Brain-Powered Lessons to Engage All Learners [1 ed.] 9781425895570, 9781425811815

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4 Level

4 Level

Author LaVonna Roth, M.S.Ed.

Publishing Credits Robin Erickson, Production Director; Lee Aucoin, Creative Director; Timothy J. Bradley, Illustration Manager; Emily R. Smith, M.A.Ed., Editorial Director; Jennifer Wilson, Editor; Evelyn Garcia, M.A.Ed., Editor; Amber Goff, Editorial Assistant; Grace Alba Le, Designer; Corinne Burton, M.A.Ed., Publisher

Image Credits All images Shutterstock

Standards © 2004 Mid-continent Research for Education and Learning (McREL) © 2007 Teachers of English to Speakers of Other Languages, Inc. (TESOL) © 2007 Board of Regents of the University of Wisconsin System. World-Class Instructional Design and Assessment (WIDA) © 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers (CCSS)

Shell Education

5301 Oceanus Drive Huntington Beach, CA 92649-1030 http://www.shelleducation.com

ISBN 978-1-4258-1181-5

© 2014 Shell Educational Publishing, Inc.

The classroom teacher may reproduce copies of the 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.

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Table of Contents Introduction

A Letter to You. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5



About the Author. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6



The Power of the Brain. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7



Strategy Overviews. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12



How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20



Correlation to the Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24



Standards Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25



Content Area Correlations Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

That’s a Wrap! Lessons That’s My Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Exploration and Settlement of the States. . . . . . . . . . . . . . . . . . . . . . . . . 35 Equations, Expressions, and Visual Representations . . . . . . . . . . . . . . . 37 WPH Accordion Lessons Can You Predict? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Key People in State History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 It’s in the Details. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Matchmaker Lessons Transitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Phases of the Moon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Read Between the Lines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Just Say It Lessons Dialogue and Description. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Many Ways to Multiply. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Talking About Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

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Table of Contents

(cont.)

Kinesthetic Word Webs Lessons Three Branches of Government. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 The Power of a Place. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Energy Abound. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 In the Know Lessons Our State’s Features. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Figures and Attributes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Skills of a Scientist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 Poetic Elements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Response Cards Lessons It’s Your Right!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 All About Changes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Nonfiction Text Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Reverse, Reverse! Lessons Equivalent, Equivalent!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 Life Cycle of Plants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 Text Support. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 Appendices Appendix A: References Cited. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 Appendix B: Contents of the Digital Resource CD. . . . . . . . . . . . . . . . . 152

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Introduction

A Letter to You Dear Educator, I want to take a moment to thank you for the inspirati on that you are! As more mandates fall upon your shoulders and chan ges are made, I admire your drive, passion, and willingness to keep putting our students first. Every decision we make as educ ator s shou ld come down to one simple question: ÒIs this decision in the best interest of our students?Ó This reflects not our opin ion our , philosophy, or our own agenda, but simply what is goin g to make the greatest impact on our students in preparing them for life and career. As you continue to be the best you can be I want you to take a few moments each day, look in the mirror, and smile.. Com you can give me a bigger smile than that! Go for thee onÑI know Cat smile with all teeth showing. Why? Because you big Cheshire sometimes your greatest cheerleader. Now, take that are same smile and pass it on to colleagues, students, and parents. Atti tude is catchingÑso let«s share the one that puts smiles on You will feel better and your day will be better. others« faces! Now, tear out this page. Tape it to a place where you every. . . single. . . day. Yep! Tear it out. Tape it to the will see it mirror, your dashboard, your deskÑwherever you are bathroom Recite and do the following every single dayÑno jokesure to see it. : I am appreciated! I am amazing! I am the difference! From one educator to another, thank you for all you do! 

ÑLaVonna Roth

P.S. Be sure to connect with me on social media! I would love to hear from you on these strategies and lessons.

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Introduction

About the Author LaVonna Roth, M.S.Ed., is an international author, speaker, and consultant. She has had the privilege of working with teachers on three continents, sharing her passion for education and how the brain learns. Her desire to keep the passion of engaging instructional delivery is evident in her ideas, presentations, workshops, and books. LaVonna has the unique ability to teach some of the more challenging concepts in education and make them simple and doable. Her goal is for teachers to be reenergized, to experience ideas that are practical and applicable, and have a great impact on student achievement because of the effect these strategies have on how the brain learns. As a full-time teacher, LaVonna taught students at the elementary and secondary levels in all content areas, students in ELL and gifted programs, and those in the regular classroom. Her educational degrees include a bachelor’s degree in special education—teaching the hearing impaired—and two master’s degrees, one in the art of teaching and another in educational leadership. In addition to other professional organizations, LaVonna serves as a board member for Florida ASCD and is an affiliate member of the Society for Neuroscience. As an author, she has written a powerful resource notebook, Brain-Powered Lessons to Engage All Learners, and is a dynamic and engaging presenter. When LaVonna isn’t traveling and speaking, she relaxes by spending time with her family in the Tampa, Florida area. She is dedicated to putting students first and supporting teachers to be the best they can be.

Acknowledgements My family My friends All educators Teacher Created Materials staff I believe we accomplish great things when we surround ourselves with great people and take action. Thank you for all you do!  —LaVonna Roth

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Introduction

The Power of the Brain “What actually changes in the brain are the strengths of the connections of neurons that are engaged together, moment by moment, in time.” 

—Dr. Michael Merzenich

The brain is a very powerful organ, one we do not completely understand or know everything about. Yet science reveals more and more to us each day. As educators, we have a duty to understand how the brain learns so that we can best teach our students. If we do not have an understanding of some of the powerful tools that can help facilitate our teaching and allow us to better target the brain and learning, we lose a lot of time with our students that could be used to serve them better. Plus, the likelihood of doing as much reteaching will lessen. This is where Brain-Powered Lessons to Engage All Learners comes in! The eight strategies included within the lessons are designed around how the brain learns as a foundation. In addition, they are meant to be used as a formative assessment, include higher-order thinking, increase the level of engagement in learning, and support differentiation. For detailed information on each strategy, see pages 12–19.

What Makes the Brain Learn Best As you explore the strategies in this book, keep the following key ideas in mind. The content being taught and learned must: Ÿ be engaging Ÿ be relevant Ÿ make sense Ÿ make meaning Ÿ involve movement Ÿ support memory retention

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The Power of the Brain

(cont.)

Be Engaging In order for students to pay attention, we must engage the brain. This is the overarching theme to “Even simple brain the rest of the elements. Too often, exercises such students are learning complacently. as presenting Just because students are staring at the teacher, with pencil in hand and oneself with taking notes, does not mean they challenging intellectual are engaged. For example, we know environments, that they are engaged when they interacting in social answer questions or are interacting with the information independently situations, or getting with a teacher or another student. involved in physical We don’t always know when they activities will boost are engaged just by looking at them. Sometimes, it’s a simple question the general growth of or observation of what they are connections” doing that helps identify this. Body language can tell us a lot, but do not rely on this as the only point of observation. Many teachers may have not gone into teaching to “entertain,” but entertaining is one component of being engaging. As neuroscience research has revealed, it was noted as early as 1762 that the brain does change (neuroplasticity) based on experiences (Doidge 2007). It rewires itself based upon experiences and new situations, creating new neural pathways. “Even simple brain exercises such as presenting oneself with challenging intellectual environments, interacting in social situations, or getting involved in physical activities will boost the general growth of connections” (HOPES 2010, §2). This is fantastic if we are creating an environment and lessons that are positive and planned in a way that fires more neurons that increase accurate learning.

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Introduction

The Power of the Brain

(cont.)

As a reflection for you, think about the following with respect to student engagement: Ÿ What are the students doing during the lesson? Are they doing something with the information that shows they are into it? Are they asking questions? Are they answering? Ÿ What is their body language showing? Are they slumped, or are they sitting in a more alert position? Are their eyes glazed and half-closed, or are they bright, alert, and paying attention to where their focus should be? Ÿ Who is doing most of the talking and thinking? Move away from being the sage on the stage! Let the students be the stars. Share your knowledge with them in increments, but permit them to interact or explore. Ÿ What could you turn over to students to have them create a way to remember the content or ask questions they have? What could be done to change up the lessons so they are interacting or standing? Yes, parts of lessons can be taught by having students stand for a minute or so. Before they sit, have them stretch or high-five a few classmates to break up the monotony.

Be Relevant Why should the brain want to learn and remember something that has no relevance to us? If we want our students to learn information, it is important that we do what we can to make the information relevant. An easy way to achieve this is by bringing in some background knowledge that students have about the topic or making a personal connection. This does not need to take long. As you will note, the lessons in this book start out with modeling. Modeling allows learners to have an understanding of the strategy and it also takes a moment to bring in what they know and, when possible, to make a personal connection. Consider asking students what they know about a topic and have them offer ideas. Or ask them to reflect on a piece of literature that you read or to ponder a question you have provided. For English language learners, this strategy is particularly effective when they can relate it to something of which they have a foundational concept and can make a connection to what they are learning. The language will come.

Make Sense Is what you are teaching something that makes sense to students? Do they see the bigger picture or context? If students are making sense of what they are learning, a greater chance of it moving from working memory to long-term memory will increase. Some students can be asked if the idea makes sense and if they clearly understand. If they are able to explain it in their own words, they probably have a good grasp on metacognition and where they are in their learning. Other students may need to be coached to retell you what they just learned. © Shell Education

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Introduction

The Power of the Brain

(cont.)

Make Meaning Once students have had an opportunity to make sense of what they are learning, provide an opportunity for them to make meaning. This means that they have a chance to apply what was learned and actually “play” with the skills or concepts. Are they able to complete some tasks or provide questions on their own? Are they ready to take the information to higher levels that demonstrate the depth of understanding? (Refer to Webb’s Depth of Knowledge for some additional insight into various levels of making meaning on pages 22–23.) For some students, simply asking a few questions related to what is being taught or having them write a reflection of what was just explained will allow you to check in on their understanding to see where they are before taking their thinking to a higher or a deeper level.

Involve Movement This one is particularly important because of the plethora of research on movement. Dr. John Ratey wrote the book Spark, which documents how student achievement soars based on some changes made to students’ physical education program in which students achieved their target heart-rate zone during their physical education time. Movement, particularly exercise, increases brain-derived neurotrophic factors (BDNF) that increase learning and memory (Vaynman, Ying, and Gomez-Pinilla 2004). Knowing that getting students to achieve their target heart rate zone is not always an option, do what you can. Have students take some brain breaks that heighten their heart rate—even if for just a minute. Movement has strong retention implications in other ways. Students can create a gesture connected to the lesson concept, or they can stand and move while they make meaning from what they learned. Movement is multisensory, thus, various regions of the brain are activated. When multiple brain pathways are stimulated, they are more likely to enter long‑term potentiation from activating episodic and semantic memories. If you come across a model lesson in this book in which not much movement is shared, or you find your students have been sitting longer than you may wish (you will know because their body language will tell you—unfortunately, we should have had them moving before this point), my challenge to you is to think of what movement you can add to the lesson. It could involve a gesture, a manipulative, or physically getting up and moving. If you are concerned about them calming back down, set your expectations and stick to them. Keep in mind that often when students “go crazy” when permitted to move, it’s probably because they finally get to move. Try simple techniques to bring students back into focus. “Part of the process of assisting children in developing necessary skills is getting to the root of why they behave as they do” (Harris and Goldberg 2012, xiv).

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Introduction

The Power of the Brain

(cont.)

Support Memory Retention If we want our students to retain what we teach them, then it is important that we keep in mind what causes our brains to retain that information. Key Elements to Memory Retention

Why

Emotions

We can create an episodic memory when we connect emotions to our learning.

Repetition

Repetition increases memory as long as there is engagement involved. Worksheets and drill and kill do not serve long-term memory well.

Patterns/Organization

When our brains take in messages, they begin to file the information by organizing it into categories.

Personal connection

Linking learning to one’s self is a powerful brain tool for memory. This, too, can be tied to emotion, making an even stronger connection.

Linking new and prior knowledge

Taking in new information automatically results in connecting past knowledge to what is new.



(Roth 2012)

As you explore the strategies and lessons throughout this book, note how many of them incorporate the keys to memory retention and what engages our students’ brains. As you begin to explore the use of these strategies on your own, be sure to keep the framework of those important components. The bottom line—explore, have fun, and ask your students how they feel about lessons taught. They will tell you if they found the lesson interesting, engaging, and relevant. So get in there, dig in, and have some fun with your students while trying out these strategies and lessons!

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Introduction

That’s a Wrap! Strategy Overview

It is important to teach students how to study. Studying can be boring, primarily because it involves repetition. But repetition is one of the keys to memory, as it makes the connections in our brains stronger (Jensen 2005). Willis (2008) further developed this idea by stating that when a greater number of neural connections are activated by the stimulation of practice, an increased number of dendrites grow to strengthen the connections between the neurons.

Strategy Insight That’s a Wrap! is a strategy that helps students learn how to study and how to mix up the repetition with a little fun. Students pull important information, put it into the form of a question, and then write an interview in the form of a script. The interview can be performed in front of the class or other classes, or students can practice at home, using different voices. Be sure to model. It takes guidance and practice to whittle down information to the key facts or questions. Walk students through the steps to define what is important instead of what is simply a fun fact. Do the facts directly help to answer the essential questions? As this strategy progresses, encourage students to think about and write questions that are more open-ended than closed-ended. Ainsworth (2003) states that open‑ended means more than one answer or solution. Closed-ended is one answer or solution, often a yes/no response. Open-ended takes more time and more thinking because several factors are taken into consideration; it is not just one simple answer. If the teacher wants to know if students have moved the learning from working memory to long-term memory, quiz them after 24 hours. If students can recall the information or idea with no advance notification, then the content is making its way into long-term storage. On the same note, this “pop quiz” can be used to check what they remember, and it should not be graded. It is a formative assessment for students to determine what they still need to study.

Teacher Notes Ÿ Remember, emotions are a key to increasing memory, along with repetition. As students write the script and rework it, they are repeatedly seeing the information. Ÿ Model the cue often used by teachers: Pause when something key is about to be presented. State, “This is important” or “This will be on the test.” If information is written on the board, change colors when writing the important fact.

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Introduction

WPH Accordion Strategy Overview

Think of a mystery story. Who or what is involved? What do you predict will happen? What does happen? These questions make up the WPH Accordion strategy. Each of these components plays a key part in motivation, engagement, and memory. Asking who or what is involved (W ) prepares our brains to think about the topic. Who or what could be involved in the story, event, experiment, or solution? This question piques our brain’s interest because we want to know. The brain likes to learn (Willis 2008). What do you predict (P) will happen? Our brains love to predict and to get it right. When our predictions are right, dopamine receptors are activated and our brain experiences that as pleasurable, which increases our reward response (Rock 2009). Emotions come into play, which is important for long-term memory (Jensen 2005). When our predictions are wrong, dopamine levels reduce and the brain works to remember it correctly so it can have the pleasure from dopamine rising (Willis 2008). What actually happens (H)? The brain receives the message whether the prediction is right or not. Our brains use this information for future predictions. Did what we think was going to happen occur?

