Provide a few minutes for students to find partners. • You may choose to have students complete one hour at a time so that you can better monitor them. • Differentiation: For students who need additional explanation, model how to find partners by choosing a student “partner” and acting out how to write each other’s names on the paper plates.

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Assessment • On the Student Output page, have students write and draw what they think the text will be about and what they already know about the topic of the text.

During Reading Procedure Strategy: Pocket It! 1. Write the following words from the text

51732—Interactive Notetaking for Content-Area Literacy

on the board: sanitation worker, transfer station, recycling, and compost. Read the words aloud. Have students repeat the words. Explain that they will read about and complete an activity with these words.

© Shell Education

Mathematics A Mountain of Trash (cont.) 2. Read A Mountain of Trash aloud to students.

7. Have students follow the same process for

the words transfer station, recycling, and compost. Have students draw an illustration or write an example that describes each vocabulary word on the remaining index cards.

Point out the four vocabulary words as you read. Have students underline or highlight the words as you come to them.

3. Distribute two sealed envelopes to each

student. Have students hold the envelopes vertically, fold them in half with horizontal folds, and crease the folds.

8. Have students place the definition and

illustration/example cards in the pockets that match each vocabulary word. Then, have them glue two pockets on the next Student Output page and two pockets on the Lesson Input page.

4. Model how to cut the first envelope into

two halves by cutting along the creased fold. By cutting the fold, they should create two pockets. Have students repeat this step with the second envelope. Tell students to write each of the words from the board on separate pockets. • Differentiation: For students who are not yet independently reading or writing, you may choose to prepare the envelope pockets for students before the lesson. If so, skip Steps 3–4, and instead distribute the prepared envelope pockets.

5. Distribute eight index cards to each

student. Reread the text as a class, or have students reread independently. Ask them to focus on the four vocabulary words that they annotated in Step 2. Tell students to pay attention to the context surrounding the words.

6. Tell students to think about what the term

sanitation worker means. Model how to look at the text around the word to create a definition of the word. For example, reread the “Trash on a Trip” section. Discuss what the text says about sanitation workers, and brainstorm a possible definition for the word. A good definition might be “people who pick up trash in a community.” Have students write their own definitions on index cards.

© Shell Education

9. Have students use their cards to quiz their 9:00 partners.

Assessment • Observe students as they quiz one another. Watch to see whether students can successfully match the illustrations/ examples with the vocabulary words.

•

Have students use the vocabulary words in original sentences. Have them write about personal connections they made as they read the text.

After Reading Procedure Strategy: Reading-Review Web 1. Reread the text with students. While you are reading, encourage students to think about the text and create mental pictures about the different sections. Explain that this is called visualizing.

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Mathematics A Mountain of Trash (cont.) 2. Have students turn to the next Lesson Input

page. Have them fold the page in half vertically and trace the line down the center of the page. Then, ask students to draw another line horizontally across the page to divide it into four quarters.

6. Have students complete the remaining two

supporting detail sections independently or with partners. • Differentiation: Challenge above-level learners to also include one or two examples of details from the text that do not specifically support the main idea but are interesting or informative.

3. Distribute one sticky note to each student.

Have them draw or write the main idea on the sticky note. Think aloud that the most important idea is that there is a lot of trash. Have students place their sticky notes in the center of the page on top of the intersection of the two lines they drew in Step 2. • You may choose to have students complete copies of A Mountain of Trash Reading-Review Web (page 64) instead of having them create the graphic organizers in their notebooks. Once students have completed the activity, have them cut out their graphic organizers and glue them onto the Lesson Input page.

7. Have students turn to the next Lesson Input

page and attach the text A Mountain of Trash. Refer to pages 150–151 for options on how to attach the text.

Assessment • On the Student Output page, have students explain how visualizing and drawing will help them remember the main idea and supporting details from this text.

•

4. Draw an example of the Reading-Review

To extend the learning, have students draw signs that would encourage people to participate in an Earth Day cleanup of a street in their community.

Web on the board. Model how to review the text and identify the first supporting detail: Your trash adds up to 1,460 pounds each year. Model how to draw or write the detail in the first section of the graphic organizer. Ask students to add this detail in the first section of their webs.

5. Tell students to think about the main idea

as you continue to review the text. Have them decide which detail should be drawn or written in the second section of the web. If needed, you can model how to locate and add the second supporting detail to the web.

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© Shell Education

Name:___________________________ Date:______________

A Mountain of Trash Trash! Did you know that your trash adds up to 1,460 pounds each year? That is 4 pounds each day! All that trash has to go somewhere. Trash on a Trip On trash day, sanitation workers start work early in the morning. They have to be strong. Workers may lift heavy trash cans. Once your trash is on the truck, it keeps moving. It may go to a transfer station. This is a lot like a train station. The trash stays there until it is taken to another place. It may leave by train or in a bigger truck.

© Shell Education

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Name:___________________________ Date:______________

A Mountain of Trash

(cont.)

Glass may go to a glass recycling plant. Cans and paper go to other recycling plants. Some trash goes to a landfill. It is buried in layers of dirt. Sanitation workers make sure that the different types of trash go to the right places. Other Types of Trash Some people do not put out their yard waste. They try to reuse it in their yard to help feed their plants. This is called a compost pile.

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© Shell Education

Name:___________________________ Date:______________

A Mountain of Trash Clock Partners Directions: Write a partner’s name for each hour.

12:00 3:00

9:00 6:00 © Shell Education

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Name:___________________________ Date:______________

A Mountain of Trash Reading-Review Web Directions: Review the text. Draw or write details that support the main idea. Supporting Detail

Supporting Detail

64

Supporting Detail

A Mountain of Trash

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Supporting Detail

© Shell Education

Science What Makes a Habitat? Standards ➠ Science Knows that living things are found almost everywhere in the world and that distinct environments support the life of different types of plants and animals.

Graphic Organizer Examples Before Reading— Find Your Corner

➠ Reading Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

➠ Writing Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

During Reading— Four-Flap Notetaking

Materials •

copies of What Makes a Habitat? (pages 69–70)

•

copies of Habitats Find Your Corner (page 71) (optional)

•

copies of Habitat Four-Flap Notetaking (page 72) (optional)

•

copies of Habitat Fact or Fib (page 73) (optional)

• • • • •

4 large poster charts

After Reading— Fact or Fib

index cards (5 per student) 10-inch sealed envelopes (1 per 2 students) markers, scissors, and glue (or stapler) each student’s interactive notebook © Shell Education

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65

Science What Makes a Habitat? (cont.) Before Reading Procedure

5. Ask each student to decide which

poster applies to his or her level of prior knowledge. Once students have decided, they should justify why they chose their levels by writing notes in the corresponding corners of their activity sheets.

Strategy: Find Your Corner 1. Before beginning the lesson, write each of

the following sentence stems on one of four posters: I am brand new…, I know a little…, I know a lot…, and I am an expert…. Hang one poster in each of the four corners of the room. • Differentiation: If needed, define the word expert for students. Provide examples that will help explain what an expert is (e.g., A scientist is an expert in his or her field of science).

6. Ask students to move to the poster that

matches their levels of prior knowledge. Students should bring their notebooks with them. Then, have students discuss with their poster groups why they each chose that poster.

7. After the group discussion, have students

return to their desks. Tell students that they will refer to this graphic organizer at the end of the lesson.

2. Have students turn to the next Lesson Input

page. Ask them to draw a vertical line down the center of the page and a horizontal line across the center of the page, creating four squares. • You may choose to have students complete copies of Habitats Find Your Corner (page 71) instead of having them create the graphic organizers in their notebooks. At the end of the activity, have students cut out their graphic organizers and glue them onto the Lesson Input page.

3. Draw students’ attention to the four posters. Ask them to label each square on their page to match one of the posters.

Assessment • On the Student Output page, have students each list one thing about habitats they learned from their classmates that they did not know before.

During Reading Procedure Strategy: Four-Flap Notetaking 1. Distribute What Makes a Habitat? (pages

69–70) to students. Model how to “chunk” the text into four paragraphs by drawing brackets around each paragraph and numbering them.

4. Introduce the topic, What Makes a Habitat?

to students. Depending on students’ level of knowledge, have a brief discussion about animal habitats, display some pictures of living things in their habitats, or preview the text with students. Provide time for students to think about the topic.

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2. Have each student turn to the next Lesson

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Input page. Have them each fold the edge of the page to the center of the notebook and crease the fold. Check that each student now has two columns in his or her notebook.

© Shell Education

Science What Makes a Habitat? (cont.) .

3. Have each student unfold the page to its

full size and make three horizontal cuts beginning on the outer edge of the page and stopping at the center fold. This will divide the outer column into fourths. Students may need support to cut the column into roughly equal sections. • You may choose to have students complete copies of Habitat Four-Flap Notetaking (page 72) instead of having them create the graphic organizers in their notebooks. At the end of the activity, have students glue them onto the Lesson Input page.

4. Ask students to fold the page back over the center fold to create a four-flap book. With the flaps still folded over, have students label the flaps #1 through #4.

5. Read the first paragraph aloud with

students. As you read, discuss the facts they learned. Model how to draw a quick sketch or write a sentence about that fact behind the first flap. • Differentiation: Provide key vocabulary words and definitions to help students meet the language demands of the text.

6. Have each student read the second

paragraph and write an important fact behind the second flap. To reinforce the reading, have students highlight the information in the text as they write it in their graphic organizers. Have students repeat this step for the last two paragraphs. If necessary, have them work in pairs or small groups.

7. Have students refer back to their Find Your Corner graphic organizers. Ask them to reflect on the differences between their levels of knowledge about habitats after reading the text. © Shell Education

Assessment • On the Student Output page, have students use key vocabulary to write about the facts they found most interesting. Tell them to use their graphic organizers as a prewriting reference. You may choose to have students illustrate their facts.

After Reading Procedure Strategy: Fact or Fib 1. Place students into heterogeneous groups

of four or five. Discuss the difference between a fact (a true statement) and a fib (an untrue statement). • Differentiation: Be strategic about placing students into their heterogeneous groups. Be sure that students’ ability levels are well mixed so that below-level learners will be able to utilize the assistance of their group members.

2. Review the first paragraph of What Makes a

Habitat? with students. Explain that you are going to create one fact and one fib about that paragraph.

3. Distribute two index cards to each student,

explaining that this is where they will record their facts and fibs. Then, think aloud as you look back through the text to find a fact to record. Write this fact on the board, and have students write it on one of their cards.

4. Think aloud as you review the text to create

a fib. Explain that students can start with a fact and then change it to make it untrue. For example, you could begin with the idea that living things also need the right climate. Then, change that fact to a fib (e.g., Climate does not affect living things).

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Science What Makes a Habitat? (cont.) 5. Write the fib on the board, and have

10. Explain that you will now jigsaw their

6. Review the second paragraph with students.

11. Have students share with their group the

students write it on their second index cards. Ask students to review their cards and discuss with their groups how they know that one statement is a fact and the other is a fib. Have them share ideas for facts and fibs, and write the statements on the board.

groups. Place students into new groups so that each group has a student for every section of the text. Have the new groups take turns using the Fact or Fib cards to quiz each other. section of text they were responsible for reviewing. Ask them to read their fact or fib statements to the rest of the group. The group will then discuss which of the statements they think are the facts and which statement is a fib. They may use the text to help them. Encourage students to take notes about the group discussion on the Student Output page.

7. Distribute three new index cards to each

student. Assign groups sections of the text to read aloud. Tell them to think about two facts and one fib that they can record from their sections. Encourage them to choose fact statements that include the most important ideas from their section.

8. Have each student write their facts and fibs

on their index cards. Explain that although they will choose their facts and fib as a group, each individual member must create his or her own set of cards. • Differentiation: Create several fact cards before students begin the activity. You may choose to use the ones provided in Habitats Fact or Fib (page 73). Have students glue the statements onto separate index cards. Then, have them identify which statements are facts and which are fibs.

12. Have students turn to the next Lesson Input page and attach the text What Makes a Habitat? Refer to pages 150–151 for options on how to attach the text.

Assessment • Ask each student to write three questions

9. Distribute one envelope to every two

students. Ask each pair of students to cut it in half horizontally to create two pockets. Each student should take one half and write the title What Makes a Habitat? on the envelope. Students should then attach the envelope pocket onto the next Lesson Input page and place the cards in their envelope pockets. Finally, have students write Fact or Fib at the top of the page.

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they have about habitats on the Student Output page. Provide question stems for students, if needed. For example: One question I still have about a habitat is…, or Why do living things need…?

• Differentiation: For students who are not yet independently reading or writing, have them each draw a living thing and its habitat. Tell students to include everything that a living thing needs in its habitat, such as soil, water, food, light, and climate.

© Shell Education

Name:___________________________ Date:______________

What Makes a Habitat? The right habitat for a living thing has exactly what it needs to live well and thrive. This means there is the right soil, water, food, and light. It means the right climate, too. And it means the right predators! Things that live on land need the right kind of soil. Plants need soil to grow. Animals need plants for food. Some animals eat animals that eat the plants! Animals also need the right kind of land for their shelter. Plants and animals need water, too. They may need fresh water. They may need salt water. Plants and animals must live in habitats that have the right kind of water and plenty of it. © Shell Education

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Name:___________________________ Date:______________

What Makes a Habitat?

(cont.)

Living things also need the right kind of food. Plants need nutrients from the soil. Plants also need energy from the sun. Light helps them grow. Animals need to eat to live. Some animals eat plants, while others eat meat. Some animals eat both. They all need plenty of food throughout the year to live.

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© Shell Education

Name:___________________________ Date:______________

Habitats Find Your Corner Directions: Choose a corner. Write about why you chose it. Habitats I am brand new…

I am an expert…

I know a little…

I know a lot…

© Shell Education

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Name:___________________________ Date:______________

Habitat Four-Flap Notetaking Directions: Write or draw key facts about each paragraph. Then, cut out the chart.

#1

#2

#3

#4

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© Shell Education

Name:___________________________ Date:______________

Habitat Fact or Fib Directions: Cut apart each card. Decide which statements are facts and which are fibs.

Paragraph 1 Habitats have what living things need to live well.

Paragraph 3 All plants need freshwater.

Paragraph 2

Paragraph 4

Animals do not need the right kind of soil.

Animals need the right kind of food to live.

© Shell Education

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Science

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© Shell Education

Science How Sound Moves Standards ➠ Science Knows that electricity in circuits can produce light, heat, sound, and magnetic effects.

➠ Reading

Graphic Organizer Examples Before Reading— Think-Pair-Square-Share

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

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

During Reading— Frayer Model Name: __________________________ Date:_____________

Sound Frayer Model

Materials •

copies of How Sound Moves (page 79)

•

copies of Sound Think-Pair-Square-Share (page 80)

•

copies of Sound Frayer Model (page 81)

•

copies of Sound Three-Sides Notetaking (page 82)

•

markers, scissors, and glue (or stapler)

•

each student’s interactive notebook

Directions: Cut along the dashed lines. Then, fold along the solid lines.

Example

Non-Example

Definition

Characteristics

© Shell Education

© Shell Education

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After Reading— Three-Sides Notetaking

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Science How Sound Moves (cont.) Before Reading Procedure

5. Have students share their answers in groups of four or more, depending on class size. Then, each group should decide which answer they think is best and why. Have students write their group’s answer and the justification in the Square box on their activity sheets.

Strategy: Think-Pair-Square-Share 1. Distribute copies of Sound Think-Pair-SquareShare (page 80) to students. Display the picture of sound waves moving through the ear from How Sound Moves (page 79). Ask students to think about what is happening in this picture, but do not provide the answer.

6. Ask students to share their group choices

and reasoning with the class. Have each student write the best answer he or she heard along with an explanation defending his or her choice in the Share box on their activity sheets.

2. Ask students to think in silence about the

following question: What is vibration? Have students write their answers in the Think boxes on their activity sheets. • Differentiation: Display pictures of objects that show vibration. Ask students to observe the pictures and find similarities in the properties of the objects. Or, create a word bank by writing or projecting the names of different objects that vibrate. You could also include pictures of the objects for additional support.

3. Have students share their answers with

partners next to them. The pairs of students should collaborate to find the best answer to share with other classmates and explain why it is best. Ask each pair to write their answer and explanation in the Pair box on their activity sheets.

4. Encourage students to describe how the

picture helped them predict what they think the word vibration means. For example, you can ask what they think the lines outside the ear represent.

7. Have students fold their completed Think-

Pair-Square-Share templates into quarters. Supervise students as they glue the bottomright-hand quarter of their templates to the next Lesson Input page in their interactive notebooks.

Assessment • On the Student Output page, have students write lists of words that were used during their discussions.

•

Have students draw other examples of vibration. Alternatively, you could have students find pictures in magazines or newspapers and glue them to the Student Output page.

During Reading Procedure Strategy: Frayer Model 1. Distribute copies of How Sound Moves

(page 79) to students. Read the text aloud to students. Then, have them read it a second time as a choral-read.

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© Shell Education

Science How Sound Moves (cont.) 2. Distribute copies of Sound Frayer Model

(page 81) to students. Have them cut out the template. Then, have students fold each side of the papers to create “shutter doors.” While the shutter doors are still folded, have students cut along the dashed lines to create four flaps.

3. With the flaps folded in, have students flip up the four center corners of the flaps to create diamond-shaped windows in the centers of their papers. Tell students to write the word vibrate in their windows.

4. Complete the template as a class using the

term vibrate. • Definition: move back and forth quickly • Characteristics: fast, rhythmically, steadily • Example: guitar strings, drummer hitting a stick on a drum • Non-Example: still

5. Have students fold their Frayer models in

half to create small booklets. Then, tell them to glue the back of one side of their Frayer model booklet to the next Lesson Input page. Have students write How Sound Moves above the booklet. • Differentiation: Have the definition, characteristics, example, and non-example pre-printed and cut into strips. Distribute these to students, and have them glue the strips under the correct flaps.

Assessment • Ask students to review the text and their Frayer models. Tell students to write or draw real-world connections to the word vibration on the Student Output page. Then, have students review their booklets and connections with partners. As partners are talking, listen for the correct use of the content-area and academic vocabulary.

© Shell Education

After Reading Procedure Strategy: Three-Sides Notetaking 1. Have students reread the text, or read it

aloud to them. Have students think about different musical instruments that create vibrations, which move through the air as sound waves. Ask students to talk to partners and share their ideas. • Differentiation: Create a word bank of adjectives students can reference when describing the instruments and how they vibrate to make sound.

2. Distribute copies of Sound Three-Sides

Notetaking (page 82) to students. Have them cut along the outer edges of the square and pictures.

3. Point out the four triangles that make up the square. Explain that they will use the top, bottom, and right triangles for notetaking. The triangle labeled glue should not be written on.

4. Review the text with students. Point out

that the second paragraph explains that when a drummer hits a stick against a drum, it vibrates to make the drumming sound. Highlight or underline this in the text to practice showing text evidence.

5. Ask students to find the picture of the

drum that they cut out. Have them glue the picture in the top triangle. Have them look at the remaining pictures and choose two more instruments that make sound when they vibrate. Have students glue one picture on each of the remaining triangles.

6. Have students cut along the line labeled cut. Monitor students to ensure they stop in the center of the square and do not cut on the solid line beyond the cut line.

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Science How Sound Moves (cont.) 7. Have students make folds on the solid lines. Students should then put a small amount of glue on the triangle labeled glue. Tell students to move the bottom triangle up and over the glue section. The bottom triangle should overlap and cover the glue section. Then, students can press down lightly to adhere the glue. Students should now have three-dimensional notes pages.

8. Have students glue the triangular prism onto the next Lesson Input page. They should glue only the bottom section of the triangle to the notebook. Additionally, tell students to title the page How Sound Moves. Have students fold the triangular shape so it lies flat.

9. Tell students to share the instruments that they chose with partners. Ask them to explain the instruments and what kinds of sounds they make.