Strategy Insight When working with students, it is important to create a culture in which it is okay to be wrong. Often, predictions are wrong; it is how we react that makes a difference. What matters is what we do with that information. If students pull what they know from background knowledge to figure out a mystery component and if they ask questions based on what they know, then that is a start to making good predictions. Teachers should empower students to become aware of what they know and what they are thinking, and that being wrong tells their brains to pay attention to the correct way (Flavell 1979; Willis 2008; Baker 2009). Students work with topics that have a twist or an unexpected outcome. This allows us to think logically about a solution and also pulls information from the creative side of our brains. Teachers need to encourage students to do their own thinking, ask questions, and work to figure out the result.

Teacher Notes Ÿ Provide students the option to draw or write in order to meet the differentiation needs of learners. Ÿ You may need more than two sets of the WPH Accordion. If more than two sets are needed, accordion-fold the other half-sheet of paper and tape it to the end of the first accordion. This gives you four sets of W-P-H sections.

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Introduction

Matchmaker Strategy Overview

The importance of movement and having students get up out of their seats cannot be emphasized enough. Thus, here is another strategy that allows our students to do so. Matchmaker also provides students an opportunity to get repeated practice in an environment in which the repetition is guided and correct. This means that when students practice repeatedly, the likelihood of recall increases. A key factor here is that it must be correct practice. When students do this activity with one another, they are getting a chance to see repeated practice with automatic feedback provided about whether they are correct or not.

Strategy Insight Every student is given an address label to wear. Each label is a vocabulary word, a concept, a formula, etc. On index cards are the matching definitions, illustrations, examples, synonyms, etc. Students wear the address labels and stand in a circle with the index cards on the floor in the middle. Students hold hands and bend down to pick up an index card with their connected hands. Without letting go, they have to get the card they picked up to the correct person, according to his or her address label. This strategy can be repeated as many times as you wish to help students practice.

Teacher Notes Ÿ An alternative to this is for students to not hold hands when they pick up a card. However, energy and engagement increase with the added challenge of holding hands and not letting go. Ÿ Be sure to listen in and encourage students to discuss disagreements or to have them respond to a reason why a particular card goes with another card.

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Introduction

Just Say It Strategy Overview

Working together and hearing thoughts and language are beneficial to all learners, but these things can be especially beneficial to English language learners. Just Say It permits students not only to use what they have read, written, or heard but to have a chance to use listening skills for the content as well. A challenge layer to this strategy is having students hold back on a response for a period of time. This allows the one student to say what he or she needs to say before the partner inflicts his or her opinion or factual information upon him or her. It teaches the skill of patience, listening, and being open to others’ thoughts at the same time.

Strategy Insight Students are to respond to their partners, providing feedback and information on a given topic (e.g., a writing prompt, thoughts, an idea). Have students sit facing their partners (sitting at desks is preferable). Identify Partner A as the person closest to the front of the room and Partner B as the person closest to the back of room. Have Partner A start. Partner A shares his or her thinking with Partner B as Partner B only listens for 30 seconds. After 30 seconds, Partner B responds to Partner A. They then switch roles—Partner B shares while A listens. Then A provides insight or feedback. Students should record (during or at the end) what their partners say for further consideration and use that to write about the topic.

Teacher Notes Ÿ You may wish to shorten or lengthen the time each partner has, depending upon the topic and age. Ÿ Using a timer, a train whistle, or a bell is a great way to help partners know when to switch, since conversations may get lively or partners may tune out other nearby sounds.

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Introduction

Kinesthetic Word Webs Strategy Overview

Movement is crucial to learning. We must move because the “sit-and-get” method is overused and not as effective as when we have the chance to increase our oxygen intake and shift the activity. Although there is no exact science as to the number of minutes that elapse before we should move or change direction, no more than 20 minutes is an adequate amount of time for learning to occur before we do something with what was learned (Schenck 2005). Our working memory can only hold so much information before it becomes fatigued or bored (Sousa 2006). Thus, implementing the suggested 20-minute time frame into teaching should help teachers to remember the importance of chunking material and allowing time for the brain to process material being learned. We know what a web is on paper, but what is a Kinesthetic Word Web? It is a strategy that gets students up and moving with the content of the lessons. Picture a word web on paper. Now, turn the outer ovals on the word web into students and imagine their arms touching the person’s shoulder in the center oval. That is a Kinesthetic Word Web.

Strategy Insight The Kinesthetic Word Webs strategy is designed to take a paper-and-pencil activity and add movement and challenge to raise the level of engagement. As Wolfe and Brandt (1998) state, “The brain likes a challenge!” It seeks patterns. Patterns are required during this strategy in order to be successful.

Teacher Notes Ÿ Be sure every student has a card. Do not worry about every student fitting into a word web. If a student cannot be a part of a Kinesthetic Word Web because his or her word has already appeared in the web or because there was not an exact number of students for each set, they can explain where they would go and why. Ÿ Caution: Some students do not like to be touched, so knowing students and their backgrounds is very important. As an alternative, they can each place a fist on a hip and connect elbow to elbow; they can extend a leg and touch foot to foot; or you can provide 15 inches of string to each student, with the center student holding one end of all the strings.

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Introduction

In the Know Strategy Overview

The In the Know strategy allows for students to be involved in the process of self-assessing their own learning. It helps take their learning to a metacognitive level, where students are thinking about thinking (Siegel 2007). As students work with content, they position labeled sticky notes that reflect their knowledge. When students’ understanding increases, they move their sticky notes to another column to show further growth. This should increase intrinsic motivation as they see how their hard work pays off. When students evaluate themselves and demonstrate achievement, teachers should ask students to explain to them how their learning has grown. When teachers use this strategy as a formative assessment, it helps to guide the next phase of instruction.

Strategy Insight In the Know helps students understand the importance of being cognitively aware of what they are learning and what causes them to struggle. During this strategy, students use a three-column graphic organizer to capture their current understanding of content. Students label each sticky note with a vocabulary word, concept, skill, etc. As they reflect on what they know about each label, they determine where to place the sticky note. The far-left column represents labels they are not sure of and are not competent enough to use accurately in their work. The middle column indicates when they begin to gain an understanding or familiarity of what the label means, yet they cannot use it appropriately in their work. The third column marks when students have achieved a level of accomplishment or mastery in understanding the label. It is important for students to take the time to celebrate their learning. When students move their sticky notes to the next column to validate that their learning has increased, they can pat themselves on the back for their achievements or tell someone how they worked hard to understand the concept. This may occur throughout the lesson, or toward the end of the study. This emotional attachment will provide a boost of memory (Willingham 2009).

Teacher Notes Ÿ Sticky notes are a novelty at first, and students will most likely play with them. The good news is that the novelty will taper off. For younger students, it may be better to keep their three-column chart in a folder until it is time to reassess their learning. Ÿ Ask students to justify each sticky note’s placement. Ÿ Modify this strategy for younger students or students with disabilities by writing sentences or designing a skit for the words that they have not mastered.

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Introduction

Response Cards Strategy Overview

This strategy allows the teacher to receive a response from each student within a short time frame, and it provides the feedback you need to drive instruction. Once students have responded, they discuss their thinking with partners. This is the teacher’s opportunity to listen in on their conversations. If they got the answer right, was it for the right reason? If it was wrong, where did their thinking go astray? Post higher-order thinking question stems around the room. Teach students how to use these stems to ask questions. If teachers want to raise the level of inquiry and understanding, students need the resources to do so, which includes modeling how to ask a question that taps into thinking and then allowing them to question (Hunter 1993). By doing this, students become more metacognitively aware by figuring out the connections they made (Baker 2009). What did they know beforehand that helped them connect the question asked to their response? If they were struggling between two answers, what were they thinking that caused them to choose one answer? Another great technique to encourage depth of thinking is to ask openended questions, such as “Why?” or “How do you know?” (Sprenger 1999; Willis 2006). When students provide answers followed up by why or how do you know, their initial reaction may be that they are wrong, which sends them into a thinking mode to figure out where they went wrong. Share with students that they may not be wrong; encourage them to think their answers through.

Strategy Insight Response Cards are an alternate way to formatively assess students’ thinking without using whiteboards. Since our brain’s attention piques with novelty, Response Cards allow students to give teachers feedback in a different way. Students think independently, respond, and then show their answers. Students receive premade Response Cards that have answers on them, or older students can write the answers themselves. Answers on the response cards should be written in the same location so they can quickly be seen and checked for accuracy. When students share their answers, it is important they justify their thinking. This allows them to make connections and take the strategy to a higher level. The teacher should listen to students as they talk with others to see if their thinking is correct. This gives teachers an insight into their thinking. Plus, knowing teachers hold them accountable helps with classroom management.

Teacher Notes Ÿ When students share their thinking with partners, it is important to listen in to see if there are any misconceptions or to find out who is struggling with the concept. Ÿ Encourage students to know it is acceptable to question authority in a respectful manner. Just because something is said by an authority figure does not mean it is always right.

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Introduction

Reverse, Reverse! Strategy Overview

Reverse, Reverse! is meant to be a challenging strategy. When students are under stress, there will often be not only a chemical but a physical change in the brain. Students must learn the skills to deal with stress, but in a safe and friendly environment. In this strategy, students will practice the speed and fluency of facts, but they will do so under pressure—a pressure that you can adjust or increase, depending upon the topic and age level of your students.

Strategy Insight Students sit or stand in a circle. They are given a topic and asked to brainstorm what they know about that topic. One student begins by sharing a fact about the topic. Going clockwise, the next student must quickly say another fact related to the one just stated. If the student pauses more than five seconds or states an incorrect fact, the student who just finished must state the next fact (reversing the direction of participation). One student sits out to judge the facts and make sure rules are followed. Continue until participation stalls. For example, a math activity using this strategy can include counting by threes. The first student says, “3;” the next student says, “6;” the next says, “9.” If the following student says, “13,” the rotation reverses to the previous student, who must say, “Reverse,” and must also say the correct answer, “12.” The responses are now going counterclockwise. An example of using this strategy in social studies can include the three branches of government. The first student might say, “Legislative branch;” the second says, “Makes the laws;” the third student says, “Congress;” and the fourth says, “Checks and balances.” The judge (student sitting out) can halt the flow to ask how the response relates to a previously said fact. If justified, the round continues. Reverse, Reverse! continues until a predetermined amount of clock time or number of times around the circle has been met.

Teacher Notes Ÿ It is important to set the stage for students to feel safe when using this strategy. You may wish to take out the reverse portion at first and work on just the speed. Add the extra layer of difficulty for novelty and time-pressured practice. Ÿ For younger students, you may choose to not have the next student say, “Reverse,” but instead state the correct fact.

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Introduction

How to Use This Book Lesson Overview The following lesson components are in each lesson and establish the flow and success of the lessons. Icons state the brain-powered strategy and one of the four content areas addressed in the book: language arts, mathematics, science, or social studies.

The standard indicates the objective for the lesson.

A materials list identifies the components of the lesson.

Matchmaker

s een the Line Read Betw Brain-Powe

Each lesson revolves around one of the eight brain-powered strategies in this book. Be sure to review the description of each strategy found on pages 12–19.

Standards

y red Strateg

in a text when ls and examples when Refer to detai explic itly and the text says explaining what text nces from the drawing infere

Matchmaker

Vocabulary

Materia ls

Words

een • Read Betw 8) (pages 67–6

• explic itly

Many lessons contain a preparation note that indicates action needed prior to implementing the lessons. Be sure to review these notes to ensure a successful delivery of the lesson.

s Set 1 the Lines Card

Cards Set 2 een the Lines • Read Betw 6) (pages 69–7

• inference • text details

• tape s tter text example • subject ma Cards Set 1 een the Lines the Read Betw and cut apart 6) . copy n, lesso (pages 69–7 the Cards Set 2 Note: Prior to een the Lines Preparation Betw Read 8) and the (pages 67–6

le • text examp

Procedures Model rs draw that good reade read . It 1. Review the idea about what they

Vocabulary that will be addressed in the lesson is called out in case extra support is needed.

rstand conclusions are able to unde means that they they read that the information things about infer . tly; they can isn’t stated direc often rs nts that autho you to “read 2. Explain to stude hints that help give clues or ing, or using lines .” By inferr between the elf make you help yours , clues these conclusions ge and draw sense of a passa

3.

are excellent nts that they probably Point out to stude do it all the time, at inferring and end you go ing it . Say, “Pret can have without realiz t and ask if you up to your paren end . Maybe week this to play end . a friend over a busy week have we says your parent we need to do to do this, then First we need we also need that is done, that, and once thing .” Ask, we do this other Did to make sure no? or yes t tell you “Did your paren he or she lly say it or did he or she actua imply it?”

about meaning .

ns to Engage

The procedures provide step‑by‑step instructions on how to implement the lessons successfully.

wered Lesso #51181—Brain-Po tion

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All Learners

65

The model section of the lesson provides teachers the opportunity to model what is expected of students and what needs to be accomplished throughout the lesson.

Matchmaker

4. 5.

Read Betw een the Line s Repeat Step 3 with other exam ples until you are sure that students understand . Tell students that they will be doing a strategy called Matchmaker. (For detailed information on this strategy, see page 14 .)

Apply/Ana 6.

7.

lyze

Divide stude nts into group s of eight . Have them stand in a circle . Each student per group should wear a differ ent card from Read Between the Lines Card s Set 1 (pages 67–6 8), using tape to secure the label to stude nts' clothing .

Place a set of Read Between the Lines Cards Set 2 (pages 69–7 6) on the floor in the center of each circle . Explain to students that they will hold hands and bend down to pick up a card, but not their own . Without lettin g go, they will have to get the card they picke d up to the corre ct person, according to the card pinne d to them .

8.

(cont.)

Once students have completed one round of the game, have them mix up the cards and play again , as time allow s . Instruct students to not pick the same card they had before . In the last round, have students pick up the card that matches them .

Eva luate/C reate 9. Give each stude

10.

nt sample parag subject matte raphs from r texts being used in class Have each make . and share an inference based on the author’s clues .

If time allows, have each stude nt write a paragraph giving clues to a reader in which he or she can make infere conclusions . nces or

The apply/analyze section of the lesson provides students with the opportunity to apply what they are learning as they analyze the content and work toward creating a personal connection.

The evaluate/create section of the lesson provides students with the opportunity to think critically about the work of others and then to take ownership of their learning by designing the content in a way that makes sense to them. 66

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Introduction

How to Use This Book

(cont.)

Lesson Overview (cont.) Some lessons require activity cards to be used. You may wish to laminate the activity cards for added durability. Be sure to read the preparation note in each lesson to prepare the activity cards, when applicable.

R ea d B etween Teacher

Directio

Matchm

aker

the Lin es Card Set 1 s

ns: Cut apart the cards be low .

The subj ect powerful has a sens of smell . e

The subj strong, po ect has werful le gs .