10. Have students turn to the next Lesson Input page and attach the text How Sound Moves. Refer to pages 150–151 for options on how to attach the text.

Assessment • Tell students to think about how sound moves. Ask students to write haiku to describe the instruments on their Student Output pages. Have students illustrate their haiku. A haiku is a three-line poem. The first line has five syllables, the second line has seven syllables, and the third line has five syllables.

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© Shell Education

Name:___________________________ Date:______________

How Sound Moves You hear the booming noise of a deep drum. How does the sound reach you, and how do you know what it is? A drummer hits a stick against a drum. This makes the drum vibrate. To vibrate is to move back and forth quickly. Vibrations bump the air and start sound waves. The sound waves move through the air to your ear.

© Shell Education

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Name:___________________________ Date:______________

Sound Think-Pair-Square-Share Directions: Complete the table. Think Write or draw your best answer.

Pair Talk with your partner. Write or draw your answer.

Square Write or draw your group’s best answer.

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Share Write or draw your class’s best answer.

51732—Interactive Notetaking for Content-Area Literacy

© Shell Education

Name:___________________________ Date:______________

Sound Frayer Model Directions: Cut along the dashed lines. Then, fold along the solid lines.

Example

Non-Example

Definition

Characteristics

© Shell Education

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Name:___________________________ Date:______________

Sound Three-Sides Notetaking Directions: Cut out the pictures. Cut out the square.

glue

cut

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© Shell Education

Science Tools Standards ➠ Science Knows that tools can be used to gather information and extend the senses.

➠ Reading

Graphic Organizer Examples Before Reading— Stop and Think

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

➠ Writing Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

During Reading— Peer Partner Review Name: __________________________ Date:_____________

Tools Peer Partner Review

Materials

Directions: Trade papers with partners. Answer one question each time. 1. What is a tool?

2. Which tool should you use to see space?

•

copies of Tools (page 87)

•

copies of Tools Peer Partner Review (page 88)

3. Which tool helps us see very small things?

4. How do tools help people learn about the world?

•

copies of Tools Reading-Review Web (page 89) (optional)

5. Which tool helps us see things that are far away?

6. Which tool makes small things look big and clear?

•

sticky notes (6 per student—different colors if possible)

•

small sticky notes (1 per student)

•

highlighter

•

timer

•

markers, scissors, and glue (or stapler)

•

each student’s interactive notebook

© Shell Education

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© Shell Education

After Reading— Reading-Review Web

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83

Science Tools (cont.) Before Reading Procedure

I find this interesting.

Strategy: Stop and Think

I can explain this.

1. Distribute three sticky notes to each student.

I have a question about this.

If possible, provide students with three different colors.

6. Model how to use the stop and think

strategy with the first paragraph of the text. Look over the paragraph as a class. Think aloud the process of writing or drawing on the sticky note with the exclamation point something they found interesting. For example, you might write that the telescope looks very large. Have students record what you write on their own sticky notes. Then, tell students to draw an exclamation point next to the picture of the telescope in the text.

2. Distribute copies of Tools (page 87) to

students. Tell students that this is a nonfiction text. Explain that the text is broken into two sections: Paragraph 1 is about a tool called a telescope, and paragraph 2 is about a tool called a microscope.

3. Preview the two paragraphs and the

pictures with students. Model how to number paragraphs 1 and 2. You can project the text on the board showing what the text looks like when numbered. Explain that this is called “chunking” the text and that it can help students know when to stop and think about the text.

7. Have students look over the first paragraph

a second time. Ask them to think about something they can explain in the picture or paragraph. Have them write or draw it on the sticky note with the star symbol. Remind students to also draw a small star in the text next to the part they could explain. • You may choose to have students only complete the first and third sticky notes, something interesting and a question, before reading. Have students revisit the activity after they have read the text more closely to complete the second sticky note.

4. Have students turn to the next Lesson Input

page and title it Stop and Think. Directly under the strategy title, have students write the text title: Tools. Tell students to fold the page in half vertically to create two columns. Have them write Paragraph 1 at the top of the first column and Paragraph 2 at the top of the second column.

5. Ask students to place the three sticky notes

8. Conclude the process by asking students

vertically in the first column. Have them write an exclamation point on the first sticky note, a star on the second sticky note, and a question mark on the third sticky note. Explain what each symbol means.

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to write questions they have after looking over the first paragraph. Have each student write his or her question on the sticky note with a question mark. Then, have students draw question marks in that part of the text. Finally, have students meet with partners to share their ideas.

© Shell Education

Science Tools (cont.) 9. Have students prepare three more sticky

3. Set a timer for 5–10 minutes. Ask students

notes in the same manner as Step 5. Tell them to place the new sticky notes in the second column of their Lesson Input page.

to move among each other, looking for peer partners. Have them swap papers with partners to write answers to questions on each other’s papers. Tell students they will need to explain their answers to their partners after they write them. • Differentiation: For English language learners, provide sentence frames on the board they can use to answer the questions. You can also create a word bank of academic vocabulary related to the questions.

10. Look over the second paragraph of the text. Then, repeat Steps 6–8 as a class to provide additional modeling. • Differentiation: Based on their understanding of the activity, you may choose to have students complete the second paragraph with partners or independently.

Assessment • On the Student Output page, have students

4. Be sure to set clear procedures and expectations before you begin:

• Only answer one question on each

explain what they think they will learn from the text.

•

partner’s paper.

• Sign your name next to the question

Have students who are not yet independently reading or writing draw and label pictures of tools they have used.

you answered. This will help you keep track of which partners you have already worked with. • Do your best to answer a question on your partner’s page. If you cannot answer a question, tell your classmate that he or she should look for another partner. • Always be respectful, and never make fun of a classmate who cannot answer a question. • After you have written your answer, you must explain how you found your answer and/or how you know your answer is correct.

During Reading Procedure Strategy: Peer Partner Review 1. Read Tools aloud with students. Discuss

essential vocabulary words related to the text. Tell students to highlight key vocabulary words as you read, including tool, telescope, space, microscope, small, big, and clear.

2. Distribute copies of Tools Peer Partner Review

(page 88) to students. Provide time for them to review the questions and consider which they can answer. Explain that they will write answers on their classmates’ activity sheets.

© Shell Education

5. Tell students to work with partners until

they have only one question left. Then, have students complete the last question independently, sitting back at their desks. This will help you gauge how many students have completed the activity.

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Science Tools (cont.) 6. Have students cut out and glue their

completed activity sheets onto the next Lesson Input page.

4. Ask students to review the text and

consider the visual images they created in their minds. Tell them that those images represent details that support the main idea. Have them draw those images in two of the boxes surrounding the label, Tools. Ask students to draw two other tools they have used in the final two boxes on the review web. Tell students that they may also label their pictures or write brief sentences to explain them. • Differentiation: Have students work with partners to brainstorm other tools they have used for the last two details.

Assessment • Ask students to review the questions and answers on their activity sheets. Tell them to choose three of the responses and explain them on the Student Output page.

After Reading Procedure Strategy: Reading-Review Web 1. Ask students to read Tools one final time and

5. Have students turn to the next Lesson Input

2. Have students turn to the next Lesson Input

Assessment • Ask students to create collages that show

page and attach the text Tools. Refer to pages 150–151 for options on how to attach the text.

focus on creating strong mental pictures as they read. Explain that this is called visualizing.

page. Have them fold the page in half vertically and trace the line down the center of the page. Then, ask students to draw another line horizontally across the page to divide it into four quarters.

3. Distribute one small sticky note to each

student. Have them draw or write the main topic, Tools, on the sticky note. Have students place it in the center of the page on the intersection of the two lines. • You may choose to have students complete copies of Tools Reading-Review Web (page 89) instead of having them create the graphic organizers in their notebooks. At the end of the activity, have students cut out their graphic organizers and glue them onto the Lesson Input page.

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other tools they use in their everyday lives. Allow students to use computers or magazines to find pictures of other tools that are useful in school, at home, and around their communities. Have students explain why these tools are important.

© Shell Education

Name:___________________________ Date:______________

Tools A telescope (TEH-luh-skope) is a tool. It helps us see things that are far away. It can even see into space!

A microscope (MY-kruh-skope) is a tool, too. It helps us see things that are too small to see with just our eyes. It makes small things look big and clear.

© Shell Education

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Name:___________________________ Date:______________

Tools Peer Partner Review Directions: Trade papers with partners. Answer one question each time.

88

1. What is a tool?

2. Which tool should you use to see space?

3. Which tool helps us see very small things?

4. How do tools help people learn about the world?

5. Which tool helps us see things that are far away?

6. Which tool makes small things look big and clear?

51732—Interactive Notetaking for Content-Area Literacy

© Shell Education

Name:___________________________ Date:______________

Tools Reading-Review Web Directions: Review the text. Draw details that support the main idea. Supporting Detail

Supporting Detail

© Shell Education

Supporting Detail

Tools

Supporting Detail

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89

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© Shell Education

Social Studies George Washington Standards ➠ Social Studies

Graphic Organizer Examples

Knows the English colonists who became revolutionary leaders and fought for independence from England.

Before Reading— Analyzing a Photograph

➠ Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

➠ Writing

During Reading— Skim and Post It

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Materials •

copies of George Washington Painting (page 95)

•

copies of George Washington (pages 96–97)

•

copies of George Washington Skim and Post It (pages 98–99) (optional)

•

copies of George Washington Fact or Fib (pages 100–101) (optional)

•

sticky notes (4 per student)

•

index cards (5 per student)

•

10-inch sealed envelopes (1 per 2 students)

•

markers, scissors, and glue (or stapler)

•

each student’s interactive notebook

© Shell Education

After Reading— Fact or Fib

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91

Social Studies George Washington (cont.) Before Reading Procedure

7. Have students discuss their charts with partners. Encourage them to add their partners’ observations to their charts.

Strategy: Analyzing a Photograph 1. Distribute copies of George Washington

8. Have students write predictions on the

Student Output page about what they will learn about Washington. Have students summarize in writing their observations from their charts.

Painting (page 95) to students. Ask them what they think is happening. Record student ideas on the board.

2. Refer to George Washington (pages 96–97), and provide students with background information about the painting. You can project the information and read it to students or simply discuss the big ideas.

Assessment • Ask students what they would like to ask Washington about his life. Have students write one or more of those questions on the Student Output page.

3. Tell students to cut out the picture. Have

them fold the picture in half vertically so that the picture faces inward. Then, have students glue one side of the folded picture into their notebooks. The folded edge of the picture should line up with the inside margin of the Lesson Input page. After it is glued, the picture should open like a book.

During Reading Procedure Strategy: Skim and Post It 1. Distribute a copy of George Washington

(pages 96–97) and four sticky notes to each student. Review what the term skim means when previewing a text, and point out the title, subheadings, and structure of the text.

4. Next to their glued pictures, students should have some space remaining in their Lesson Input pages. Have students divide this space into three sections by drawing two horizontal lines. Have them label the first section people, the second section objects, and the third section activity.

2. Tell students to turn to the next Lesson

Input page. Have them write Skim and Post It at the top of the page. Below this, have them write the title of the text, George Washington.

5. Tell students to examine the image closely.

Think aloud how to observe and take notes about the people, objects, and activity in the picture.

3. Have students skim the text and write all

6. Tell students to write other observations about the painting in the correct rows.

• Differentiation: Provide a word bank of key words and phrases for students to use as they make their observations. Or, you may choose to do the entire activity as a whole-class discussion using chart paper.

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the subheadings on separate sticky notes. Model this by skimming the first part of the text together. Stop at the first subheading, “Who Was George Washington?” and write it on a sticky note. Then, have students skim the remainder of the text and record the other subheadings. Once finished, students should have created the following sticky notes:

© Shell Education

Social Studies George Washington (cont.) • • • •

After Reading Procedure

Who Was George Washington? Before He Was Famous Joining Forces French and Indian War

Strategy: Fact or Fib 1. Place students into heterogeneous groups

4. Have students place the sticky notes

vertically down the left margin of their Lesson Input page that they prepared in Step 2. • Depending on the size of students’ notebooks, you may need to place two sticky notes on the Student Output page. • Differentiation: Have students complete copies of George Washington Skim and Post It (pages 98–99) instead of placing sticky notes in their notebooks. Once students have completed their graphic organizers, have students cut them out and glue them to their Lesson Input pages.

5. Have students add two bullets to the right of each sticky note. The first bullet should say, I know…, and the second bullet should say, I wonder….

6. Have students write anything they know

about the topic of a subheading next to their “I know” bullets. Have them write questions next to their “I wonder” bullets.

7. Have students meet with partners and

discuss what they already know and the questions they have.

8. Have students read the text either

independently or as a whole class.

Assessment • On the Student Output page, have students summarize what they knew and whether their prior knowledge was confirmed by the text.

© Shell Education

of four or five. Discuss the difference between a fact (a true statement) and a fib (an untrue statement). • Differentiation: Be strategic about placing students into their heterogeneous groups. Be sure that students’ ability levels are well mixed so that students who need additional support will be able to utilize the assistance of their group members.

2. Review the first section of George

Washington with students. Explain that you are going to create one fact and one fib about that section.

3. Distribute two index cards to each student,

explaining that this is where they will record the facts and fibs. Then, think aloud as you look back through the text to find a fact to record. For example, you may choose, “He was a war hero.” Write this fact on the board, and have students write it on one of their cards.

4. Think aloud as you review the text to create

a fib. Explain that students can start with a fact and then change it to make it untrue. For example, you could begin with “He became the first president.” Then, change that fact to a fib (e.g., He became the third president). Write the fib on the board, and have students write it on their second index cards. Ask students to review both their cards and discuss with their groups how they know that one statement is a fact and the other is a fib.

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Social Studies George Washington (cont.) 5. Review the second section with students.

Have them share ideas for facts and fibs, and write the statements on the board.

10. Have students share with their groups the

section of text they were responsible for reviewing. Ask them to read their fact or fib statements to the rest of the group. Have the group then discuss which of the statements they think are the facts and which statement is a fib. They may use the text to help them. Encourage students to take notes about the group discussion on the Student Output page.

6. Distribute three new index cards to each

student. Assign groups sections of the text to read aloud. Tell them to think about two facts and one fib that they can each record from their sections. Encourage them to choose fact statements that include the most important ideas from their section.

7. Have each student write their facts and fibs

on their index cards. Explain that although they will choose their facts and fib as a group, each individual member must create his or her own set of cards. • Differentiation: Create several fact cards before students begin the activity. You may choose to use the ones provided in George Washington Fact or Fib (pages 100 –101). Have students glue the statements onto separate index cards. Then, have them identify which statements are facts and which are fibs.

11. Have students turn to the next Lesson Input

page and attach the text George Washington. Refer to pages 150–151 for options on how to attach the text.

Assessment • Have students each write three questions they have about Washington on the Student Output page. Provide question stems for students, if needed. For example: One question I still have about George Washington is…, or When did George Washington…?

8. Distribute one envelope to every two

students. Ask each pair of students to cut it in half horizontally to create two pockets. Each student should take one half and write the title, George Washington, on the envelope. Students should then attach the envelope pockets onto the next Lesson Input page and place the cards in their envelope pockets. Finally, have students write Fact or Fib at the top of the page.

9. Explain that you will now jigsaw their

groups. Place students into new groups so that each group has a student for every section of the text. Have the new groups take turns using the Fact or Fib cards to quiz each other.

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Name:___________________________ Date:______________

George Washington Painting

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Name:___________________________ Date:______________

George Washington Who Was George Washington? George Washington was an important man. He was a war hero. Then, he became the first president. Before He Was Famous George Washington’s father died when he was 11. So he moved in with his brother, Lawrence. Lawrence owned a large farm. It was called Mount Vernon. At age 16, Washington became a land surveyor (suhr-VAY-uhr). He helped measure and map new towns. After Lawrence died, Washington owned Mount Vernon. This farm became his home. Joining Forces In the 1750s, two countries wanted to control the colonies. Both France and Great Britain wanted the new land. 96

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Name:___________________________ Date:______________

George Washington

(cont.)

The French were building new forts. The forts were used for their army. This made the British trappers angry. They needed the land where the forts were built. France got some American Indian tribes to help them. The French gave guns to the tribes. The tribes helped France attack the British. French and Indian War Colonists wanted to protect their land from the French. So Washington rode to a French fort. He warned the French to stay away. The French would not leave. So Washington and 150 men attacked the French. This started the French and Indian War. Great Britain won the war. Washington proved to be a skilled fighter.

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Name:___________________________ Date:______________

George Washington Skim and Post It Directions: Write something you know and wonder about each topic. I know… Who Was George Washington?

I wonder…

I know… Before He Was Famous

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I wonder…

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Name:___________________________ Date:______________

George Washington Skim and Post It (cont.)

I know… Joining Forces

I wonder…

I know… French and Indian War

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I wonder…

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Name:___________________________ Date:______________

George Washington Fact or Fib Directions: Cut apart each row. Decide which statements are facts and which are fibs.

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Who Was George Washington?

Washington was a war hero.

Who Was George Washington?

Washington was a soldier under a mean leader in a war.

Before He Was Famous

Washington lived on a mountaintop called Mount Vernon.

Before He Was Famous

Washington’s father died when he was 11.

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Name:___________________________ Date:______________

George Washington Fact or Fib (cont.)

Joining Forces

Tribes used the guns to attack France.

Joining Forces

The French built forts to use for their army.

French and Indian War

Washington and 150 men attacked the French.

French and Indian War

Great Britain did not win the war.

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Social Studies

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Social Studies Jobs Around Town Standards ➠ Social Studies Knows how different groups of people in the community have taken responsibility for the common good.

Graphic Organizer Examples Before Reading— Possible Sentences Name: __________________________ Date:_____________

➠ Reading

Jobs Words Directions: Cut apart the vocabulary words.

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

nurses

people

firefighters

doctors

care

safe

➠ Writing Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

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During Reading— Three-Sides Notetaking

Materials •

copies of Jobs Around Town (page 107)

•

copies of Job Words (page 108) (optional)

•

copies of Jobs Three-Sides Notetaking (page 109)

•

copies of Jobs Think-Pair-Square-Share (page 110)

•

chart paper (optional)

•

markers, scissors, and glue (or stapler)

•

each student’s interactive notebook

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After Reading— Think-Pair-Square-Share

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Social Studies Jobs Around Town (cont.) Before Reading Procedure Strategy: Possible Sentences

Assessment • Have students carefully examine their sentences to see if they are paired logically. Ask students to explain how they paired their words and why.

1. Display the following vocabulary words on

the board: nurses, doctors, firefighters, people, care, and safe.

2. Ask students to pair any words that might

be related to one another. You may need to model how to make a pair. For example, students could pair nurses and doctors. Have them write the paired words on the next Lesson Input page. • You may choose to distribute copies of Job Words (page 108) to students. Have students cut out the cards and use them to preview the vocabulary words or pair the words. Then, have students glue the cards to their Lesson Input pages.

During Reading Procedure Strategy: Three-Sides Notetaking 1. Distribute copies of Jobs Three-Sides

Notetaking (page 109) to students. Have them cut along the outer edges of the square.

2. Point out the four triangles that make up the square. Explain that they will use the top, bottom, and right triangles for notetaking. The triangle labeled glue should not be written on.

3. Ask students to think about what the

pairs have in common. Ask students to write sentences using their word pairs on the Lesson Input page. Explain that their sentences should be ones they expect to see in the text as they read. • Differentiation: Display the words on chart paper. Work as a class to pair the words and write sentences. Write those sentences on chart paper below the vocabulary word list. • Above-level learners can write multiple sentences using various forms of the words and more complicated sentences structures.

3. Tell students they will use a notetaking strategy to help them organize their thoughts as they read the text.

4. Have students read the text and take notes

in the appropriate sections of the template. Students will likely need to read the text several times to reflect on the important information in each section.