Matchmaker

een the Read Betw Set 2

s Lines Card There ar em of the su any types bject le be found . ft to

w . rt the cards belo ctions: Cut apa Teacher Dire

Matchm

n smell us! It’s Mosquitos ca . t gives us away our breath tha e animals breath Humans and d carbon out a gas calle os can sense uit dioxide . Mosq e from up to carbon dioxid d . They also fin 100 feet away movement, at, he by s victim smells . and other body

ns to Engage

wered Lesso #51181—Brain-Po

There ar em subject on ore of the any othe Earth than r living th ing .

aker

R ea d B etwee

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cation

#51181— Bra

n the L ines Ca Set 1 rds

in-Powe red

The subj ect important is to food pro duction .

All Learners

Lessons

(cont.) to Engage All Learner s

67

You can’ t feel the subjects bite .

69

The larg er the the more animal, of subject it the has .

tion

© Shell Educa

Activity sheets are included for lessons that require them. They are to be used either in groups, individually, or just by the teacher. If students are working in groups, encourage them to create a group name to label the activity sheet

All of the activity sheets and additional teacher resources can be found on the Digital Resource CD.

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in-Powe red

Lessons

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The subj ect can anywhere live .

All Learner s © Shell Edu

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For use with either Macintosh® or Windows®

SEP 51229

Digital Resource CD—Fourth Grade This CD contains reproducible teacher resource materials and student activity pages .

© 2014 Shell Education

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Introduction

How to Use This Book

(cont.)

Implementing Higher-Order Thinking in the Lessons What Is Higher-Order Thinking? Higher-order thinking occurs on a different level than memorizing facts or telling something back to someone exactly the way it was told (Thomas and Thorne 2009). As educators, it is important to be aware of the level of thinking that students are asked to do. If teachers record the number of questions they ask students on a recall or restate level as well as how many were asked at a higher level, they may be surprised at the imbalance. How do they expect students to think at a higher level if they are not challenged with higher‑order questions and problems? Students should be given questions and assignments that require higher-order thinking. Higher-order thinking also involves critical thinking. If teachers want students to remember facts and think critically, they need to have them be engaged and working with the content at a higher level so that it creates understanding and depth. In addition, higher‑order thinking and critical thinking are imperative to 21st century skills. Employers want workers who can problem-solve and work cooperatively to find multiple solutions. The lessons in this resource gradually place more ownership of the learning process in the hands of students as they simultaneously move through higher-order thinking.

Bloom’s Taxonomy and Webb’s Depth of Knowledge Throughout the history of education, structures were created to guide teachers in ways to evoke higher-order thinking. Two of the more popular structures are Bloom’s Taxonomy and Webb’s Depth of Knowledge (DOK). Benjamin Bloom developed Bloom’s Taxonomy as a way to classify educational learning objectives in a hierarchy. In 2001, Lorin Anderson, a former student of Bloom’s, worked with some teachers to revise Bloom’s original taxonomy by changing the terminology into verbs and switching the top two levels so that create (synthesis) is at the top and evaluate (evaluation) is just below (Overbaugh and Schultz n.d.). Norman Webb created Depth of Knowledge in 1997 in order to assist with aligning the depth and complexity of a standard with its assessment. This structure focuses on how the verb is used in the context of what is asked of the student (Webb 2005). DOK correlates with Backwards Planning (Wiggins and McTighe 2005) in that the standards are addressed first and then an assessment that targets the standards is developed or selected.

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Introduction

How to Use This Book

(cont.)

It is important that teachers instruct students at cognitive levels that meet their needs while challenging them, as well. Whether students are below level, on level, or above level, teachers should use the tools necessary to help them succeed. Using Webb’s DOK gives us the tools to look at the end result and tie complexity to the assessment. Bloom’s Taxonomy helps to guide depth of assignments and questions. Where the two meet is with the word complexity. Complexity is rigor. Complexity is the changing of levels within Bloom’s, and DOK is the amount of depth of thinking that must occur. We want rigor, and thus, we want complexity in our teachings. Bloom’s Taxonomy

Webb’s Depth of Knowledge

Knowledge/Remembering

Recall

The recall of specifics and universals, involving little more than bringing to mind the appropriate material.

The recall of a fact, information, or procedure (e.g., What are three critical-skill cues for the overhand throw?).

Comprehension/Understanding

Skill/Concept

The ability to process knowledge on a low level such that the knowledge can be reproduced or communicated without a verbatim repetition.

The use of information, conceptual knowledge, procedures, two or more steps, etc.

Application/Applying

Strategy Thinking

The ability to use information in another familiar situation.

Requires reasoning, developing a plan, or sequence of steps; has some complexity; more than one possible answer.

Analysis/Analyzing

Extended Thinking

The ability to break information into parts to explore understandings and relationships.

Requires an investigation as well as time to think and process multiple conditions of the problem or task.

Synthesis and Evaluation/Evaluating and Creating Putting together elements and parts to form a whole and then making value judgements about the method. Adapted from Wyoming School Health and Physical Education (2001)

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Introduction

Correlation to the 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 http://www.shelleducation.com and follow the on-screen 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 Legislation mandates that all states adopt academic standards that identify the skills students will learn in kindergarten through grade twelve. Many states also have standards for Pre–K. This same legislation sets requirements to ensure the standards are detailed and comprehensive. 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 all of our products, so educators can be assured they meet the academic requirements of each state.

Common Core State Standards Many lessons in this book are aligned to the Common Core State Standards (CCSS). The standards support the objectives presented throughout the lessons and are provided on the Digital Resource CD (filename: standards.pdf).

TESOL and WIDA Standards The lessons in this book promote English language development for English language learners. The standards listed on the Digital Resource CD (filename: standards.pdf) support the language objectives presented throughout the lessons.

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Introduction

Standards Chart Common Core State Standard

Lesson(s)

Reading: Literature.4.1—Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text

It’s in the Details p. 43; Read Between the Lines p. 65

Reading: Literature.4.5—Explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text

Poetic Elements p. 125

Reading: Informational Text.4.1—Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text

Text Support p. 148

Reading: Informational Text.4.5—Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text

Nonfiction Text Structure p. 135

Writing.4.1—Write opinion pieces on topics or texts, supporting a point of view with reasons and information

That’s My Opinion p. 29

Writing.4.3.a—Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally

Can You Predict? p. 39

Writing.4.3.b—Use dialogue and description to develop experiences and events or show the responses of characters to situations

Dialogue and Description p. 77

Writing.4.3.c—Use a variety of transitional words and phrases to manage the sequence of events

Transitions p. 45

Math.4.NBT.1—Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right

The Power of a Place p. 99

Math.4.NBT.5—Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models

Equations, Expressions, and Visual Representations p. 37; Many Ways to Multiply p. 80

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Introduction

Standards Chart Common Core State Standard a

(cont.)

Lesson(s)

Math.4.NF.1—Explain why a fraction b is nxa equivalent to a fraction ( n x b ) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions

Equivalent, Equivalent! p. 138

Math.4.G.2—Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size

Figures and Attributes p. 121

Recognize right triangles as a category, and identify right triangles McREL Standard

26

Lesson(s)

Science 3.2—Knows that the Earth is one of several planets that orbit the Sun and that the Moon orbits the Earth

Phases of the Moon p. 59

Science 5.1—Knows that plants and animals progress through life cycles of birth, growth and development, reproduction, and death; the details of these life cycles are different for different organisms

Life Cycle of Plants p. 144

Science 8.3—Knows that substances can be classified by their physical and chemical properties (e.g., magnetism, conductivity, density, solubility, boiling and melting points)

All About Changes p. 131

Science 9—Understands the sources and properties of energy

Energy Abound p. 109

Science 11.2—Knows that good scientific explanations are based on evidence (observations) and scientific knowledge

Talking About Conclusions p. 87

Science 12—Understands the nature of scientific inquiry

Skills of a Scientist p. 123

History 3.2—Understands geographic, economic, and religious reasons that brought the first explorers and settlers to the state or region, who they were, and where they settled

Exploration and Settlement of the States p. 35

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Introduction

Standards Chart McREL Standard

(cont.)

Lesson(s)

History 3.10—Understands how the ideas of significant people affected the history of the state

Key People in State History p. 41

Civics 8.2—Understands the basic principles of American democracy; right to life, liberty, and the pursuit of happiness; responsibility for the common good; equality of opportunity and equal protection of the law; freedom of speech and religion; majority rule with protection for minority rights; and limitations on government, with power held by the people and delegated by them to those officials whom they elected to office

It’s Your Right! p. 127

Civics 17.2—Knows the major responsibilities of the Legislative, Executive, and Judicial branches of his/her state government

Three Branches of Government p. 90

Geography 2.1—Knows major physical and human features of places as they are represented on maps and globes

Our State’s Features p. 118

TESOL and WIDA Standard

Lesson(s)

English language learners communicate for social, intercultural, and instructional purposes within the school setting.

All lessons

English language learners communicate information, ideas, and concepts necessary for academic success in the area of language arts.

All lessons

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Introduction

Content Area Correlations Chart Content Area Reading

Writing

28

Lessons It’s in the Details p. 43; Read Between the Lines p. 65; Nonfiction Text Structure p. 135; Text Support p. 148 That’s My Opinion p. 29; Can You Predict? p. 39; Transitions p. 45; Dialogue and Description p. 77; Poetic Elements p. 125

Math

Equations, Expressions, and Visual Representations p. 37; Many Ways to Multiply p. 80; The Power of a Place p. 99; Figures and Attributes p. 121; Equivalent, Equivalent! p. 138

Social Studies

Exploration and Settlement of the States p. 35; Key People in State History p. 41; Three Branches of Government p. 90; Our State’s Features p. 118; It’s Your Right! p. 127

Science

Phases of the Moon p. 59; Talking About Conclusions p. 87; Energy Abound p. 109; Skills of a Scientist p. 123; All About Changes p. 131; Life Cycle of Plants p. 144

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That’s a Wrap!

ThatÕs My Opinion Brain-Powered Strategy

Standard

That’s a Wrap!

Write opinion pieces on topics or texts, supporting a point of view with reasons and information

Vocabulary Words

Materials

• evidence

• That’s My Opinion Cards (pages 31–34)

• hook

• index cards

• persuade

• hole punch

• position

• yarn or metal ring

• thesis

• interview props (optional)

Preparation Note: Prior to the lesson, cut apart the That’s My Opinion Cards (pages 31–34).

Procedures Model 4. Transition to the lesson by asking students

1. Review the parts of a persuasive essay or

about their study habits. Explain that a lot of times, we think we know something because it looks familiar, but we do not really know it.

opinion piece with students.

2. Using the persuasive essay model, tell students that you think the school year should be extended so that summer vacation is only two weeks long. Use reasons and evidence to support your opinion such as summer brain drain and your desire for students to be able to compete globally.

5. Help students identify the parts of an opinion piece and rank their importance.

6. Choose a few of the parts and turn them

3. Ask students to share their opinions on the matter and back it up with evidence and support as they would if they were writing opinion pieces.

into questions and answers that are written in complete sentences. Use a few of the That’s My Opinion Cards to model how to turn the parts of an opinion piece into questions and answers.

7. Tell students that they will be doing a strategy called That’s a Wrap! (For detailed information on this strategy, see page 12.)

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That’s a Wrap!

ThatÕs My Opinion

(cont.)

Apply/Analyze 8. Using the study guide, notes, handouts,

13.

charts, or other resources, have students practice using the parts of an opinion piece to write questions. Distribute index cards to students, and have them write complete questions on the fronts of the cards and answers on the backs. Use a hole punch and join the cards together with yarn or a metal ring. Tell students that they will use these questions later to write a script for a mock interview.

Evaluate/Create

Allow each group an opportunity to be interviewed by those in the audience. The audience should ask questions they heard from the presenters’ scripts. Encourage presenters not to look at their scripts for the answers so that they begin to understand the difference between “know” and “still need to learn.” If students do not know an answer, teach them to say, “That’s a great question! Let me find out,” and have them write down the question. At the end of each interview, have students say, “That’s a Wrap!”

9. Once students have recorded some questions, pause. Ask them to confirm with partners why the questions are important and justify why they “really need to know” the answers. Model how to determine importance, if necessary.

10.

Using the questions they identified as “really need to know,” have students work in small groups to write scripts as if they were giving interviews.

11. Have students work in small groups to determine their roles. They can choose famous people, someone in the school, or make up names that relate to the matter, such as Mr. O. Pinion, Mrs. Ida Liketo Tellyou, or Ms. Evi Dence.

12.

30

Students may create props to make the interviews even greater successes. Allow them to dress up or use fake microphones for the interviews.

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That’s a Wrap!

ThatÕs My Opinion Cards Teacher Directions: Cut apart the cards below.

How can you identify what a writing prompt is asking?

You can identify what a writing prompt is asking by ______.

What should you do before forming an opinion or position on a topic?

You should ______ before forming an opinion or position on a topic.

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That’s a Wrap!

ThatÕs My Opinion Cards

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(cont.)

How do you focus on a prompt when writing an opinion piece?

To focus on a prompt when writing an opinion piece, you can ______.

How can you hook an audience and get them interested in reading your opinion?

To hook the audience, you can ______.

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That’s a Wrap!

ThatÕs My Opinion Cards

(cont.)

How can you connect related ideas when you are writing an opinion piece?

You can connect related ideas by ______.

How should you introduce a thesis statement?

You should introduce a thesis statement by ______.

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That’s a Wrap!

ThatÕs My Opinion Cards

34

(cont.)

How do you structure a body paragraph in opinion writing?

Body paragraphs are structured by first stating ______ then ______.

How do you structure a conclusion in opinion writing?

Concluding paragraphs are structured by first referring to the ______ then ______.

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That’s a Wrap!

Exploration and Settlement of the States Brain-Powered Strategy That’s a Wrap!

Standard Understands geographic, economic, and religious reasons that brought the first explorers and settlers to the state or region, who they were, and where they settled

Vocabulary Words

Materials

• expedition

• index cards

• manifest destiny

• hole punch

• missionary

• yarn or metal ring

• navigate

• interview props (optional)

• territory Preparation Note: Prior to the lesson, be sure students have learned about exploration and settlement of the states.

Procedures Model 1. After students have learned about the exploration and settlement of the states, access students’ background knowledge by asking them, “What would cause you to leave home and look for a new frontier?” Allow students time to share their answers with the class. Record student responses on the board.

2. Transition to the lesson by asking students about their study habits. Explain that a lot of times, we think we know something because it looks familiar, but we do not really know it.

3. Say, “Today we will learn one way to study by practicing how to take important information and turn it into a question. Thinking back on all that we have learned about exploration and settlement of the states, tell me what you can recall.” Record any names, places, and events students remember.

4. Help students rank the importance of each fact. Choose a few of the parts and turn them into questions and answers that are written in complete sentences.

5. Tell students that they will be doing a strategy called That’s a Wrap! (For detailed information on this strategy, see page 12.)

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That’s a Wrap!

Exploration and Settlement of the States (cont.)

Apply/Analyze 6. Using the study guide, notes, handouts,

11. Allow each group an opportunity to be

charts, or other resources, have students practice writing the facts in the form of questions and answers. Distribute index cards to students, and have them write complete questions on the fronts of the cards and answers on the backs. Use a hole punch and join the cards together with yarn or a metal ring. Tell students that they will use these questions later to write scripts for mock interviews.