5. Model how to transfer information about

4. Distribute copies of Jobs Around Town

(page 107) to students. Preview the text with students. Tell them they will read the text and see if their words were paired correctly.

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nurses and doctors to the first triangle. Then, have students complete the two labeled triangles. In the blank triangle, tell students to draw a picture of a job at their school. Then, have students write notes about their pictures. • Differentiation: Provide students with a small word bank of two or three words. Have students use the word bank to complete the sections of the graphic organizer. © Shell Education

Social Studies Jobs Around Town (cont.) • For students who are not yet

Assessment • On the Student Output page, have each

independently reading or writing, ask them to draw pictures of the three jobs in the graphic organizer.

student write a complete sentence for each job. Explain that their sentences should include the name of the job and what the job entails.

6. Once students have completed their notes,

have them cut along the line labeled cut. Monitor students to ensure they stop in the center of the square and do not cut on the solid line beyond the cut line.

•

7. Have students make folds on the solid lines. Students should then put a small amount of glue on the triangle labeled glue. Tell students to move the bottom triangle up and over the glue section. The bottom triangle should overlap and cover the glue section. Then, students can press down lightly to adhere the glue. Students should now have three-dimensional notes pages.

After Reading Procedure Strategy: Think-Pair-Square-Share 1. Have students review the text with partners. Distribute copies of Jobs Think-Pair-SquareShare (page 110) to students.

8. Have students glue the triangular prism onto the next Lesson Input page. They should glue only the bottom section of the triangle to the notebook. Additionally, tell students to title the page Jobs Around Town. Have students fold the triangular shapes so they lay flat.

9. Have students review their possible

sentences from the Before Reading activity. Ask them to review how the words are paired in the text. Then, have students share with the class the sentences they wrote. Discuss whether the sentences in the text are paired similarly or differently than their own sentences. Encourage students to annotate their possible sentences on the Lesson Input page.

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Differentiation: For students who are not yet independently reading or writing, have them draw and label another job at their school.

2. Write the following question on the

board: Why are these jobs important to the community? Ask students to think in silence about the question. Have them record their answers in the Think boxes of their activity sheets. • Differentiation: Create a word bank by writing or projecting the names of different jobs for students to choose from. You could also include a picture with the name of the job for extra support.

3. Have students share their answers with the

person next to them. The pairs of students should collaborate to find the best answer to share with other classmates and explain why it is best. Ask each pair to write their answer and explanation in the Pair box on their activity sheets.

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Social Studies Jobs Around Town (cont.) 4. Have students share their answers in groups of four or more, depending on class size. Then, each group should decide which answer they think is best and why. Have students write their group’s answer and the justification in the Square box on their activity sheets.

5. Ask students to share their group choices

and reasoning with the class. Have each student write the best answer he or she heard along with an explanation defending his or her choice in the Share box on their activity sheets.

6. Have students fold their completed Think-

Pair-Square-Share templates into quarters. Supervise students as they glue the bottomright-hand quarter of their templates to the next Lesson Input page in their interactive notebooks.

7. Have students turn to the next Lesson Input page and attach the text Jobs Around Town. Refer to pages 150–151 for options on how to attach the text.

Assessment • On the Student Output page, have students write summaries of their discussions. Tell students to include their final answer and why they chose it.

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Name:___________________________ Date:______________

Jobs Around Town There are many types of jobs. Nurses work with doctors. They help people stay healthy. They take care of people.

Firefighters help people, too. They put out fires. They also rescue people. They help to keep people safe.

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Name:___________________________ Date:______________

Job Words Directions: Cut apart the vocabulary words.

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nurses

people

firefighters

doctors

care

safe

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Name:___________________________ Date:______________

Jobs Three-Sides Notetaking Directions: Cut out the square. Then, take notes in the triangles. nurses and doctors

glue

cut firefighters

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Name:___________________________ Date:______________

Jobs Think-Pair-Square-Share Directions: Complete the table. Think Write or draw your best answer.

Pair Talk with your partner. Write or draw your answer.

Square Write or draw your group’s best answer.

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Share Write or draw the class’s best answer.

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Social Studies Lead the Way! Standards ➠ Social Studies Understands ways in which such fundamental values as fairness, protection of individual rights, and responsibility for the common good have been applied by different groups of people.

Graphic Organizer Examples Before Reading— Skim and Post It

➠ Reading Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

➠ Writing Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

During Reading— Four-Flap Vocabulary Book

Materials •

copies of Lead the Way! (pages 115–116)

•

copies of Lead the Way! Skim and Post It (page 117) (optional)

•

copies of Lead the Way! Four-Flap Vocabulary Book (page 118) (optional)

•

copies of Lead the Way! Inner/Outer Notes (page 119) (optional)

•

sticky notes (3 per student)

•

uncoated paper plates (1 per student)

•

small sticky notes (1 per student)

•

markers, scissors, and glue (or stapler)

•

each student’s interactive notebook

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After Reading— Inner/Outer Notes

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Social Studies Lead the Way! (cont.) Before Reading Procedure

5. Have students add two bullets to the right of each sticky note. The first bullet should say, I know…, and the second bullet should say, I wonder….

Strategy: Skim and Post It 1. Distribute a copy of Lead the Way! (pages

115–116) and three sticky notes to each student. Review what the term skim means when previewing a text, and point out the title, subheadings, graphics, and structure of the text.

2. Tell students to turn to the next Lesson

Input page. Have them write Skim and Post It at the top of the page. Below this, have them write the title of the text, Lead the Way!

3. Have students skim the text and write the

title and all the subheadings on separate sticky notes. Once finished, students should have created the following sticky notes: • Lead the Way! • Traits of a Good Leader • Kid Leaders

6. Have students write anything they know

about the topic of a subheading next to their “I know” bullets. Have them write questions next to their “I wonder” bullets.

7. Have students meet with partners to discuss what they already know and the questions they have.

8. Tell students they will read the text to learn more about leadership.

Assessment • On the Student Output page, have students illustrate times when they were good leaders. Have them explain the characteristics they showed while being good leaders.

4. Have students place the sticky notes

vertically down the left margin of their interactive notebook pages that they prepared in Step 2. • You may choose to have students complete copies of Lead the Way! Skim and Post It (page 117) instead of placing sticky notes in their notebooks. Once students have completed their graphic organizers, have students cut them out and glue them to their Lesson Input pages. • Differentiation: For visual and kinesthetic learners, print extra copies of the text. Have students cut out the title and subheadings and glue them in their interactive notebooks. Have them write what they know and wonder beneath this text.

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During Reading Procedure Strategy: Four-Flap Vocabulary Book 1. Write the following words on the board:

leader, traits, responsible, and communities. Read the words aloud. Explain that students will complete a vocabulary activity with these words.

2. Have each student turn to the next Lesson

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Input page. Have them each fold the edge of the page to the center of the notebook and crease the fold. Check that students now have two columns in their notebooks.

© Shell Education

Social Studies Lead the Way! (cont.) • Differentiation: Work with a small group

3. Have each student unfold the page to its

full size and make three horizontal cuts beginning on the outer edge of the page and stopping at the center fold. This will divide the outer column into fourths. Students may need support to cut the column into roughly equal sections. Monitor students to ensure that they do not cut past the fold in the center of the page. • You may choose to have students complete copies of Lead the Way! FourFlap Vocabulary Book (page 118) instead of having them create the graphic organizers in their notebooks. At the end of the activity, have students cut out their graphic organizers and glue them onto the Lesson Input page.

4. Ask students to fold the page back over

to the center fold to create a four-flap book. With the flaps still folded over, have students label the top flap leader, the second flap traits, the third flap responsible, and the fourth flap communities.

of below-level learners to complete all the definitions. Model how to look at the context around the vocabulary. Show them additional strategies to assist them, such as writing a definition in the margin as practice before writing it behind the flap. Provide sentence stems, as needed, for students to write the definitions.

7. Have students draw illustrations or examples that describe each vocabulary word on the remaining space on the fronts of the flaps.

8. Tell students to work with partners to review the new vocabulary, using their four-flap vocabulary books to quiz each other.

Assessment • Observe students as they quiz one another. •

On the Student Output page, have students use the vocabulary words in short paragraphs that describe what they learned about leaders.

5. Read the text aloud, asking students to pay

close attention to the four words they wrote on the flaps of their graphic organizers. Have students underline, highlight, or circle each of these words as you come to them in the text.

After Reading Procedure Strategy: Inner/Outer Notes 1. Distribute a paper plate and a small sticky

6. Have students carefully examine the context surrounding each of the four vocabulary words. Then, have students use this information to write definitions for the words behind the corresponding flaps in their graphic organizers. You may need to model this initially for students.

© Shell Education

note to each student. Ask students to fold their paper plates into four sections and trace all the folds.

2. Have each student place a small sticky note in the center of the paper plate and write Leaders on it. Then, ask students to draw a circle just inside the rough edge of the paper plate. This will create an inner circle and an outer circle.

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Social Studies Lead the Way! (cont.) 3. Have students label the inner circle Says/

Does and the outer circle Means/Implies. Explain the meaning of the word implies, if necessary. • You may choose to have students complete copies of Lead the Way! Inner/ Outer Notes (page 119) instead of using paper plates. At the end of the activity, have students cut out their graphic organizers and glue them onto the Lesson Input page.

6. Have students share their information and their reasoning with partners. Encourage students to add some of their partners’ information to their graphic organizers. Walk around the room monitoring and assessing students while they collaborate.

7. Ask students to fold their paper plates in

half and glue one half onto the Lesson Input page.

8. Have students turn to the next Lesson Input page and attach the text Lead the Way! Refer to pages 150–151 for options on how to attach the text.

4. Tell students they will read Lead the Way!

one more time, taking notes as they go. Model how to record a few key ideas about what a good leader does in the inner circle. Then, think aloud about what this behavior means or implies, and record your ideas in the outer circle. For example, you might write in the inner circle, Treat all people with respect. In the outer circle, you could write, Good leaders are fair.