Evaluate/Create

interviewed by those in the audience. The audience should ask questions they heard from the presenters’ scripts. Encourage presenters not to look at their scripts for the answers so that they begin to understand the difference between “know” and “still need to learn.” If students do not know an answer, teach them to say, “That’s a great question! Let me find out,” and have them write down the question. At the end of each interview, have students say, “That’s a Wrap!”

7. Once students have recorded some questions, ask them to confirm with partners why the questions are important and to justify why they “really need to know” the answers. Model how to determine importance, if necessary.

8. Using the questions they identified as “really need to know,” have students work in small groups to write scripts as if they were conducting interviews.

9. Have students work in small groups to determine their roles. They can choose famous people, someone in the school, or make up names that relate to the matter, such as Mr. Trade Post, Mrs. Imi Grant, or Ms. Terry Torri. Students can ask each other questions for practice.

10.

36

Students may create props to make the interviews even greater successes. Allow them to dress up or use fake microphones for the interviews.

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That’s a Wrap!

Equations, Expressions, and Visual Representations Brain-Powered Strategy

Standards

That’s a Wrap!

Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models

Vocabulary Words

Materials

• area models

• index cards

• arrays

• hole punch

• factor

• yarn or metal ring

• product

• interview props (optional)

• properties of operations Preparation Note: Prior to the lesson, be sure students have had some experience with equations and expressions.

Procedures Model 1. After students have learned about the relationship between equations, expressions, and visual representations, access students’ background knowledge by asking them, “What steps do you do to begin visualizing what an expression or equation would look like?”

2. Allow students time to share their answers with the class. Record student responses on the board.

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3. Transition to the lesson by asking students about their study habits. Explain that a lot of times, we think we know something because it looks familiar, but we do not really know it.

4. Say, “Today we will learn one way to study by practicing how to take important information and turn it into questions. Thinking back on all that we have learned about the relationship between equations, expressions, and visual representations, tell me what you can recall.” Record the key vocabulary, steps, and other key information they remember.

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That’s a Wrap!

Equations, Expressions, and Visual Representations 5. Help students rank the importance of each.

11. Students may create props to make the

Choose a few of the parts and turn them into questions and answers that are written in complete sentences.

6. Tell students that they will be doing a

(cont.)

interviews even greater successes. Allow them to dress up or use fake microphones for the interviews.

12.

strategy called That’s a Wrap! (For detailed information on this strategy, see page 12.)

Apply/Analyze 7. Using the study guide, notes, handouts, charts, or other resources, have students practice writing the key information in the form of questions and answers. Distribute index cards to students, and have them write complete questions on the fronts of the cards and answers on the backs. Use a hole punch and join the cards together with yarn or a metal ring. Tell students that they will use these questions later to write scripts for mock interviews.

Allow each group an opportunity to be interviewed by those in the audience. The audience should ask questions they heard from the presenters’ scripts. Encourage presenters not to look at their scripts for the answers so that they begin to understand the difference between “know” and “still need to learn.” If students do not know an answer, teach them to say, “That’s a great question! Let me find out,” and have them write down the question. At the end of each interview, have students say, “That’s a Wrap!”

Evaluate/Create 8. Once students have recorded some questions, pause. Ask them to confirm with partners why the questions are important and to justify why they “really need to know” the answers. Model how to determine importance, if necessary.

9. Using the questions they identified as “really need to know,” have students work in small groups to write scripts as if they were conducting an interviews.

10.

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Have students work in small groups to determine their roles. They can choose famous people, someone in the school, or make up names that relate to the matter, such as Mr. Factor, Mrs. Multiple, or Ms. D. Property. Students can ask each other questions for practice.

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WPH Accordion

Can You Predict? Brain-Powered Strategy

Standard

WPH Accordion

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally

Vocabulary Words

Materials

• characters

• narrative book with sequence of events (e.g., Jumanji by Chris Van Allsburg)

• narrator

• sticky notes

• orientation

• sample rough drafts of student narratives

• sequence

• half sheets of paper (cut horizontally)

• situation

• colored pencils or crayons Preparation Note: Prior to the lesson, use sticky notes to mark a point or points in the chosen narrative that stop at a “cliff-hanger.”

Procedures Model 1. Review what a narrative story is.

Ask students to describe the elements of a narrative and what makes it different than another type of writing such as persuasive. Explain that enjoyable narratives give readers clues as to what is going to happen, but don’t make it too obvious.

2. Draw a three-column chart on the board. Put a W in the first column, a P in the next column, and an H in the last column. Create illustrations to remind students what each column represents, such as a face for the W column, an arrow pointing to the right (future) for the P, and three horizontal lines by the H for a list of what happened.

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3. Read aloud the selected narrative text that demonstrates sequencing. Read the first few pages to give students an idea of who or what the story is about. Think aloud, “The first few pages of the story tell me that this book is probably about the kids, Peter and Judy. As I read some more, I find that clues confirm I am right.”

4. Write Peter and Judy in the W column. For the P column, think aloud as you read various parts of the text, so students get a feel for what might happen with the game Jumanji. Ask students to record their predictions in the P column. Tell students that if you continue reading, you will find out what happens, but you are not ready to do that (leave a cliff-hanger).

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WPH Accordion

Can You Predict? 5. Tell students that they will be doing a

11. In their groups, have students read the first

strategy called WPH Accordion. (For detailed information on this strategy, see page 13.)

few paragraphs of the narrative aloud to determine who or what is involved. Record the information on the W section. Have students stop reading after a few more paragraphs and record their own thoughts in the P section for what they think will happen. Share group members’ predictions and record all thoughts.

Apply/Analyze 6. Divide students into groups of three.

Give each group a different set of student narratives. Distribute the half sheets of paper to students.

12.

Prompt students to read and discover what happens and record their findings in the H section.

13.

Jigsaw students so that there is at least one story representative in each group. Have students share what they learned about each narrative.

7. Instruct students to fold the paper in half and then in half again to create four equal sections. Then, have them bend the first crease back, second crease forward, and so on, in order to create an accordion effect.

8. Have students turn the closed paper so that the first fold is at the top. While keeping the paper closed to the other sections, have students write down the title of the story in the front section with colored pencils or crayons.

Evaluate/Create 14. To debrief, ask students to discuss the questions below. Guide them, as needed, to see patterns that will help them when writing their own narratives:

9. On the second section, have students label



a W in a corner for who or what is involved, and draw a face. On the third section, have students label the corner P for predict, and draw an arrow pointed to the right, indicating the future.

• Did the author provide clues that could help you accurately predict the sequence of events?



• Were the clues too obvious or too hidden?



• Did the sequence of events make sense?



• What clues might you have added (or eliminated) to help the reader predict accurately?



• How does this help you as you set out to write your next narrative?



• How does this affect you as a reader?

15.

Have students create WPH charts prior to their next narrative writing experience to help them add clues to guide their readers.

10.

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(cont.)

For the last section, instruct students to label an H in the corner, and draw three short horizontal parallel lines to list what happens.

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WPH Accordion

Key People in State History Brain-Powered Strategy

Standard

WPH Accordion

Understands how the ideas of significant people affected the history of the state

Vocabulary Words

Materials

• culture

• short biographies or paragraphs about significant people in state history

• founder

• half sheets of paper (cut horizontally)

• influence

• colored pencils or crayons

Procedures Model 4. Write the name of the person in the W

1. Introduce the idea that there have been significant people in your state history. Explain that without the influence of these people, places, laws, and even some cities might be different. Tell students that they will learn about a few people today and how they influenced the state.

2. Draw a three-column chart on the board. Put a W in the first column, a P in the next column, and an H in the last column. Create illustrations to remind students what each column represents, such as a face for the W column, an arrow pointing to the right (future) for the P, and three horizontal lines by the H for a list of what happened.

3. Read aloud a portion of one biography or another paragraph about a significant person in your state history. Read the first few sentences to give students an idea of who or what the story is about. Think aloud, “The first few sentences of the paragraph tell me that this is about ______. As I read some more, I find that clues confirm that I am right.”

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column. For the P column, think aloud as you read on, so students get a feel for how that person has had an influence in state history. Tell students that if you continue reading, you will find out what happens, but you are not ready to do that (leave a cliff‑hanger).

5. Tell students that they will be doing a strategy called WPH Accordion. (For detailed information on this strategy, see page 13.)

Apply/Analyze 6. Divide students into groups of three.

Give each group a paragraph or short biography. Distribute the half sheets of paper to students.

7. Instruct students to fold the paper in half and then in half again to create four equal sections. Then, have them bend the first crease back, second crease forward, and so on, in order to create an accordion effect.

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WPH Accordion

Key People in State History 8. Have students turn the closed paper so that the first fold is at the top. While keeping the paper closed to the other sections, have students write down the name of your state in the front section with colored pencils or crayons.

Evaluate/Create 14. To debrief, ask students to discuss the questions below. Guide them, as needed, to see patterns that will help them when writing their own narratives:

9. On the second section, have students label



• Was your prediction on target?

a W in a corner for who or what is involved, and draw a face. On the third section, have students label the corner P for predict, and draw an arrow pointed to the right, indicating the future.



• Is it all right to have a wrong prediction?



• Did your predictions make sense?



• What clues or prior knowledge led you to predict accurately?

For the last section, instruct students to label an H in the corner, and draw three short horizontal parallel lines to list what happens.



• What clues did you miss that would have helped you create a more accurate prediction?



• How did your thinking change? What caused it to change?



• Did prior knowledge help you with learning new knowledge?

15.

Have students research different historical figures and create biographies making sure to include clues to help the readers predict accurately.

10.

11. In their groups, have students read the first few sentences of the paragraph or biography aloud to determine who or what is involved. Record the information on the W section. Have students stop reading after a few more sentences, and record their own thoughts in the P section for what they think will happen. Share group members’ predictions and record all thoughts.

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(cont.)

12.

Prompt students to read and discover what happens, and record their findings in the H section.

13.

Jigsaw students so that there is at least one story representative in each group. Have students share what they learned about each person.

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WV Charleston

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WPH Accordion

ItÕs in the Details Brain-Powered Strategy

Standard

WPH Accordion

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

Vocabulary Words

Materials

• explicitly

• variety of nonfiction passages that use the text structure of main idea/details

• inferences

• sticky notes

• text details

• half sheets of paper (cut horizontally)

• text examples

• colored pencils or crayons Preparation Note: Prior to the lesson, use sticky notes to mark passages in the reading material that stop at a point where students can use clues to make accurate predictions.

Procedures Model 1. Show students the various reading material you have chosen. Ask them to describe what they know about each of the texts based on the covers, titles, and text feature descriptions. Explain that today they will practice being active readers and learn to pay better attention to clues that authors give them about the main idea and details.

2. Draw a three-column chart on the board. Put a W in the first column, a P in the next column, and an H in the last column. Create illustrations to remind students what each column represents, such as a face for the W column, an arrow pointing to the right (future) for the P, and three horizontal lines by the H for a list of what happened.

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3. Choose one of the texts.

Read aloud the first few paragraphs to give students an idea of who or what the text is about. Think aloud, “The title of the text and the text features tell me that this text is probably about ______. As I read some more, I find that details confirm that I am right.”

4. Write the main idea in the W column for who or what. For the P column, think aloud as you read on, so students get a feel for a few of the details the author is giving. Tell students that if you continue reading, you will find out what happens, but you are not ready to do that (leave a cliff-hanger).

5. Tell students that they will be doing a strategy called WPH Accordion. (For detailed information on this strategy, see page 13.)

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WPH Accordion

ItÕs in the Details

(cont.)

Apply/Analyze 6. Divide students into groups of five.

13.

7. Instruct students to fold the paper in half

Evaluate/Create

Give each group a text, and distribute a half sheet of paper to each student.

and then in half again to create four equal sections. Then, have them bend the first crease back, second crease forward, and so on, in order to create an accordion effect.

8. Instruct students to turn the closed paper so that the first fold is at the top. While keeping the paper closed to the other sections, have students write down Text Features on the front section with colored pencils or crayons.

9. On the second section, have students label a W in a corner for who or what is involved, and draw a face. On the third section, have students label the corner P for predict, and draw an arrow pointed to the right, indicating the future.

10.

For the last section, instruct students to label an H in the corner and draw three short horizontal parallel lines to list what happens.

Jigsaw students so that there is at least one text in each group. Have students share what they learned about each text.

14. To debrief, ask students to discuss the questions below. Guide them, as needed, to see patterns that will help them when writing their own narratives:

• Was your prediction on target?



• Is it all right to have a wrong prediction?



• Did your predictions make sense?



• What clues or prior knowledge led you to predict accurately?



• What clues did you miss that would have helped you create a more accurate prediction?



• How did your thinking change?



• Did prior knowledge help you with learning new knowledge?

15.

Have students find partners. Working in pairs, have students share what they learned and create bulletin boards for others to enjoy.

11. In their groups, have students read the first few paragraphs of the text aloud to determine who or what is involved. Record the information on the W section. Have students stop reading after a few more sentences and record their own thoughts in the P section about the details in the text. Share group members’ predictions and record all thoughts.

12.

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Prompt students to read and discover more details and record their findings in the H section.

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Matchmaker

Transitions Brain-Powered Strategy

Standard

Matchmaker

Use a variety of transitional words and phrases to manage the sequence of events

Vocabulary Words

Materials

• sequence of events

• Transitions Cards (pages 47–58)

• transitional phrases

• address labels

• transitional words

• chart paper • tape • sample texts

Preparation Note: Prior to the lesson, write the following types of transition words on the address labels: addition, consequence, contrast/comparison, direction, illustration, similarity, restatement, and sequence. Or you can also photocopy and cut apart the Transitions Cards (pages 47–58) and have students put the cards on their shirts using tape. Make sure there are enough sets so that each student receives one card or label to wear.

Procedures Model 1. Discuss transitions as a class.

Work with students to brainstorm a list of transitions with which students are familiar. Ask, “Why do writers use transitions?”

2. Record students’ ideas on the board or on a sheet of chart paper. Make sure to highlight the ideas that transitions help readers and authors move from one idea to the other, as well as illustrate relationships and improve connections between thoughts.

3. Read a sample sentence aloud leaving out the transition word or phrase.

4. Ask students to identify the words and

5. Discuss the merits of each, and as a class determine the best transition for the sample. Then, discuss the type of transition. Ask, “Does this transition illustrate an addition, consequence, contrast/comparison, direction, illustration, similarity, restatement, or sequence?”

6. Repeat Steps 3 through 5 with other samples until you are sure that students understand the activity.

7. Tell students that they will be doing a strategy called Matchmaker. (For detailed information on this strategy, see page 14.)

phrases from the board that would work with the sentence.

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Matchmaker

Transitions Apply/Analyze

Evaluate/Create

8. Divide students into groups of eight.

11. Distribute the sample texts to students.

Have each group stand in a circle. Each student per group should be wearing a different transition address label or card.

9. Place a set of Transitions Cards faceup

Have students find transition words and phrases in the text and identify the type of transitions they are.

12.

on the floor in the center of each circle. Explain to students that they will hold hands and bend down to pick up a card, without grabbing their own. Without letting go, they will have to get the card they picked up to the correct person, according to the address label.

10.

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(cont.)

Provide a transition word or phrase to students, and have them create sentences using the word correctly.