Assessment • On the Student Output page, have each student write about the text using the information from their Inner/Outer Notes. Summaries should include actions of good leaders and their character traits.

5. Continue reading the text as a class, or

allow students to finish reading the text independently. Model the process as much as needed. All sections of the plate should be completed when students are finished. • Differentiation: Give below-level learners slips of paper with prewritten or pre-typed text that belongs in the inner and outer circles. Have them match each Says/ Does text with the correct Means/Implies text and glue them onto the appropriate sections.

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Name:___________________________ Date:______________

Lead the Way!

Have you ever played Follow-the-Leader? It is fun. One person is the leader. That person is in charge. He or she leads the way. What can this game teach us about the world we live in? Traits of a Good Leader Good leaders are fair. They treat all people with the same respect. Good leaders are caring. They help others. They make good choices. They do the right things. Good leaders are responsible (ree-SPON-suh-buhl). They can choose between right and wrong. © Shell Education

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Name:___________________________ Date:______________

Lead the Way!

(cont.)

Leaders help keep the peace. They make rules to keep us safe. They make sure we know the rules. Leaders work hard to make the world a good place. Leaders care about others. They help people in need. They care about the world, too. They try to keep their communities (kuh‑MYOO-nih-teez) clean. Kid Leaders Kids can lead, too! They can help kids in need. They can share food with kids who do not have any. They can pick up trash to keep the city clean. They can lead when they care for others.

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Name:___________________________ Date:______________

Lead the Way! Skim and Post It Directions: Write something you know and wonder about each topic. I know… Lead the Way

I wonder… I know…

Traits of a Good Leader

I wonder… I know…

Kid Leaders

© Shell Education

I wonder…

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Name:___________________________ Date:______________

Lead the Way! Four-Flap Vocabulary Book Directions: Write a definition and draw a picture for each word. leader

traits

responsible

communities

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Name:___________________________ Date:______________

Lead the Way! Inner/Outer Notes Directions: Write key ideas from the text. Write what each idea means or implies.

Say s

Me an s/

I

es i l p m es o /D Leaders

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Special Content Happy Fourth of July! Standards ➠ Social Studies Understands the reasons that Americans celebrate certain national holidays.

➠ Reading

Graphic Organizer Examples Before Reading— KWL

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

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

During Reading— Frayer Model Name: __________________________ Date:_____________

Fourth of July Frayer Model

Materials •

copies of Happy Fourth of July! (page 125)

•

copies of Fourth of July KWL Chart (page 126)

•

copies of Fourth of July Frayer Model (page 127)

•

copies of Fourth of July Reading-Review Web (page 128) (optional)

•

sticky notes (1 per student)

•

markers, scissors, and glue (or stapler)

•

each student’s interactive notebook

© Shell Education

Directions: Cut along the dashed lines. Then, fold along the solid lines.

Example

Non-Example

Definition

Characteristics

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127

After Reading— Reading-Review Web

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Special Content Happy Fourth of July! (cont.) Before Reading Procedure Strategy: KWL 1. Distribute copies of Fourth of July KWL Chart (page 126) to students.

6. Tell students they will read the text later to complete their charts.

Assessment • On the next Student Output page, have students summarize what they think they will learn from the text based on their prior knowledge and what they observed when they previewed it.

2. Explain that students will be reading

about the Fourth of July. Brainstorm what students know about the Fourth of July. You may want to create a list on the board. Ask probing questions to activate prior knowledge. • Instead, you may choose to have students find partners and discuss what they already know about the Fourth of July.

3. Model how to record ideas in the K section, and have students record their ideas in this section. Have students draw pictures, if needed.

During Reading Procedure Strategy: Frayer Model 1. Read Happy Fourth of July! to students.

Then, have them read it a second time as a choral-read.

2. Distribute copies of Fourth of July! Frayer

Model (page 127) to students. Have them cut out the template. Then, have students fold each side of the papers to create “shutter doors.” While the shutter doors are still folded, have students cut along the dashed lines to create four flaps. Monitor students closely as they complete this step to ensure that they cut correctly.

4. Distribute copies of Happy Fourth of

July! (page 125) to students. Preview the text with students by skimming for key vocabulary words and any text features, such as subheadings, boldfaced words, captions, images, or illustrations.

5. As students preview the text, encourage

them to discuss anything they may wonder about and want to find out more about. Then, have students meet with talking partners to discuss their questions. Have students record their questions in the W section. Model how to record ideas in the W section, if necessary. • Differentiation: To ensure students understand the content, refer to the pictures in the text. Provide students with a word bank that includes key vocabulary. You can also distribute additional pictures of Fourth of July celebrations to help them visualize it.

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3. With the flaps folded in, have students

flip up the four center corners of the flaps to create diamond-shaped windows in the centers of their papers. Tell students to write the word independence in their windows.

4. Complete the template as a class using the

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term independence.

• Definition: the ability to care for oneself • Characteristics: freedom, liberty • Example: when the United States became free

• Non-Example: being dependent on someone or something © Shell Education

Special Content Happy Fourth of July! (cont.) • Differentiation: For below-level learners, have definitions, characteristics, examples, and non-examples pre-printed and cut into strips. Distribute these to students, and have them glue the strips under the correct flaps.

5. Have students fold their completed Frayer models in half to create small booklets.

6. Have students complete additional Frayer

model booklets as time allows. Other words to choose from include: parades, fireworks, and marks.

7. Have each student stack the completed

After Reading Procedure 1. Have students read the text with partners

or independently. While reading the text, encourage students to think about the text and create mental pictures about it. Explain that this is called visualizing.

2. Have students turn to the next Lesson Input

8. Have students glue one side of their bound

page. Have them fold the page in half vertically and trace the line down the center of the page. Then, ask students to draw another line horizontally across the page to divide it into four quarters.

booklets to the next Lesson Input page. Have students write Happy Fourth of July! above their booklets.

their KWL charts from the Before Reading activity. Have partners discuss what they learned from the text and record it in the L section of the chart. Have students add any additional questions they have after reading the text to the W section of the chart.

10. Have students cut out their completed KWL

text and their Frayer model booklets. Tell each student to write or draw one real-world connection to the word independence on the Student Output page. Then, have students review their booklets and real-world connections with partners. As partners are talking, listen for the correct use of the content-area and academic vocabulary.

Strategy: Reading-Review Web

booklets one on top of the other. All the folds should be on the left, and all open ends should be on the right. Booklet 1 should be on top, then Booklet 2, and so on. Have each student glue his or her booklets together. Then, create a binding for each student’s booklet using scrap paper.

9. Have students meet with partners to revisit

Assessment • Ask students to review the pictures in the

3. Distribute one sticky note to each student.

Have them draw or write the main idea of the text on the sticky note. Think aloud that the main idea is Fourth of July. Have students place their sticky notes in the center of the page on top of the intersection of the two lines they drew in Step 2.

charts, and attach them to the next Lesson Input page.

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Special Content Happy Fourth of July! (cont.) • You may choose to have students complete copies of Fourth of July ReadingReview Web (page 128) instead of having them create the graphic organizers in their notebooks. At the end of the activity, have students cut out their graphic organizers and glue them onto the Lesson Input page.

Assessment • On the Student Output page, have students explain how visualizing and drawing will help them remember the main idea and the supporting details from this text.

•

4. Draw an example of the Reading-Review

Web on the board. Model how to review the text and identify the first supporting detail: It falls on the fourth day of July. Model how to draw or write the detail in the first section of the graphic organizer. Ask students to add this detail in the first section of their webs.

Have students plan a Fourth of July celebration for their community. Have them explain the activities they would like to have at their celebration. Encourage them to use vocabulary words from the text.

5. Tell students to think about the main idea

as you continue to review the text. Have them decide which detail should be drawn or written in the second section of the web. If needed, you can model how to locate and add the second supporting detail to the web.

6. Have students complete the remaining two supporting detail sections independently.

• Differentiation: Provide students with

sentence stems to complete each of the supporting details. For example: It falls on the fourth….

7. Have students turn to the next Lesson Input page and attach the text Happy Fourth of July! Refer to pages 150–151 for options on how to attach the text.

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Name:___________________________ Date:______________

Happy Fourth of July! The United States observes Independence Day. It falls on the fourth day of July. Some towns have parades. Others have large picnics.

At night, the sky fills with color. The air fills with sound. Fireworks are lit. This holiday marks when the United States became free.

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Name:___________________________ Date:______________

Fourth of July KWL Chart Directions: Write what you know. Write what you want to know. Write what you learned. What You KNOW

What You WANT to Know

What You LEARNED

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Name:___________________________ Date:______________

Fourth of July Frayer Model Directions: Cut along the dashed lines. Then, fold along the solid lines.

Example

Non-Example

Definition

Characteristics

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Name:___________________________ Date:______________

Fourth of July Reading-Review Web Directions: Review the text. Draw or write details that support the main idea. Supporting Detail

Supporting Detail

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Supporting Detail

Fourth of July

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Supporting Detail

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Special Content Cesar Chavez Standards ➠ Reading Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

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

Graphic Organizer Examples Before Reading— Preview Log Name: __________________________ Date:_____________

Cesar Chavez Preview Log Directions: Skim the text Cesar Chavez. Complete the chart. Cesar Chavez Preview Log Make a Connection

Key Words

➠ Speaking and Listening Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Proper Nouns

I think that I am going to learn about…

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During Reading— Four-Flap Vocabulary Book

Materials •

copies of Cesar Chavez (pages 133–135)

•

copies of Cesar Chavez Preview Log (page 136)

•

copies of Cesar Chavez Four-Flap Vocabulary Book (page 137) (optional)

•

copies of Cesar Chavez Inner/Outer Notes (page 138) (optional)

•

uncoated paper plates (1 per student)

•

small sticky notes (1 per student)

•

markers, scissors, and glue (or stapler)

•

each student’s interactive notebook

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After Reading— Inner/Outer Notes

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Special Content Cesar Chavez (cont.) Before Reading Procedure Strategy: Preview Log

Assessment • Have students place three sticky notes on the Student Output page. Have them label the sticky notes Connection, Key Words, and Proper Nouns. As they read the text, students may make connections, identify unfamiliar vocabulary words, and identify unfamiliar proper nouns. Ask students to list these on the correct sticky notes.