Once students have completed one round of the game, have them mix up the cards and play again, as time allows. Instruct students to not pick the same card they had before. In the last round, have students pick up the card that matches them.

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Matchmaker

Transitions Cards Teacher Directions: Cut apart the cards below.

also

likewise © Shell Education

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Matchmaker

Transitions Cards

(cont.)

furthermore

as a result 48

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Matchmaker

Transitions Cards

(cont.)

for this reason

alternatively © Shell Education

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Matchmaker

Transitions Cards

(cont.)

instead

however 50

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Matchmaker

Transitions Cards

(cont.)

yet

under © Shell Education

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Matchmaker

Transitions Cards

(cont.)

above

here 52

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Matchmaker

Transitions Cards

(cont.)

as an example

in this case © Shell Education

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Matchmaker

Transitions Cards

(cont.)

for one thing

in other words 54

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Matchmaker

Transitions Cards

(cont.)

in brief

that is to say © Shell Education

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Matchmaker

Transitions Cards

(cont.)

moreover

coupled with 56

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Matchmaker

Transitions Cards

(cont.)

comparatively

first of all © Shell Education

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Matchmaker

Transitions Cards

(cont.)

next

soon 58

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Matchmaker

Phases of the Moon Brain-Powered Strategy

Standard

Matchmaker

Knows that the earth is one of several planets that orbit the sun and that the moon orbits the earth

Vocabulary Words

Materials

• crescent

• Phases of the Moon Cards (pages 61–64)

• gibbous

• address labels

• waning

• tape

• waxing

• writing paper

Preparation Note: Prior to the lesson, write the phases of the moon on address labels: first quarter, waxing crescent, new moon, waning crescent, third quarter, waning gibbous, full moon, waxing gibbous. Or you can also photocopy and cut apart the Phases of the Moon Cards (pages 61–64). Make sure there are enough sets so that each student receives one card or label to wear.

Procedures Model 4. Show students one of the Phases of the

1. Review the idea that Earth and the moon

Moon Cards. Ask students to identify, using the words or pictures, which phase is represented by the card.

have regular and predictable motions. Discuss the concept that Earth orbits around the sun, and the moon orbits around Earth.

5. Repeat Steps 3 and 4 with other samples

2. Explain to students that lunar phases can be explained because of the relative position of Earth and the moon in relation to the sun.

3. Point out to students that one half of the

until you are sure that students understand the activity.

6. Tell students that they will be doing a strategy called Matchmaker. (For detailed information on this strategy, see page 14.)

moon is always illuminated by the sun, but that there are times in the cycle that we can only see portions of the illuminated side (and portions of the shadowed side).

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Matchmaker

Phases of the Moon

(cont.)

Apply/Analyze

Evaluate/Create

7. Divide students into groups of eight.

10.

Have each group stand in a circle. Each student per group should be wearing a different address label or card.

8. Place a set of Phases of the Moon Cards faceup on the floor in the center of each circle. Explain to students that they will hold hands and bend down to pick up a card, without grabbing their own. Without letting go, they will have to get the card they picked up to the correct person, according to the address label.

Distribute the writing paper to students. Ask each student to draw and label a phase of the moon chart. You may wish to have students staple pages together to form a book about the phases.

11. If time allows, create a response card for the eight phases of the moon. Then, ask questions and have students use the card to respond.

9. Once students have completed one round of the game, have them mix up the cards and play again, as time allows. Instruct students not to pick the same card they had before. In the last round, have students pick up the card that matches them.

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Matchmaker

Phases of the Moon Cards Teacher Directions: Cut apart the cards below.

The moon is positioned between Earth and the sun. The entire sunlit portion of the moon, which we cannot see, is on the back side of the moon.

The moon, the sun, and Earth are in approximate alignment, but the moon is on the opposite side of Earth. The entire sunlit part of the moon is facing us and the shadowed portion is entirely hidden from view.

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Matchmaker

Phases of the Moon Cards

(cont.)

The moon is at a 90 degree angle to the Earth and sun, and we see exactly half of the moon illuminated and half in shadow.

The moon is at a 90 degree angle to the Earth and sun, and we see exactly half of the moon illuminated and half in shadow.

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Matchmaker

Phases of the Moon Cards

(cont.)

After the new moon, the sunlit portion is increasing, but it is less than half.

After the first quarter, the sunlit portion is still increasing, but it is more than half.

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Matchmaker

Phases of the Moon Cards

(cont.)

After the full moon (maximum illumination), the light continually decreases.

After the third quarter, the light continually decreases until there is a new moon. The light is completely gone

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Matchmaker

Read Between the Lines Brain-Powered Strategy

Standard

Matchmaker

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

Vocabulary Words

Materials

• explicitly

• Read Between the Lines Cards Set 1 (pages 67–68)

• inference • text details

• Read Between the Lines Cards Set 2 (pages 69–76)

• text example

• tape • subject matter text examples

Preparation Note: Prior to the lesson, copy and cut apart the Read Between the Lines Cards Set 1 (pages 67–68) and the Read Between the Lines Cards Set 2 (pages 69–76).

Procedures Model 1. Review the idea that good readers draw conclusions about what they read. It means that they are able to understand things about the information they read that isn’t stated directly; they can infer.

2. Explain to students that authors often give clues or hints that help you “read between the lines.” By inferring, or using these clues, you help yourself make sense of a passage and draw conclusions about meaning.

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3. Point out to students that they are excellent at inferring and do it all the time, probably without realizing it. Say, “Pretend you go up to your parent and ask if you can have a friend over to play with this weekend. Maybe your parent says we have a busy weekend. First we need to do this, then we need to do that, and once that is done, we also need to make sure we do this other thing.” Ask, “Did your parent tell you yes or no? Did he or she actually say it or did he or she imply it?”

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Matchmaker

Read Between the Lines 4. Repeat Step 3 with other examples until

8. Once students have completed one round

you are sure that students understand.

of the game, have them mix up the cards and play again, as time allows. Instruct students not to pick the same card they had before. In the last round, have students pick up the card that matches them.

5. Tell students that they will be doing a strategy called Matchmaker. (For detailed information on this strategy, see page 14.)

Apply/Analyze

Evaluate/Create

6. Divide students into groups of eight.

9. Give each student sample paragraphs from

Have each group stand in a circle. Each student per group should wear a different card from Read Between the Lines Cards Set 1, using tape to secure the label to students’ clothing.

subject matter texts being used in class. Have each make and share an inference based on the author’s clues.

10.

7. Place a set of Read Between the Lines Cards Set 2 on the floor in the center of each circle. Explain to students that they will hold hands and bend down to pick up a card, but not their own. Without letting go, they will have to get the card they picked up to the correct person, according to the card taped to them.

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(cont.)

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If time allows, have each student write a paragraph giving clues to a reader in which he or she can make inferences or conclusions.

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Matchmaker

Read Between the Lines Cards Set 1 Teacher Directions: Cut apart the cards below.

The subject has a powerful sense of smell.

The subject has strong, powerful legs.

There are many types of the subject left to be found.

There are more of the subject on Earth than any other living thing.

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Matchmaker

Read Between the Lines Cards Set 1 (cont.)

68

The subject is important to food production.

You can’t feel the subject’s bite.

The larger the animal, the more of the subject it has.

The subject can live anywhere.

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Matchmaker

Read Between the Lines Cards Set 2 Teacher Directions: Cut out the card below.

Mosquitos can smell us! It’s our breath that gives us away. Humans and animals breathe out a gas called carbon dioxide. Mosquitos can sense carbon dioxide from up to 100 feet away. They also find victims by heat, movement, and other body smells.

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Matchmaker

Read Between the Lines Cards Set 2 (cont.)

A flea is only about 18 of an inch in size, yet it can jump a foot into the air. If you had that kind of jumping power, you would be able to leap over trees and even skyscrapers! Fleas need to jump high in order to catch a ride on their next furry (or human) host.

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Matchmaker

Read Between the Lines Cards Set 2 (cont.)

There are about one million known species of insects. That’s 75 percent of all animal species. Insect experts believe there may be up to 10 million living insect species.

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Matchmaker

Read Between the Lines Cards Set 2 (cont.)

About ten quintillion insects are alive on Earth right now. A quintillion has 18 zeros! That’s about 170 million bugs for every person alive.

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Matchmaker

Read Between the Lines Cards Set 2 (cont.)

It takes about 50,000 beehives to pollinate Maine’s blueberry crop each year. About 30,000 beehives pollinate the apple trees in New York each year.

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Matchmaker

Read Between the Lines Cards Set 2 (cont.)

Engineers in Japan invented an almost pain-free needle inspired by the mosquito. The needle’s jagged parts touch fewer nerves and cause less pain.

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Matchmaker

Read Between the Lines Cards Set 2 (cont.)

All living things are made up of cells. Some really tiny life forms—such as a diatom or bacteria—are only one cell in size. Larger living things— such as a flea, a houseplant, or you—are made up of many cells all working together.

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Matchmaker

Read Between the Lines Cards Set 2 (cont.)

Bacteria live in hot springs, under the Antarctic ice, and near hot air vents at the bottom of the ocean. It is possible that bacteria may even live on Mars.

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Just Say It

Dialogue and Description Brain-Powered Strategy

Standard

Just Say It

Use dialogue and description to develop experiences and events or show the responses of characters to situations

Vocabulary Words

Materials

• character response

• Feedback Sheet (page 79)

• description

• chart paper

• dialogue

• samples of student writing

• experiences Preparation Note: Prior to the lesson, gather a sample of each student’s writing.

Procedures Model 1. Discuss the role of dialogue and

4. Ask students to give you feedback,

descriptions in writing. Brainstorm as a class how and why each helps to develop experiences and events in text.

following the same structure as the Feedback Sheet activity sheet (page 79).

5. Tell students that they will be doing a

2. List student ideas on the board or on a sheet of chart paper. Make sure to highlight the idea that both dialogue and descriptions help make text more interesting because they help readers hear and see what is happening in the text.

3. Explain that today they will focus on giving partners helpful feedback about their own writing. Read a sample paragraph on dialogue and description you create based on the same prompt as the student samples.

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strategy called Just Say It. (For detailed information on this strategy, see page 15.)

6. Discuss the feedback, noting the importance of hearing the feedback as a way to improve writing and not as critical.

7. Using the same sample, have a student model how to sit facing you while giving feedback for 30 uninterrupted seconds.

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Just Say It

Dialogue and Description Apply/Analyze

12.

8. Have students sit facing their partner while seated at their desks. Identify partner A as the person closest to the front of the room and partner B as the person sitting closest to the back of the room.

9. Have both partners read the writing samples, paying particular attention to the use of dialogue and description to develop experiences and events.

10.

(cont.)

Distribute the Feedback Sheet activity sheet to students. Students should take a few minutes using their activity sheet to record what their partners say for further consideration, and use that to revise and further develop their writing.

Evaluate/Create 13.

Have Partner A begin by sharing his or her thinking with Partner B as Partner B only listens for 30 seconds. After 30 seconds, Partner B responds to Partner A.

Allow students time to revise and edit their writing to include more dialogue and description. Repeat the activity with the same partner, this time focusing on the new sample.

11. Have students switch roles so Partner B shares while Partner A listens. Then, partner A provides insight or responds to feedback.

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Just Say It

Name: ___________________________________________  Date: __________________

Feedback Sheet Directions: Record the feedback given to you by your partner. 1. What did your partner feel were the strengths of your writing? _______________________________________________________ _______________________________________________________ _______________________________________________________ 2. According to your partner, where and how did you effectively use dialogue and description to develop experiences and events? _______________________________________________________ _______________________________________________________ _______________________________________________________ 3. Where did your partner feel you could improve your writing? _______________________________________________________ _______________________________________________________ _______________________________________________________ 4. According to your partner, where and how can you strengthen your use of dialogue and description to develop experiences and events? _______________________________________________________ _______________________________________________________ _______________________________________________________

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Just Say It

Many Ways to Multiply Brain-Powered Strategy

Standard

Just Say It

Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations

Vocabulary Words

Materials

• area models

• Many Ways to Multiply Cards (pages 82–85)

• equations

• Many Ways to Multiply Feedback Sheet (page 86)

• properties of operations • rectangular arrays

Preparation Note: Prior to the lesson, gather a variety of multiplication problems students can solve in a variety of ways. Also, cut apart the Many Ways to Multiply Cards (pages 82–85).

Procedures Model 1. Review the various methods to solve multiplication problems such as using equations or rectangular arrays, decomposing factors, and/or area models. Solve a multiplication problem in a variety of ways, modeling each method for students.

2. Remind students that there is more than one way to solve a problem. Explain that they will give partners helpful feedback about the methods of multiplication.

4. As a class, discuss the feedback, noting the importance of hearing the feedback as a way to understand different ways of thinking and solving problems.

5. Tell students that they will be doing a strategy called Just Say It. (For detailed information on this strategy, see page 15.)

6. Using a different sample, have a student model how to sit facing you while giving feedback for 30 uninterrupted seconds.

3. Show students a sample problem and ask for two volunteers to solve it independently. Then, ask one of the volunteers to demonstrate how he or she solved the problem by thinking aloud. Ask the second volunteer to give the student feedback on the method used following the same structure as the Many Ways to Multiply Feedback Sheet activity sheet (page 86).

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Just Say It

Many Ways to Multiply

(cont.)

Apply/Analyze

Evaluate/Create

7. Have students sit facing their partners while

12.

Distribute a Many Ways to Multiply Card to each student. Instruct students to solve the problem multiple times using different methods.

13.

Have students work together to create a bulletin board or poster to illustrate an uncommon way to solve a multiplication problem.

at their desks. Identify partner A as the person closest to the front of the room, and partner B as the person sitting closest to the back of the room.

8. Give each set of partners a multiplication problem to solve independently.

9. Have Partner A begin by sharing his or her thinking with Partner B as Partner B only listens for 30 seconds. After 30 seconds, Partner B responds to Partner A.

10.

Have students switch roles so partner B shares while Partner A listens. Then, Partner A provides insight or responds to feedback.

11. Distribute the Many Ways to Multiply Feedback Sheet activity sheet (page 86) to students. Students should then take a few minutes to record their partners’ thoughts and insight, using the activity sheet.

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Just Say It

Many Ways to Multiply Cards Teacher Directions: Cut apart the cards below.

82

27 × 15

93 × 74

43 × 86

74 × 82

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Just Say It

Many Ways to Multiply Cards

100 × 100

37 × 19

100 × 23

94 × 26

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Just Say It

Many Ways to Multiply Cards

84

3 × 10,000

4 × 100

1,893 × 4

b × 82 = 5,494

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(cont.)

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Just Say It

Many Ways to Multiply Cards

(cont.)

a × 48 = 1,392

c × 36 = 900

d × 60 = 1,800

9 × 900

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Just Say It

Name: ___________________________________________  Date: __________________

Many Ways to Multiply Feedback Sheet Directions: Record the feedback given to you by your partner.

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Just Say It

Talking About Conclusions Brain-Powered Strategy

Standard

Just Say It

Knows that good scientific explanations are based on evidence (observations) and scientific knowledge

Vocabulary Words

Materials

• conclusions

• Talking About Conclusions Feedback Sheet (page 89)

• scientific evidence • scientific explanation • scientific knowledge

Preparation Note: Prior to the lesson, have students complete a class experiment on a scientific concept.

Procedures Model 5. As a class, discuss giving feedback, noting

1. Review the scientific method and the idea

the importance of hearing the feedback as a way to understand different ways of thinking.

that conclusions are based on evidence, observations, and scientific knowledge.

2. Make sure students understand the idea that the same investigation may give slightly different results when it is carried out by different persons, or at different times or places, but the general evidence collected from the investigation should be replicable by others.

3. Explain that today they will focus on giving partners helpful feedback about conclusions in the scientific method. Use the data or observations collected from another classroom experiment done earlier in the class.

6. Tell students that they will be doing a strategy called Just Say It. (For detailed information on this strategy, see page 15.)

7. Using the selected sample, have a student model how to sit facing you while giving feedback for 30 uninterrupted seconds. Then, model how to respond to feedback in order to strengthen the conclusion.

4. Demonstrate how to write a scientific conclusion using evidence, observations, and scientific knowledge.

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Just Say It

Talking About Conclusions

(cont.) .

Apply/Analyze

Evaluate/Create

8. Remind students that they will discuss

12.

Give students time to revise and rewrite their conclusions based on evidence, observations, and scientific evidence.

13.

Have students work together to create a flow chart illustrating the scientific method and conclusions from the experiment.

their conclusions based on a more recent experiment done in class. Have students sit facing their partners while seated at their desks. Identify partner A as the person closest to the front of the room and partner B as the person sitting closest to the back of the room.

9. Have Partner A begin by sharing his or her thinking with Partner B as Partner B only listens for 30 seconds. After 30 seconds, Partner B responds to Partner A.

10.

Have students switch roles so Partner B shares while Partner A listens. Then, Partner A provides insight or responds to feedback.

11. Distribute the Talking About Conclusions Feedback Sheet activity sheet (page 89) to students. Students should then take a few minutes to record their partners’ thoughts and insight, using the activity sheet.

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Just Say It

Name: ___________________________________________  Date: __________________

Talking About Conclusions Feedback Sheet Directions: Record the feedback given to you by your partner. 1. What did your partner feel were the strengths of your conclusion? _________________________________________________________ _________________________________________________________ _________________________________________________________ 2. According to your partner, where and how did you effectively use evidence, observations, and scientific thinking? _________________________________________________________ _________________________________________________________ _________________________________________________________ 3. What were ways your partner suggested to effectively include more evidence, observations, and scientific thinking? _________________________________________________________ _________________________________________________________ _________________________________________________________ 4. According to your partner, what are some benefits of including the other evidence, observations, and scientific thinking? _________________________________________________________ _________________________________________________________ _________________________________________________________ © Shell Education

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Kinesthetic Word Webs

Three Branches of Government Brain-Powered Strategy Kinesthetic Word Webs

Standard Knows the major responsibilities of the Legislative, Executive, and Judicial branches of his/her state government

Vocabulary Words

Materials

• branches of state government

• Branches of Government Cards (pages 92–97)

• Executive Branch

• Branches of Government Word Web (page 98)

• Judicial Branch

• copy of the United States Constitution

• Legislative Branch

• copy of your state constitution • realia depending on three bases (e.g., three legged stool, tricycle)

Preparation Note: Prior to the lesson, cut apart the Branches of Government Cards (pages 92–97). Make enough copies so that each student receives one card. Also, remove the wild cards and keep them to use in Step 9.

Procedures Model

Apply/Analyze

1. Show students the selected realia, such as

5. Distribute one of the Branches of

a three-legged stool.

2. Have volunteers share what would happen if one of the legs were removed. Then, review how each leg depends upon the others in order to keep the stool standing.

Government Cards (minus the wild cards) to each student.

6. Instruct students to walk around the room

3. Show students a copy of the United States Constitution and your state constitution. Review the three branches of government, and clarify any misconceptions.

4. Tell students that they will be doing a

looking for words related to words they are holding and to the main topic. For example, if Student A has Legislative Branch and he or she finds Student B with Executive Branch, they walk together and continue until they find more related words. Do not tell them that Branches of Government is the main topic. Let students deduce that themselves.

strategy called Kinesthetic Word Web. (For detailed information on this strategy, see page 16.)

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Kinesthetic Word Webs

Three Branches of Government 7. Once a group of students believes they

10.

have found all components, with no duplicates, instruct them to form an outer circle. The student holding the main topic, Branches of Government, stands in the middle. The students in the outer circle place one hand on the shoulder of the student with the words Branches of Government, creating a Kinesthetic Word Web.

Ask students to find which group they belong to. Those with wild cards can join any group by writing details on their cards that place them with an appropriate web. Students with wild cards must be able to justify their answers.

11. Debrief with students by discussing questions such as the following:

• How did you decide which group to join or not join?



• Was it easier or harder with some of the cards blank? Why or why not?

12.

Distribute the Branches of Government Word Web activity sheet (page 98) to students. Working together, have students complete the activity sheet. Explain to students that they should write Branches of Government in the middle oval and the branches in the outer ovals.

8. Discuss with students how they were able to deduce that Branches of Government was the main topic of the lesson.

Evaluate/Create 9. Repeat Steps 5–7, but this time, remove some of the main idea and detail cards and replace them with wild cards. Discuss the outcomes.

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Kinesthetic Word Webs

Branches of Government Cards Teacher Directions: Cut apart the cards below.

Legislative Branch

Executive Branch

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Kinesthetic Word Webs

Branches of Government Cards

(cont.)

Judicial Branch

Branches of Government

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Kinesthetic Word Webs

Branches of Government Cards

(cont.)

governor

state courts

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Kinesthetic Word Webs

Branches of Government Cards

(cont.)

state legislature

makes the laws

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Kinesthetic Word Webs

Branches of Government Cards

(cont.)

enforces the laws

interprets the laws

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Kinesthetic Word Webs

Branches of Government Cards

(cont.)

wild card ___________________________________

wild card ___________________________________

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Kinesthetic Word Webs

Name: ___________________________________________  Date: __________________

Directions: Write the main topic in the middle oval and related words in the outer ovals.

Branches of Government Word Web

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Kinesthetic Word Webs

The Power of a Place Brain-Powered Strategy

Standard

Kinesthetic Word Webs

Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right

Vocabulary Words

Materials

• digit

• The Power of a Place Cards (pages 101–107)

• greater

• The Power of a Place Word Web (page 108)

• place value

• place value book (e.g., How Much Is a Million? by David Schwartz)

• power of ten

• chart paper

• represent

Preparation Note: Prior to the lesson, cut apart The Power of a Place Cards (pages 101–107). Make enough copies so that each student receives one card. Also, remove the wild cards and keep them to use in Step 9.

Procedures Model

Apply/Analyze

1. Read the selected book about place value

5. Distribute one of The Power of a Place

to students.

Cards to each student.

2. On a sheet of chart paper, brainstorm a list of place value words names (e.g., ones, tens, hundreds). Have volunteers order the place value names, filling in any gaps.

3. Using the vocabulary of the lesson, instruct and explain to students that a digit in the ones place is ten times greater than what it is in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

6. Instruct students to walk around the room looking for words related to words they are holding and to the main topic. For example, if Student A has power of ten and he or she finds Student B with greater, they walk together and continue until they find more related words. Do not tell them that place value is the main topic. Let students deduce that themselves.

4. Tell students that they will be doing a strategy called Kinesthetic Word Web. (For detailed information on this strategy, see page 16.)

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Kinesthetic Word Webs

The Power of a Place 7. Once a group of students believes it has found all components, with no duplicates, instruct students to form an outer circle. The student holding the main topic, place value, stands in the middle. The students in the outer circle place one hand on the shoulder of the student with the words place value, creating a Kinesthetic Word Web.

(cont.)

11. Debrief with students by discussing questions such as the following:

• How did you decide which group to join or not join?



• Was it easier or harder with some of the blank cards? Why or why not?

12.

Distribute the The Power of a Place Word Web activity sheet (page 108) to students. Working together, have students complete the activity sheet. Students should write place value in the middle oval and in the branches in the outer ovals, they should write related words. Also, they can record any non-examples in the ovals that are not connected to the web.

8. Discuss with students how they were able to deduce that place value was the main topic of the lesson.

Evaluate/Create 9. Repeat Steps 5–7, but this time, remove some of the main idea and detail cards and replace them with wild cards. Discuss the outcomes.

10.

100

Ask students to find which group they belong to. Those with wild cards can join any group by writing details on their cards that place them with an appropriate web. Students with wild cards must be able to justify their answers.

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Kinesthetic Word Webs

The Power of a Place Cards Teacher Directions: Cut apart the cards below.

place value

digit

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101

Kinesthetic Word Webs

The Power of a Place Cards

(cont.)

power of ten

represent

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Kinesthetic Word Webs

The Power of a Place Cards

(cont.)

greater

ones place

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103

Kinesthetic Word Webs

The Power of a Place Cards

(cont.)

tens place

hundreds place

104

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Kinesthetic Word Webs

The Power of a Place Cards

(cont.)

thousands place

equals ten times the number to the right

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Kinesthetic Word Webs

The Power of a Place Cards

(cont.)

multiply by ten

wild card ___________________________________

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Kinesthetic Word Webs

The Power of a Place Cards

(cont.)

wild card ___________________________________

wild card ___________________________________

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Kinesthetic Word Webs

Name: ___________________________________________  Date: __________________

The Power of a Place Word Web Directions: Write the main topic in the middle oval and related words in the outer ovals. Also, write non-examples in the ovals that are not attached to the web.

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Kinesthetic Word Webs

Energy Abound Brain-Powered Strategy

Standard

Kinesthetic Word Webs

Understands the sources and properties of energy

Vocabulary Words

Materials

• chemical

• Energy Abound Cards (pages 111–116)

• energy

• Energy Abound Web (page 117)

• kinetic • potential • thermal Preparation Note: Prior to the lesson, cut apart the Energy Abound Cards (pages 111–116). Make enough copies so that each student receives one. Also, remove the wild cards and keep them to use in Step 9.

Procedures Model

Apply/Analyze

1. Come into the classroom or transition

5. Distribute one of the Energy Abound Cards

from another activity and begin displaying a great amount of energy (e.g., jumping around).

2. Ask students to identify what you are displaying a lot of.

3. Instruct students about the different types of energy; using the vocabulary of the lesson, instruct and explain the difference between potential and kinetic energy. Discuss the sources and properties of energy.

(minus the wild cards) to each student.

6. Instruct students to walk around the room looking for words related to words they are holding and to the main topic. For example, if Student A has thermal and he or she finds Student B with kinetic, they walk together and continue until they find more related words. Do not tell them that energy is the main topic. Let students deduce that themselves.

4. Tell students that they will be doing a strategy called Kinesthetic Word Webs. (For detailed information on this strategy, see page 16.)

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Kinesthetic Word Webs

Energy Abound 7. Once a group of students believes it has found all components, with no duplicates, instruct students to form an outer circle. The student holding the main topic, energy, stands in the middle. The students in the outer circle place one hand on the shoulder of the student with the word energy, creating a Kinesthetic Word Web.

8. Discuss with students how they were able to deduce that energy was the main topic of the lesson.

Evaluate/Create 9. Repeat Steps 5–7, but this time, remove some of the main idea and detail cards and replace them with wild cards. Discuss the outcomes.

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10.

(cont.)

Ask students to find which group they belong to. Those with wild cards can join any group by writing details on their cards that place them with an appropriate web. Students with wild cards must be able to justify their answers.

11. Debrief with students by discussing questions such as the following:

• How did you decide which group to join or not join?



• Was it easier or harder with some of the cards blank? Why or why not?

12.

Distribute the Energy Abound Web activity sheet (page 117) to students. Working together, have students complete the activity sheet. Students should write energy in the middle oval and the details in the outer ovals.

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Kinesthetic Word Webs

Energy Abound Cards Teacher Directions: Cut apart the cards below.

energy

kinetic energy

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111

Kinesthetic Word Webs

Energy Abound Cards

(cont.)

potential energy

thermal energy

112

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Kinesthetic Word Webs

Energy Abound Cards

(cont.)

chemical energy

an object's energy in motion

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Kinesthetic Word Webs

Energy Abound Cards

(cont.)

energy created during a chemical reaction

total potential and kinetic energy of an object 114

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Kinesthetic Word Webs

Energy Abound Cards

(cont.)

stored energy

wild card ___________________________________

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115

Kinesthetic Word Webs

Energy Abound Cards

(cont.)

wild card ___________________________________

wild card ___________________________________

116

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Kinesthetic Word Webs

Name: ___________________________________________  Date: __________________

Directions: Write the main topic in the middle oval and related words in the outer ovals. Try to add additional ovals around each detail to define and describe the word.

Energy Abound Web

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In the Know

Our StateÕs Features Brain-Powered Strategy In the Know

Standard Knows major physical and human features of places as they are represented on maps and globes

Vocabulary Words

Materials

• channel

• I Know (page 120)

• natural resources

• sticky notes

• physical features

• texts relevant to the geography of your state

• plateau

• chart paper

• tributary Preparation Note: Prior to the lesson, write the following words, or words that appropriately match the physical features of your state on the board and also record each word on a large sticky note: river, ocean, mountain, canyon, and levee. Do not read them aloud to students.

Procedures Model 1. Replicate the three-column chart from the

4. For the word levee, pretend to have trouble saying it and point out that you are not sure what it means and that you could not use it correctly in all areas of reading, writing, listening, and speaking. Place that sticky note in the far-left column.

I Know activity sheet (page 120) on the board and explain what each symbol at the top of the chart represents.

2. Model how to decide where to put the sticky notes by thinking aloud the following: “I will put river in the far-right column because I know what it means, and I can correctly use it in my writing.” Continue doing the same for the words ocean and mountain.

5. Explain to students that they will be using a strategy called In the Know. (For detailed information on this strategy, see page 17.)

3. For the word canyon, model that you know what the word means, but that you are not confident that you can use it in a sentence. Place the canyon sticky note in the middle column.

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In the Know

Our StateÕs Features

(cont.)

Apply/Analyze 6. Write the following vocabulary words or phrases on the board: physical features, natural resources, plateau, channel, and tributary. Note: You may wish to use words that appropriately match the physical features of your state.

7. Provide students with five sticky notes, and have them write one vocabulary word or phrase on each sticky note.

12.

Using chart paper, create a large three‑column chart and have students place each of their vocabulary sticky notes on a class “In the Know” chart. Discuss the following questions:



• What does this chart tell us?

• Which words do we know well? • Which words do some of us know and others do not?

8. Distribute the I Know activity sheet to students. Have students place each sticky note in the appropriate column of their charts.

• Which words do many of you find challenging?

Evaluate/Create 9. Divide students into pairs.

Working with their partners, have students share what they know about the words and what they think the words mean. Have them predict the meaning of words they do not know. Listen in to hear what students are saying, but do not confirm whether they are right or wrong.

10.