1. Distribute copies of Cesar Chavez Preview Log (page 136) and Cesar Chavez (pages 133–135) to students. Explain that before they read the text, they will brainstorm ideas about the text using the preview log as a guide.

2. Tell students to preview the text by

skimming for key vocabulary words and text features such as subheadings, bold words, captions, images, or illustrations.

3. Have students meet with talking partners

or with small groups and discuss the talking points on their preview logs. Students should record their thoughts on their activity sheets. • Differentiation: For students who are not yet independently reading or writing, you may choose to complete the preview log as a whole class. • Differentiation: To meet the needs of the diverse learners, place students into heterogeneous groups. This will encourage all students to learn from each other and decrease the stress for belowlevel learners.

4. After completing their preview logs, have

During Reading Procedure Strategy: Four-Flap Vocabulary Book 1. Write the following words on the board:

migrant workers, Great Depression, protested, and pesticides. Read the words aloud. Explain that students will complete a vocabulary activity with these words.

2. Ask students to turn to the next Lesson

Input page. Tell them to fold the edge of the page to the center of the notebook and crease the fold. Check that each student now has two columns in his or her notebook.

3. Have students unfold their pages to their

students share what they have written with the class. Encourage students to use content-area and academic vocabulary related to the content they previewed.

5. Have students fold their preview logs in half horizontally. Using a small amount of glue, tell students to glue their preview logs onto the Lesson Input page.

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full size. Students should then make three horizontal cuts beginning on the outer edge of the page and stopping at the center fold. This will divide the outer column into fourths. Students may need support to cut the column into roughly equal fourths. Monitor students to ensure that they do not cut past the fold in the center of the page.

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Special Content Cesar Chavez (cont.) • In place of creating this directly in the

Assessment • Observe students as they quiz one another.

notebooks, you may choose to distribute copies of Cesar Chavez Four-Flap Vocabulary Book (page 137) to students. At the end of the activity, have students cut out their graphic organizers and glue them onto the Lesson Input page.

•

4. Ask students to fold the page back over

After Reading Procedure

to the center fold to create a four-flap book. With the flaps still folded over, have students label the top flap migrant workers, the second flap Great Depression, the third flap protested, and the fourth flap pesticides.

Strategy: Inner/Outer Notes 1. Distribute a paper plate and a small sticky

5. Read the text aloud, and have students

underline, highlight, or circle each of these words as you come to them in the text.

6. Have students carefully examine the context

surrounding each of the four vocabulary words. Then, have students write definitions for the words behind the corresponding flaps in their graphic organizers. You may need to model this initially. • Differentiation: Work with a small group of below-level learners to complete the definitions. Model how to look at the context around the word. Show them additional strategies, such as jotting down the definition in the margin as practice before writing it behind the flap.

7. Have students draw illustrations or examples that describe each vocabulary word on the remaining space on the front of the flaps.

8. Tell students to work with partners to review the new vocabulary by using the four flaps to quiz each other.

© Shell Education

On the Student Output page, ask students to use the vocabulary words to describe what they learned about Cesar Chavez.

note to each student. Ask students to draw a straight line up from the center of the paper plate to the outer edge. Have them rotate the plate about one-third rotation to the right. Have them draw another straight line from the center of the plate to the outer edge. Finally, rotate the plate another onethird rotation and draw a third line from the center of the plate to the edge. This will divide the paper plate into three sections.

2. Have each student place a small sticky note

in the center of the paper plate and write Cesar Chavez on it. Then, ask each student to draw a circle just inside the rough edge of the paper plate. This will create an inner circle and an outer circle. Finally, have students label the inner circle Says/Does and the outer circle Means/Implies. Explain the meaning of the word implies, if necessary. • You may choose to have students complete copies of Cesar Chavez Inner/ Outer Notes (page 138) instead of having them use paper plates. At the end of the activity, have students cut out their graphic organizers and glue them onto the Lesson Input page.

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Special Content Cesar Chavez (cont.) 3. Tell students they are going to read the

Cesar Chavez text one more time. Explain that they will use the graphic organizer to take notes about each section as they read. Model how to record a few key ideas about what Chavez said or did in the inner circle.

4. Model using a think-aloud process to

consider what this idea means or implies, and record your ideas in the outer circle. For example, you might write Chavez lived and worked on a farm in the inner circle and He learned about hard work in the outer circle.

7. Ask students to fold their paper plates in half and glue one half to the Lesson Input page.

8. Have students turn to the next Lesson Input

page and attach the text Cesar Chavez. Refer to pages 150–151 for options on how to attach the text.

Assessment • On the Student Output page, have students write about Cesar Chavez using the information from their inner/outer notes.

5. Continue reading as a class, or encourage

students to finish reading the text independently. Model the process as much as needed. Each section of the plate should refer to one of the sections of the text. Each section should be completed when students are finished. • Differentiation: Provide students who may need additional support with slips of paper containing prewritten or pretyped text that belongs in the inner and outer circles. Explain that they must place and glue each slip in the correct Says/Does or Means/Implies section.

6. Place students in pairs, and have them share their graphic organizers with partners. As students are talking about their inner/outer circles, encourage them to explain their reasoning.

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Name:___________________________ Date:______________

Cesar Chavez Childhood As a child, Cesar Chavez lived on a farm. He helped with the farm chores. He learned that hard work was important. The Chavez family hired helpers to pick the crops on their farm. These helpers moved from farm to farm. They are called migrant (MY-gruhnt) workers. Times were hard. Many people lost their jobs. People could not buy food. This time was known as the Great Depression (dih-PRESH -uhn).

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Name:___________________________ Date:______________

Cesar Chavez

(cont.)

Farm Work The Chavez family became very poor. They lost their farm and their home. To make money, they became migrant workers. Picking crops was hard work. In the fields, there was no water to drink. There was no bathroom.

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Name:___________________________ Date:______________

Cesar Chavez

(cont.)

Making Things Better As Chavez grew up, he wanted to help migrant workers. Chavez protested for workers’ rights. He marched and gave speeches. Chavez made the farmers stop using bad poisons in the fields. These poisons are called pesticides. Pesticides kill bugs that eat crops. But they were not good for the workers. Chavez died on April 23, 1993. People celebrate his birthday. They remember how he helped migrant workers.

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Name:___________________________ Date:______________

Cesar Chavez Preview Log Directions: Skim the text, Cesar Chavez. Complete the chart. Cesar Chavez Preview Log Make a Connection

Key Words

Proper Nouns

I think that I am going to learn about…

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Name:___________________________ Date:______________

Cesar Chavez Four-Flap Vocabulary Book Directions: Write a definition and draw a picture for each word. migrant workers

Great Depression

protested

pesticides

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Name:___________________________ Date:______________

Cesar Chavez Inner/Outer Notes Directions: Write key ideas from the text. Write what each idea means or implies.

Say s

Me an s/

I

es i l p m es o /D Cesar Chavez

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Special Content Earth

© Shell Education

oxygen

atmosphere

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

solar system

➠ Writing

Earth Chart and Match

Directions: Draw a picture of each word. Then, write what each word means.

planets

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Name: __________________________ Date:_____________

Meaning

➠ Reading

Before Reading— Chart and Match

Picture

Knows that Earth materials consist of solid rocks, soils, liquid water, and the gases of the atmosphere.

Graphic Organizer Examples

Word

Standards ➠ Science

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During Reading— Peer Partner Review Name: __________________________ Date:_____________

Earth Peer Partner Review Directions: Trade papers with partners. Answer one question each time.

Materials •

copies of Earth (pages 143–144)

•

copies of Earth Chart and Match (page 145)

•

copies of Earth Peer Partner Review (page 146)

•

copies of Earth Fact or Fib (pages 147–148) (optional)

•

highlighter

•

timer

•

index cards (5 per student)

•

10-inch sealed envelopes (1 per 2 students)

•

markers, scissors, and glue (or stapler)

•

each student’s interactive notebook

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146

1. Why does Earth look blue from space?

2. What does it mean to orbit the sun?

3. What orbits the Earth?

4. Where is water found on Earth?

5. Explain the word atmosphere.

6. Why is the atmosphere important?

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After Reading— Fact or Fib

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139

Special Content Earth (cont.) Before Reading Procedure

7. Have students create new charts with the

cut out rows on the next clean Lesson Input page. Students should not glue anything to the page until you have checked their charts for accuracy.

Strategy: Chart and Match 1. Explain that students will skim a text about

Earth, looking for important vocabulary words. Write the following words on the board: planets, solar system, atmosphere, and oxygen. Practice saying the words aloud with students.

2. Distribute copies of Earth (pages 143–144)

to students. Skim the text as a class. Point out the vocabulary words as you come to them, and model how to highlight, circle, or underline the vocabulary words.

8. Have students label the three columns with the same terms used on the Earth Chart and Match activity sheet (Word, Picture, and Meaning).

9. Tell students to write the main topic, Earth, at the top of the page above the chart.

Assessment • On the Student Output page, ask students to choose one of the vocabulary words and write it at the top of the page. Then, have them write and/or draw a picture to relate it to their own experiences.

3. Distribute copies of Earth Chart and Match (page 145) to students. The vocabulary words are included in the first column.

4. Have students complete the rest of the chart

by drawing an example of the vocabulary word in the middle column. Model how to read the context around the vocabulary word. Then, have students use context clues to write their own definitions in the third column. • Differentiation: For below-level learners, distribute short typed definitions of the vocabulary words. Have students match the definitions to the correct words, and glue them onto their charts.

During Reading Procedure Strategy: Peer Partner Review 1. Read the text aloud with students. Discuss

essential vocabulary words related to the text. Review the highlighted words from the Before Reading activity.

2. Distribute copies of Earth Peer Partner Review

5. After students have completed the chart,

have them cut apart the rows on the grid, following the dashed lines as guides.