Provide students with texts that use the words being studied and have them read the text and use context clues, pictures, definitions, and other reading skills to better determine each word’s meaning. Have students share with their partners what they learned and what they believe the words mean. Encourage students to use each word correctly in a sentence.

canyon

11. Instruct students to revisit their activity sheets and reassess moving each sticky note to where they think it currently represents their understanding.

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120 , (I can define the word but can’t use it in a sentence.)

?

(I can’t define or use the word in a sentence.)

Directions: Place the sticky note in the appropriate column.

(I can define the word and use it in a sentence.)

!

In the Know

Name: ___________________________________________  Date: __________________

I Know

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In the Know

Figures and Attributes Brain-Powered Strategy

Standards

In the Know

Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size Recognize right triangles as a category, and identify right triangles

Vocabulary Words

Materials

• acute angle

• I Know (page 120)

• obtuse angle

• sticky notes

• parallel lines

• texts relevant to 2-D figures and attributes

• perpendicular lines

• chart paper

• rays Preparation Note: Prior to the lesson, write the following words on the board and also record each word on a large sticky note: circle, rectangle, hexagon, octagon, and trapezoid. Do not read them aloud to students.

Procedures Model 3. For the word hexagon, model that you know

1. Replicate the three-column chart from the I Know activity sheet (page 120) on the board and explain what each symbol at the top of the chart represents.

2. Model how to decide where to put the sticky notes by thinking the following aloud: “I will put circle in the far-right column because I know what it means, and I can correctly use it in my writing.” Continue doing the same for rectangle.

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what the word means but that you are not confident that you can use it in a sentence. Place the hexagon sticky note in the middle column.

4. For the words octagon and trapezoid, pretend to have trouble saying one of them and point out that you are not sure what each means and that you could not use them correctly in your writing. Place those sticky notes in the far-left column.

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In the Know

Figures and Attributes 5. Explain to students that they will be using a

12.

Using chart paper, create a large three‑column chart and have students place each of their vocabulary sticky notes on a class “In the Know” chart. Discuss the following questions:



• What does this chart tell us?



• Which words do we know well?



• Which words do some of us know and others do not?



• Which words do many of you find challenging?

strategy called In the Know. (For detailed information on this strategy, see page 17.)

6. Write the following vocabulary words or phrases on the board: rays, parallel lines, right angle, acute angle, obtuse angle, line of symmetry, lines, segments, rays, and points.

7. Provide students with 10 sticky notes and have them write one vocabulary word or phrase on each sticky note.

(cont.)

8. Distribute the I Know activity sheet to students. Have students place each sticky note in the appropriate column of their charts.

Evaluate/Create 9. Divide students into pairs.

Have students share what they know about the words and what they think the words mean. Have them predict the meaning of words they do not know. Listen in to hear what students are saying, but do not confirm whether they are right or wrong.

10.

Provide students with texts that use the words being studied and have them read the text and use context clues, pictures, definitions, and other reading skills to better determine each word’s meaning. Have students share with their partners what they learned and what they believe the words mean. Encourage students to use each word correctly in a sentence.

11. Instruct students to revisit their activity sheets and reassess moving each sticky note to where they think it currently represents their understanding.

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In the Know

Skills of a Scientist Brain-Powered Strategy

Standard

In the Know

Understands the nature of scientific inquiry

Vocabulary Words

Materials

• classifying

• I Know (page 120)

• contrasting

• sticky notes

• generalizing

• texts relevant to scientific inquiry skills

• identifying variables

• chart paper

• inferring Preparation Note: Prior to the lesson, write the following words on the board and also record each word or phrase on a large sticky note: gathering data, measuring, organizing data, observing, and predicting. Do not read them aloud to students.

Procedures Model 4. For the words observing and predicting,

1. Replicate the three-column chart from the I Know activity sheet (page 120) on the board and explain what each symbol at the top of the chart represents.

2. Model how to decide where to put the sticky notes by thinking the following aloud: “I will put gathering data in the far-right column because I know what it means, and I can correctly use it in my writing.” Continue doing the same for measuring.

pretend to have trouble saying one of them, and point out that you are not sure what each means and that you could not use them correctly in your writing. Place those sticky notes in the far-left column.

5. Explain to students that they will be using a strategy called In the Know. (For detailed information on this strategy, see page 17.)

3. For the words organizing data, model that you know what the words mean but that you are not confident that you can use them in a sentence. Place the organizing data sticky note in the middle column.

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In the Know

Skills of a Scientist

(cont.)

Apply/Analyze 6. Write the following vocabulary words or phrases on the board: classifying, communicating, comparing, contrasting, creating models, inferring, generalizing, making decisions, and identifying variables.

7. Provide students with nine sticky notes and

11. Instruct students to revisit their activity sheets and reassess moving each sticky note to where they think it currently represents their understanding.

12.

Using chart paper, create a large three‑column chart and have students place each of their vocabulary sticky notes on a class “In the Know” chart. Discuss the following questions:



• What does this chart tell us?



• Which words do we know well?



• Which words do some of us know and others do not?



• Which words do many of you find challenging?

have them write one vocabulary word or phrase on each sticky note.

8. Distribute the I Know activity sheet.

Have students place each sticky note in the appropriate column of their charts.

Evaluate/Create 9. Divide students into pairs.

Have students share what they know about the words and what they think the words mean. Have them predict the meaning of words they do not know. Listen in to hear what students are saying, but do not confirm whether they are right or wrong.

10.

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Provide students with texts that use the words being studied and have them read the text and use context clues, pictures, definitions, and other reading skills to better determine each word’s meaning. Have students share with their partners what they learned and what they believe the words mean. Encourage students to use each word correctly in a sentence.

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organizing data

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In the Know

Poetic Elements Brain-Powered Strategy

Standard

In the Know

Explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text

Vocabulary Words

Materials

• alliteration

• meter

• I Know (page 120)

• assonance

•

rhyme line

• sticky notes

• break verse

•

rhythm

• cinquain

• stanza

• texts relevant to the structural elements of poetry • chart paper

• imagery

Preparation Note: Prior to the lesson, write the following words or phrases on the board and also record each word or phrase on a large sticky note: rhyme, line break, verse, stanza, and cinquain. Do not read them aloud to students.

Procedures Model 4. For the words stanza and cinquain, pretend

1. Replicate the three-column chart from the I Know activity sheet (page 120) on the board and explain what each symbol at the top of the chart represents.

2. Model how to decide where to put the sticky notes by thinking the following aloud: “I will put rhyme in the far-right column because I know what it means and I can correctly use it in my writing.” Continue doing the same for line break.

to have trouble saying one of them and point out that you are not sure what each means and that you could not use them correctly in your writing. Place those sticky notes in the far-left column.

5. Explain to students that they will be using a strategy called In the Know. (For detailed information on this strategy, see page 17.)

3. For the word verse, model that you know what the word means but that you are not confident that you can use it in a sentence. Place the verse sticky note in the middle column.

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In the Know

Poetic Elements

(cont.)

Apply/Analyze 6. Write the following vocabulary words on the

12.

Using chart paper, create a large three‑column chart and have students place each of their vocabulary sticky notes on a class “In the Know” chart. Discuss the following questions:



• What does this chart tell us?



• Which words do we know well?



• Which words do some of us know and others do not?



• Which words do many of you find challenging?

board: rhythm, meter, imagery, alliteration, and assonance.

7. Provide students with five sticky notes and have them write one vocabulary word on each sticky note.

8. Distribute the I Know activity sheet to students. Have students place each sticky note in the appropriate column of their charts.

Evaluate/Create 9. Divide students into pairs.

Have students share what they know about the words and what they think the words mean. Have them predict the meaning of words they do not know. Listen in to hear what students are saying but do not confirm whether they are right or wrong.

10.

Provide students with texts that use the words being studied and have them read the text and use context clues, pictures, definitions, and other reading skills to better determine each word’s meaning. Have students share with their partners what they learned and what they believe the words mean. Encourage students to use each word correctly in a sentence.

verse

11. Instruct students to revisit their activity sheets and reassess moving each sticky note to where they think it currently represents their understanding.

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Response Cards

ItÕs Your Right! Standard

Brain-Powered Strategy Response Cards

Understands the basic principles of American democracy

Vocabulary Words

Materials

• equality

• Rights Response Card (page 129)

• liberty

• My Questions and Answers (page 130)

• limitations

• chart paper

• majority

• clothespins

• self-determination Preparation Note: Prior to the lesson, you may wish to precut and laminate a Rights Response Card (page 129) for each student for extra durability.

Procedures Model 3. Explain to students that they will be using

1. Explain to students that just like the United States Constitution, your state’s constitution has a declaration of rights (sometimes called a Bill of Rights) that protects individual liberties. Discuss how these declarations of rights inspired the first 10 amendments to the United States Constitution called the Federal Bill of Rights. Once the Federal Bill of Rights was adopted, it then influenced the texts of the individual state constitutions.

2. Have students brainstorm a list of protections and note them on the board or on a sheet of chart paper. Discuss the meaning of each. Explain to students how these protections limit government and protect them every day. Assist students in listing all the protections, if they need it. As a class, brainstorm what life might be like without these protections.

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a strategy called Response Cards. (For detailed information on this strategy, see page 18.)

4. Show students the Rights Response Card, and model for them how to place the clothespin to indicate their responses. Ask, “Which protection allows people the right to get together in a large group?” Proceed by placing the clothespin on the correct answer.

5. Repeat Step 4 with other questions until students understand how to use the Rights Response Card properly.

6. Model another example, but think through the process incorrectly and ask students to explain to partners if the answer shown is correct or not and why.

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Response Cards

ItÕs Your Right!

(cont.)

Apply/Analyze 7. Distribute a Rights Response Card and a

12.

clothespin to each student.

8. Ask students questions to which they must respond by placing the clothespin on the answers they choose. Sample questions are as follows:

• Which protection allows people to write or speak their opinion, even if others don’t agree?



• Which protection allows people to work or be friends with the people they choose?



• Which protection protects people from the government reading their emails or listening to their phone calls without the court’s permission?

In their original pairs, have students take turns sharing a question from the list they created on their activity sheet. Using his or her Rights Response Card, have the other student place a clothespin on the answer he or she feels is correct and explain why he or she made that choice. Have partners discuss their thinking with each other.

Evaluate/Create 9. Divide students into pairs.

Have them discuss their answers and explain why they chose their answers, even if they chose the same one. This is an opportunity to learn what others think, which could be different from their own thinking, even if they match answers. Listen in to students’ discussions.

10.

Invite students to share their reasoning with the class for the answers they chose. They may also share what their partners said. Then, discuss any differences in thinking.

11. Distribute the My Questions and Answers activity sheet (page 130) to students. Instruct students to work independently to create their own questions that have the same answers as are shown on their Rights Response Card.

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due process of law

right to privacy

right to bear arms

pursuit of happiness

freedom of association

freedom of religion

freedom of movement

right to peaceably assemble

Rights Response Card

liberty

freedom of expression

freedom of thought

self-determination

 Response Cards

Rights Response Card

Teacher Directions: Cut out the card below.

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Response Cards

Name: ___________________________________________  Date: __________________

My Questions and Answers Directions: Write at least five questions that use the same answers as shown on your Rights Response Card. Use the bottom of the activity sheet to create the answer key. My Questions 1. ________________________________________________________ ________________________________________________________ 2. ________________________________________________________ ________________________________________________________ 3. ________________________________________________________ ________________________________________________________ 4. ________________________________________________________ ________________________________________________________ 5. ________________________________________________________ ________________________________________________________

My Answer Key 1. _________________________

4. _________________________

2. _________________________

5. _________________________

3. _________________________

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Response Cards

All About Changes Standard

Brain-Powered Strategy Response Cards

Knows that substances can be classified by their physical and chemical properties

Vocabulary Words

Materials

• chemical

• Changes Response Card (page 133)

• classification

• My Questions and Answers (page 134)

• molecular

• clothespins

• physical • substances Preparation Note: Prior to the lesson, you may wish to precut and laminate a Changes Response Card (page 133) for each student for extra durability.

Procedures Model 1. Introduce or review the differences between physical and chemical changes. Explain to students that though sometimes the changes are obvious, there are other times when the changes are more subtle.

2. Discuss the idea that physical changes are about energy and states of matter while chemical changes happen on a molecular level.

4. Explain to students that they will be using a strategy called Response Cards. (For detailed information on this strategy, see page 18.)

5. Repeat Step 3 with other questions until students understand how to use the Changes Response Card properly.

6. Model another example, but think through

3. Show students the Changes Response Card and model for them how to place the clothespin to indicate their responses. Ask, “Which change happens when you step on a can and crush it?”

the process incorrectly and ask students to explain to partners if the answer shown is correct or not and why.



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Response Cards

All About Changes

(cont.)

Apply/Analyze 7. Distribute a Changes Response Card and a

13.

clothespin to each student.

8. Ask students questions to which they must respond by placing the clothespin on the answers they choose. Sample questions are as follows:

• What happens when you cook eggs?



• What happens when you boil water?



• What happens when you get sunburned from a day at the beach?

In their original pairs, have students take turns sharing a question from the list they created on their activity sheet. Using his or her Changes Response Card, have the other student place the clothespin on the answer he or she feels is correct and explain why he or she made that choice. Have partners discuss their thinking with each other.

9. Tell students to hold their answers up at the same time.

Evaluate/Create 10.

Divide students into pairs. Have them discuss their answers and explain why they chose their answers, even if they chose the same one. This is an opportunity to learn what others think, which could be different from their own thinking, even if their answers match. Listen in to students’ discussions.

11. Invite students to share their reasoning with the class for the answers they chose. They may also share what their partners said. Then, discuss any differences in thinking.

12.

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Distribute a copy of the My Questions and Answers activity sheet (page 134) to students. Instruct students to work independently to create their own questions that have the same answers as are shown on their Changes Response Card.

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Response Cards

Changes Response Card

physical change

Changes Response Card

chemical change

Teacher Directions: Cut out the card below.

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Response Cards

Name: ___________________________________________  Date: __________________

My Questions and Answers Directions: Write at least five questions that use the same answers as shown on your Changes Response Card. Use the bottom of the activity sheet to create the answer key. My Questions 1. ________________________________________________________ ________________________________________________________ 2. ________________________________________________________ ________________________________________________________ 3. ________________________________________________________ ________________________________________________________ 4. ________________________________________________________ ________________________________________________________ 5. ________________________________________________________ ________________________________________________________

My Answer Key 1. _________________________

4. _________________________

2. _________________________

5. _________________________

3. _________________________

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Response Cards

Nonfiction Text Structure Standard

Brain-Powered Strategy Response Cards

Describe the overall structure of events, ideas, concepts, or information in a text or part of a text

Vocabulary Words

Materials

• cause

• Text Structure Response Card (page 137)

• chronological

• clothespins

• comparison

• variety of nonfiction grade-level texts

• description

• variety of student passages (fiction and nonfiction)

• effect

Preparation Note: Prior to the lesson, collect a variety of nonfiction grade-level texts. Additionally, you may wish to precut and laminate a Text Structure Response Card (page 137) for each student for extra durability.

Procedures Model 4. Explain to students that they will be using

1. Review the types of nonfiction text structures that students encounter on a regular basis. Explain to students that because nonfiction texts are written to inform, describe, or report, they are typically organized around a few basic structures. Knowing these structures can help readers identify where to find or reread information and make the text easier to understand.