6. Have students find partners to trade

(page 146) to students. Encourage them to review the questions for a minute or two and consider which they know they can answer. Explain that they will write answers on their classmates’ activity sheets.

rows with. Explain that when they find a classmate, they should only swap rows containing the same vocabulary word. Each student should end up with a mixture of pieces to complete the chart.

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Special Content Earth (cont.) 3. Set a timer for 5–10 minutes. Ask students

to move around the room, looking for peer partners. Have them swap papers with partners to answer questions on each other’s papers. Tell students that they will need to explain their answers to their partners after they write them. • Differentiation: For English language learners, provide sentence frames on the board that they can use to answer the questions. You can also create a word bank on students’ activity sheets of academic vocabulary related to the questions.

4. Be sure to set clear procedures and

expectations before you begin: • Only answer one question on each partner’s paper. • Sign your name next to each question you answer. This will help you keep track of which partners you have already worked with. • If you cannot answer a question, tell your classmate that he or she should look for another partner. • Always be respectful, and never make fun of a classmate who cannot answer a question. • After you have written your answer, explain how you found your answer and/ or how you know your answer is correct.

5. Tell students to stop finding partners when they have just one question left.

6. Have students complete the last question independently at their desks.

Assessment • Ask students to review the questions and answers that were completed on their activity sheets. Tell them to choose three of the responses and explain them on the Student Output page. You may choose to model this for students.

After Reading Procedure Strategy: Fact or Fib 1. After students have read Earth, place them

into heterogeneous groups of four or five. Discuss the difference between a fact (a true statement) and a fib (an untrue statement). • Differentiation: Be strategic about placing students into their heterogeneous groups. Be sure that students’ ability levels are well mixed so that students who need additional support will be able to utilize the assistance of their group members.

2. Review the first section of Earth with

students. Explain that you are going to create one fact and one fib about that section.

3. Distribute two index cards to each student.

Explain that they will record the facts and fibs on the cards. Then, think aloud as you look through the text to find a fact to record. For example, Earth is part of the solar system. Write this fact on the board, and have students copy it onto one of their cards.

7. Tell students to cut out and glue their

completed Earth Peer Partner Review onto a new Lesson Input page.

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Special Content Earth (cont.) 4. Explain that to create fibs, students can

start with facts and then change them to be untrue. For example, you could begin with, “Something orbits Earth, too. It is our moon.” Then, change that fact to a fib (Earth also orbits the moon). Write the fib on the board, and have students copy it onto their index cards. Ask students to discuss with their groups how they know that one statement is a fact and the other is a fib.

9. Explain that you will now jigsaw their

groups. Place students into new groups so that each group has a student for every section of the text. The new groups will then take turns using the fact or fib cards to quiz each other. (Make sure they mix up their cards before starting so that the fib cards aren’t always everyone’s last card.)

10. Have students share with their group the

section of text they were responsible for reviewing. Ask them to read their fact or fib statements to the rest of the group. The group will then discuss which of the statements they think are the facts and which statement is a fib. They may use the text to help them. Encourage students to take notes about the group discussion on the Student Output page.

5. Review the second section with students.

Have them share ideas for facts and fibs, and write the statements on the board.

6. Distribute three new index cards to each student. Assign each group a different section of the text. Tell them to come up with two facts and one fib from their sections.

7. Have each student write their facts and fibs

on their index cards. Explain that although they will choose their facts and fib as a group, each individual member must create his or her own set of cards. • Differentiation: Create several example fact cards before students begin the activity. You may choose to use the ones provided in Earth Fact or Fib (page 147). Have students glue the statements onto separate index cards. Then, have them identify which statements are facts and which are fibs.

11. Have students turn to the next Lesson Input page and attach the text Earth. Refer to pages 150–151 for options on how to attach the text.

Assessment • Ask students to write three questions they

8. Distribute one envelope to every two

students. Ask each pair of students to cut it in half horizontally to create two pockets. Each student should take one half and write the title, Earth, on the envelope. Students should then attach the envelope pocket on the next Lesson Input page and place the fact or fib cards in their envelope pockets.

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have about the text on the Student Output page. Provide question stems for students, if needed. For example: One question I still have about Earth is…, or I still want to know more about….

• Differentiation: For students who are not yet independently reading or writing, have them draw something interesting that they learned from the text. Tell students to include as many details as they can in their drawings and to label them, as appropriate for their ability levels.

© Shell Education

Name:___________________________ Date:______________

Earth The Big, Blue Marble Earth is part of our solar system. That means it is one of eight planets that orbit our sun. It is the third planet from the sun. Something orbits Earth, too. It is our moon. People say that from the moon, Earth looks like a big, blue marble. Water, Water Everywhere Why does Earth seem blue from space? It is because there is much more water than land on Earth’s surface.

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Name:___________________________ Date:______________

Earth

(cont.)

Water covers 70 percent of Earth’s surface. Most of that water is in oceans. A small part is in lakes and rivers. Some of it is frozen at the north and south poles. Water is important on Earth. Every living thing on Earth needs water. Earth’s Atmosphere There is something else just as important as water on Earth. It is air. Air makes up Earth’s atmosphere. The atmosphere is like a big, thick blanket wrapped around Earth. We need to breathe the oxygen in the air to live. The atmosphere also protects life on Earth. It absorbs energy from the sun. And it blocks the sun’s harmful rays. 144

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Name:___________________________ Date:______________

Earth Chart and Match

© Shell Education

oxygen

atmosphere

solar system

planets

Word

Picture

Meaning

Directions: Draw a picture of each word. Then, write what each word means.

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145

Name:___________________________ Date:______________

Earth Peer Partner Review Directions: Trade papers with partners. Answer one question each time.

146

1. Why does Earth look blue from space?

2. What does it mean to orbit the sun?

3. What orbits Earth?

4. Where is water found on Earth?

5. Explain the word atmosphere.

6. Why is the atmosphere important?

51732—Interactive Notetaking for Content-Area Literacy

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Name:___________________________ Date:______________

Earth Fact or Fib Directions: Cut apart each row. Decide which statements are facts and which are fibs. The Big, Blue Marble

Earth is part of our solar system.

The Big, Blue Marble

Earth is the planet closest to the sun.

Water, Water Everywhere

Earth looks blue from space because there is more water than land.

Water, Water Everywhere

Most of the water on Earth is in lakes and rivers.

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147

Name:___________________________ Date:______________

Earth Fact or Fib

148

(cont.)

Water, Water Everywhere

There are many planets in our solar system that hold living things.

Water, Water Everywhere

Water is important on Earth.

Earth’s Atmosphere

Oxygen has a funny taste.

Earth’s Atmosphere

Air makes up Earth’s atmosphere.

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Appendices

Definitions of Folds and Cuts Throughout the lessons, instructions are provided to create different graphic organizers. Below are definitions of the various types of cuts and folds used to create these resources.

Horizontal Fold—Fold the paper in half evenly, top to bottom.

Vertical Fold—Fold the paper in half evenly, right to left.

Shutter-Doors Fold—Fold the paper in a horizontal fold. Open the paper back up to full size, and hold the paper in landscape layout. Fold in each side of the paper to the creased fold to create “shutter doors.”

Three-Flap Fold—Fold the paper in a vertical fold. While the paper is folded in half, fold again into thirds by folding the top down and the bottom up to form three sections. Open up the two horizontal folds. Cut along the horizontal folds stopping at the vertical fold to create three flaps.

Four-Flap Fold—Fold the paper in a vertical fold. While the paper is folded in half, fold it into halves horizontally, and then again into fourths. When you open the horizontal folds, you should see four sections. Make three cuts on those folds to create four flaps.

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Appendices

Attaching Text to the Lesson Input Pages Below are various ways you can have students attach text passages to their interactive notebooks. For each text, select the best method for those pages. Horizontal Stacker Book—Separately fold pages in horizontal folds. Place glue on the back of the second page. Only apply it to the bottom half (below the fold). Press it to the bottom of the Lesson Input page. Then, place glue on the back of the first page. Press the first page evenly on the Lesson Input page and the top of the second page. The two pages should be stacked one on top of the other.

Vertical Stacker Book—Separately fold the pages in vertical folds. Place glue on the back of the right side of the second page. Press it to the right side of the Lesson Input page. Then, place glue on the back of the first page. Press the first page evenly on the left side of the Lesson Input page and on the back of the second page. The two pages should be stacked one on top of the other.

Envelope Pocket—Seal an envelope, fold it into a horizontal fold, and then cut at the fold to create two pockets. Glue one of the pockets to the Lesson Input page. Label the pocket with the title of the text. Fold the text, and place it in the pocket.

Two-Page Pocket—Take the top-right corner of a page in the interactive notebook, and fold it to the spine of the notebook to form a right angle. Crease the fold, and then flip it over behind the page. Glue the outer edge and the bottom of the folded page to the next full-size page of the notebook to create a pocket.

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Appendices

Attaching Text to the Lesson Input Pages (cont.)

Horizontal Anchor Flap—Make a horizontal fold two inches from the top of the page to create a small flap. Glue the horizontal flap to the top of the Lesson Input page. This will allow students to take notes under the text.

Vertical Anchor Flap—Make a vertical fold two inches from the left or right margin of the text. Glue the vertical flap to either the right or left margin of the Lesson Input page. This will allow students to take notes under the text.

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Appendices

References Cited Barnatt, Joan. n.d. “Reaching Every Learner: Differentiating Instruction in Theory and Practice.” www.learnnc.org/lp/editions/every-learner/655. Dinah Zike. http://www.dinah.com. National Governors Association Center for Best Practices and Council of Chief State School Officers. 2010. Common Core State Standards Initiative: English Language Arts Standards: Introduction: Key Design Considerations. www.corestandards.org/ELA-Literacy/introduction/key-design-consideration.

Digital Resources To access the digital resources, go to this website and enter the following code: 67889949. www.teachercreatedmaterials.com/administrators/download-files/ The graphic organizer templates are contained in a single PDF. To print a specific template, open the PDF and select a page to print.

Title

Filename

Templates

templates.pdf

Standards Correlations

standards.pdf

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