2. Discuss the idea that some nonfiction text structures are similar to fiction text structures.

a strategy called Response Cards. (For detailed information on this strategy, see page 18.)

5. Repeat Step 3 with other passages until students understand how to use the Text Structure Response Card properly.

6. Model another example but think through the process incorrectly and ask students to explain to partners if the answer shown is correct or not and why.

3. Show students the Text Structure Response Card and model for them how to place the clothespin to indicate their responses. Read a section of familiar grade-level text and ask, “Which text structure is this an example of?”

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Response Cards

Nonfiction Text Structure Apply/Analyze

Evaluate/Create

7. Distribute a Text Structure Response Card

10.

and a clothespin to each student.

8. Read students’ sample passages to which they must respond to the question, “Which text structure is this an example of?” by placing the clothespin on the answers they choose.

9. Tell students to hold their answers up at the

Divide students into pairs. Have them discuss their answers and explain why they chose their answers, even if they chose the same one. This is an opportunity to learn what others think, which could be different from their own thinking, even if their answers match. Listen in to students’ discussions.

11. Invite students to share their reasoning with

same time.

136

(cont. )

the class for the answers they chose. They may also share what their partners said. Then, discuss any differences in thinking.

12.

Distribute grade-level texts to students. Instruct students to work independently to find examples of a few text structures.

13.

In their original pairs, have students take turns reading a passage to their partners. Using his or her Text Structure Response Card, have the other student place a clothespin on the answer he or she feels is correct and explain why he or she made that choice. Have partners discuss their thinking with each other.

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Response Cards

Text Structure Response Card

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chronological (sequence)

problem/solution

question/answer

description

cause/effect

Structure Response Card

compare/contrast

Teacher Directions: Cut out the card below.

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Reverse, Reverse!

Equivalent, Equivalent! Brain-Powered Strategy

Standard

Reverse, Reverse!

Explain why a fraction b is equivalent to a (n x a) fraction (n x b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions

Vocabulary Words

Materials

• denominator

• Equivalent, Equivalent Cards (pages 140–143)

• equivalent

• timer or clock

• fraction model

• chart paper

• generate

• index cards

a

• numerator Preparation Note: Prior to the lesson, cut apart the Equivalent, Equivalent Cards (pages 140–143).

Procedures Model 1. Review fraction equivalency.

Remind students that there is more than one right way to solve a problem.

5. Going clockwise, ask the next student to quickly state another equivalent fraction to the one just stated. Explain to students that they are to state the next equivalent fraction quickly, within about five seconds. If they do not, or if they state an incorrect fraction, the direction of participation reverses.

2. Explain to students that they will be using a strategy called Reverse, Reverse! (For detailed information on this strategy, see page 19.)

3. Ask for five volunteers to demonstrate the

6. Repeat Steps 4–5, but this time model the

activity.

4. Have the student volunteers sit or stand in a circle. On the board or chart paper, write 1 a fraction such as 2 . Ask the first student 1 to state a fraction that is equivalent to 2 .

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role of judge, making sure that the facts are correct and participation meets time guidelines. The judge can also halt the flow to ask a student to explain how the fraction he or she stated is equivalent.

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Reverse, Reverse!

Equivalent, Equivalent!

(cont.)

Apply/Analyze

Evaluate/Create

7. Divide students into groups of five or six

11. Instruct student groups to make a set of

and have them sit or stand in a circle. Appoint a student to act as judge for each circle.

index cards with equivalent fractions on them. Have them play again with their created cards.

8. Provide each judge with a set of Equivalent, Equivalent Cards.

9. Have the judge read the fractions from the

12.

Provide students with a set of nonequivalent fractions and ask them to explain and/or write how they know the fractions are not equivalent.

cards and choose a person to begin. Have students do the activity as practiced.

10.

Continue until a predetermined amount of time or number of times around the circle has been met.

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Reverse, Reverse!

Equivalent, Equivalent Cards Teacher Directions: Cut apart the cards below.

140

1 2

2 3

8 12

6 9

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Reverse, Reverse!

Equivalent, Equivalent Cards

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7 21

1 4

2 6

9 12

(cont.)

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Reverse, Reverse!

Equivalent, Equivalent Cards

142

1 1

7 10

1 7

2 5

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(cont.)

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Reverse, Reverse!

Equivalent, Equivalent Cards

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3 8

1 12

4 20

1 13

(cont.)

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Reverse, Reverse!

Life Cycle of Plants Brain-Powered Strategy

Standard

Reverse, Reverse!

Knows that plants and animals progress through life cycles of birth, growth and development, reproduction, and death; the details of these life cycles are different for different organisms

Vocabulary Words

Materials

• development

• Plants, Plants Cards (pages 146–147)

• endangered

• timer or clock

• life cycle

• drawing paper

• organism • reproduction Preparation Note: Prior to the lesson, cut apart the Plants, Plants Cards (pages 146–147).

Procedures Model 1. Review the life cycle of plants with

5. Going clockwise, ask the next student to quickly state another reproductive part of a plant. Explain to students that they are to state the answer quickly, within about five seconds. If they do not, or if they state an incorrect response, the direction of participation reverses.

students.

2. Explain to students that they will be using a strategy called Reverse, Reverse! (For detailed information on this strategy, see page 19.)

3. Ask for five volunteers to demonstrate

6. Repeat Steps 4–5 with new questions,

the activity.

4. Have the five volunteers sit or stand in a circle. Pose a question that has multiple answers such as, “What are the reproductive parts of a plant?” Ask a student to give you a single answer.

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but this time model the role of judge, making sure that the facts are correct and participation meets time guidelines. The judge can also halt the flow to ask students to justify the response he or she has just given.

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Reverse, Reverse!

Life Cycle of Plants

(cont.)

Apply/Analyze

Evaluate/Create

7. Divide students into groups of five or six

11. Divide students into pairs.

Distribute drawing paper to each student. Have the partners create a flow chart illustrating the life cycle or reproductive cycle of a plant.

and have them sit or stand in a circle. Appoint a student to act as judge for each circle.

8. Provide each judge with a set of the Plants, Plants Cards.

9. Have the judge read one of the questions from the cards, or use your own, and choose a person to begin. Have students do the activity as practiced.

10.

12.

Using the flow chart as a guide, have one partner at a time act out one part of the cycle. His or her partner will guess which part is being acted out. Have partners switch places and repeat the activity.

Continue until a predetermined amount of time or number of times around the circle has been met.

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Reverse, Reverse!

Plants, Plants Cards Teacher Directions: Cut apart the cards below.

146

What are the phases, in order, of a flowering plant’s reproductive cycle?

What parts of a plant help it to reproduce and how?

Why are some types of plants endangered?

What are the phases, in order, of a moss’ reproductive cycle?

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Reverse, Reverse!

Plants, Plants Cards

(cont.)

What are the phases, in order, of a conifer’s reproductive cycle?

What are the characteristics of a plant?

What are the names of some flowering plants?

What are the names of some non-flowering plants?

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Reverse, Reverse!

Text Support Brain-Powered Strategy

Standard

Reverse, Reverse!

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

Vocabulary Words

Materials

• details

• grade-level reading passages

• examples

• timer or clock

• explicitly

• writing paper

• inferences Preparation Note: Prior to the lesson, choose a number of short passages and create a statement or inference students can support by citing the text. Alternatively, if your class is reading a longer text, create a number of inferences or statements that can be supported by the same text.

Procedures Model 1. Explain to students that they will be using

4. Going clockwise, ask the next student to quickly state another supporting detail or example from the text. Explain to students that they are to state their answer quickly, within about five seconds. If they do not, or if they state an incorrect response, the direction of participation reverses.

a strategy called Reverse, Reverse! (For detailed information on this strategy, see page 19.)

2. Ask for five volunteers to demonstrate the activity.

3. Have the five volunteers sit or stand in a

5. Repeat Steps 4–5 with new questions,

circle. Make a statement or inference that can be supported by the text you chose prior to the lesson. Ask a student to give you a single detail or example from the text to support your statement.

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but this time model the role of judge, making sure that the facts are correct and participation meets time guidelines. The judge can also halt the flow to ask students to justify the response he or she has just given.

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Reverse, Reverse!

Text Support

(cont.)

Apply/Analyze

Evaluate/Create

6. Divide students into groups of five or six.

10.

Have them sit or stand in a circle. Appoint a student to act as judge for each circle.

7. Provide each judge with a set of passages and related inferences or statements.

Ask students to read a new text and create a list of statements or inferences on a sheet of paper that can be used during the game.

11. Play Reverse, Reverse! again with the new list of statements and inferences.

8. Have the judge read the statements or inferences from the cards to a person to begin. Do the activity as practiced.

9. Continue until a predetermined amount of time or number of times around the circle has been met.

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Appendix A

References Cited Ainsworth, Larry. 2003. Unwrapping the Standards: A Simple Process to Make Standards Manageable. Englewood, CO: Lead+Learn Press. Anderson, Lorin and David Krathwohl (Eds.). 2001. Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Boston, MA: Pearson Education Group. Baker, Linda. 2009. “Historical Roots of Inquiry in Metacognition.” Retrieved from http://www. education.com/reference/article/metacognition. Bloom, Benjamin (Ed.). 1956. Taxonomy of Educational Objectives. New York: David McKay Company. Doidge, Norman. 2007. The Brain That Changes Itself: Stories of Personal Triumph from the Frontiers of Brain Science. New York, NY: Penguin Books. Flavell, John H. 1979. “Metacognition and Cognitive Monitoring: A New Area of CognitiveDevelopmental Inquiry.” American Psychologist 34: 906–911. Harris, Bryan, and Cassandra Goldberg. 2012. 75 Quick and Easy Solutions to Common Classroom Disruptions. Florence, KY: Routledge. Hunter, Madeline. 1993. Enhancing Teaching. Upper Saddle River, NJ: Prentice Hall. Huntington’s Outreach Program for Education, at Stanford (HOPES). 2010. “Neuroplasticity.” http://www.stanford.edu/group/hopes/cgi-bin/wordpress/2010/06/neuroplasticity. Immordino-Yang, Mary H. and Matthias Faeth. 2010. “The Role of Emotion and Skilled Intuition in Learning.” In Mind, Brain, and Education: Neuroscience Implications for the Classroom, edited by David A. Sousa, 69–83. Bloomington, IN: Solution Tree. Jensen, Eric. 2005. Teaching with the Brain in Mind. Alexandria, VA: Association for Supervision and Curriculum Development. Merzenich, Dr. Michael. 2013. Soft-Wired: How the New Science of Brain Plasticity Can Change Your Life. San Francisco, CA: Parnassus Publishing, LLC. Overbaugh, Richard C. and Lynn Schultz. n.d. “Bloom’s Taxonomy.” Retrieved from http:// www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm.

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Appendix A

References Cited

(cont.)

Ratey, John J. 2008. Spark: The Revolutionary New Science of Exercise and the Brain. New York, NY: Little, Brown and Company. Rock, David. 2009. Your Brain at Work: Strategies for Overcoming Distraction, Regaining Focus, and Working Smarter All Day Long. New York: HarperCollins. Roth, LaVonna. 2012. Brain-Powered Strategies to Engage All Learners. Huntington Beach, CA: Shell Education. Schenck, Jeb. 2005. “Teaching to the Brain.” Retrieved from http://www.aa.edu/ftpimages/109/download/TeachingToTheBrain_Schenck.pdf. Siegel, Daniel J. 2001. The Developing Mind: Toward a Neurobiology of Interpersonal Experience. New York: The Guilford Press. Sousa, David A. 2006. How the Brain Learns, 3rd ed. Bloomington, IN: Solution Tree. Sprenger, Marilee B. 1999. Learning and Memory: The Brain in Action. Alexandria, VA: Association for Supervision and Curriculum Development. Thomas, Alice and Glenda Thorne. 2009. “How to Increase Higher Order Thinking.” Retrieved from http://www.cdl.org/resourcelibrary/articles/HOT.php?type=subject&id=18. Vaynman, Shoshanna, Zhe Ying, and Fernando Gomez-Pinilla. 2004. “Hippocampal BDNF Mediates the Efficacy of Exercise on Synaptic Plasticity and Cognition.” European Journal of Neuroscience 20: 2580–2590. Webb, Norman L. 2005. “Alignment, Depth of Knowledge, and Change.” Presented at the 50th annual meeting of the Florida Educational Research Association, Miami, FL. Abstract retrieved from http://facstaff.wcer.wisc.edu/normw/MIAMI%20FLORIDA%20FINAL%20 slides%2011-15-05.pdf. Willis, Judy. 2006. Research-Based Strategies to Ignite Student Learning. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). ———. 2008. How Your Child Learns Best: Brain-Friendly Strategies You Can Use to Ignite Your Child’s Learning and Increase School Success. Naperville, IL: Sourcebooks, Inc. Wolfe, Pat and Ron Brandt. 1998. In How the Brain Learns, 3rd ed, edited by David A. Sousa. Bloomington, IN: Solution Tree. Wyoming School Health and Physical Education. 2001. “Standards, Assessment, and Beyond.” Retrieved May 25, 2006 from http://www.uwyo.edu/wyhpenet.

© Shell Education

#51181—Brain-Powered Lessons to Engage All Learners

151

Appendix B

Contents of the Digital Resource CD

152

Page(s)

Lesson

Filename

29–34

That’s My Opinion

thatsmyopinion.pdf

35–36

Exploration and Settlement of the States

exploration.pdf

37–38

Equations, Expressions, and Visual Representations

equations.pdf

39–40

Can You Predict?

canyoupredict.pdf

41–42

Key People in State History

keypeople.pdf

43–44

It’s in the Details

itsinthedetails.pdf

45–58

Transitions

transitions.pdf

59–64

Phases of the Moon

moonphases.pdf

65–76

Read Between the Lines

betweenthelines.pdf

77–79

Dialogue and Description

dialogueanddescription.pdf

80–86

Many Ways to Multiply

waystomultiply.pdf

87–89

Talking About Conclusions

talkingaboutconclusions.pdf

90–98

Three Branches of Government

branchesofgovernment.pdf

99–108

The Power of a Place

powerofaplace.pdf

109–117

Energy Abound

energyabound.pdf

118–120

Our State’s Features

ourstatesfeatures.pdf

121–122; 120

Figures and Attributes

figuresandattributes.pdf

123–124; 120

Skills of a Scientist

skillsofascientist.pdf

125–126; 120

Poetic Elements

poeticelements.pdf

127–130

It’s Your Right!

itsyourright.pdf

131–134

All About Changes

allaboutchanges.pdf

135–137

Nonfiction Text Structure

nonfictiontextstructure.pdf

138–143

Equivalent, Equivalent!

equivalentequivalent.pdf

144–147

Life Cycle of Plants

lifecycleofplants.pdf

148–149

Text Support

textsupport.pdf

Page(s)

Additional Resources

Filename

12–19

Strategy Overviews

strategyoverviews.pdf

25–27

Standards Chart

standards.pdf

#51181—Brain-Powered Lessons to Engage All Learners

© Shell Education

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