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Grade Band: Elementary Summer Unit Unit Target: History and Physical Science Unit Topic: Take Me Out to the Ball Game

© 2013 n2y ULS, Summer 2013

Take Me Out to the Ball Game The summer unit focuses on America’s favorite pastime, baseball. As players or spectators, many people enjoy baseball during the summer months. Social studies and science are targeted content areas. Baseball symbolizes a great deal of history and tradition within our country. Physical science may be explored through the motion of throwing and batting a baseball.

Lesson Activities Description Page

1 Leveled Book What Is It? 3 2 • Read and Answer Lesson 1 Comprehension 36 3 Easy Read Book Baseball Season 44 4 • Read and Answer Lesson 3 Comprehension 57 5 High-Frequency Word Wall 12 Word Cards 65 6 • High-Frequency Spelling List 1 Spelling and Word Study List 1 72 7 • High-Frequency Spelling List 2 Spelling and Word Study List 2 88 8 Word Families Rimes: “ice” and “ug” 104 9 • Word Rime Spelling List 3 Activities for “ice” Rime 111

10 • Word Rime Spelling List 4 Activities for “ug” Rime 125 11 Word Sort Initial Consonants: b, j, k, n, v, sw 139 12 Vocabulary Match Game Baseball Time 150 13 Scrambled Sentences Sentences From Lessons 1 and 3 163 14 Patterned Book Baseball Stars 171 15 Literary Experience Take Me Out to the Ball Game 174 16 Literary Experience Batter Up Wombat 179 17 Writing Time Baseball Teams 185 18 Simple Web Living and Non-Living on the Field 195 19 Number Sense Game Time 199 20 Graphing The Position I Want 237 21 Measure It! My Favorite Team Pennant 246 22 Money Buy It at the Game 265 23 Telling Time Drew’s Baseball Game 274 24 Geometry/Spatial Sense Find It at the Ball Game 278 25 Algebra/Patterns Collecting Baseball Cards 289 26 Direction Following Ball Game Caramel Corn 309 27 Related Content Let’s Play Ball! 316 28 Science Experiment Dropping the Ball 320 29 History Timeline Baseball History 329 30 Journal Writing Monthly Topics 332



Standards Connection–Elementary Content

Unique Instructional Targets

Social Studies Standards for History • Organize a sequence of events or dates on a timeline. Identify events or objects from the past or present. Identify traditions of

family, community or country. Standards for Physical Science • Explore the way things move (e.g., fast or slow; in a straight line, etc.). Identify gravity as a force on Earth.

Unique Differentiated Tasks Level 3 Level 2 Level 1 • Students will place a sequence of events or

dates on a timeline. • Students will designate pictures of events or

objects as belonging to the present or the past.

• Students will share information about a tradition of the community or country (4th of July, national anthem, etc.).

• Students will identify basic forms of energy.

• Students will sequence days related to events.

• Students will identify an object as belonging to the world of today or to the world of long ago.

• Students will share something families like to do (tradition).

• Students will identify common tools and how they move or work.

• Students will match a day with an event. • Students will share an important personal event. • Students will identify personal pictures from the

past. • Students will identify ways to move (run, walk,

etc.) and recognize that movement requires energy.

Take Me Out to the Ball Game This month’s theme provides the opportunity to address both social studies and science ideas. As the all-American pastime, baseball comes with a great deal of history and tradition. Baseball teams began to form over 150 years ago at the time of the Civil War. During World War II, players often joined the Army and women’s teams began to play baseball. This was a significant event in the recognition of women. Famous players, such as Babe Ruth, Hank Aaron and Jackie Robinson, also played roles as the images of great Americans. The speed of a baseball being pitched is a point of interest to many people. From this perspective of the baseball, we can talk about the movement of objects with the “push” of the throw. These types of topics are the extended ways to bring about the connection of baseball to content learning. Even for the young children, these history and science discussions are beneficial.

Play It or Watch It! Baseball is both a participation sport and a spectator sport. Hopefully, many of your students have been able to experience both aspects of this sport. In the first story, the students identify much of the vocabulary that is associated with playing the sport. Bring in real items, such as bats, ball, gloves and bases, to help recognize the tools of the sport. In the Easy Ready Book, Drew is on a baseball team. Again, we learn more baseball vocabulary, including strike, swing and catch. This becomes a perfect opportunity to play the game. Observe and describe the motion of the bat, the ball and the runners. Drew has started his baseball season. Discuss what a baseball season is, and the sequence of activities that occur. The series of games can be recorded on a calendar to show a timeline. These vocabulary terms from the stories are important to know, whether playing or watching the sport of baseball.

Seventh Inning Stretch The song, “Take Me Out to the Ball Game,” is as much of a tradition in America as the game itself. It is often sung in stadiums during the seventh inning stretch. The words of this song were written by Jack Norworth in 1908 as he was riding a subway in New York City. The song tune was written by Albert Von Tilzer. The story presented in Literacy Experience Lesson 15, includes the entire words that Jack wrote, but in a kid-friendly version. In this story, Katie Casey is a cat with a whole zoo of animals playing the game. With this book comes a CD of the song “Take Me Out to the Ball Game”, sung by Carly Simon. You may also want to join in singing with this YouTube children’s version of the song: www.youtube.com/watch?v=qscED3psy_U.

How Much Energy Does it Take to Throw a Ball? After reading the story Nice Hit! in Lesson 27, the students will play a game of baseball. Playing the game involves many citizenship skills, such as working together, being part of a team and showing good sportsmanship. It also requires building skills for throwing, batting and catching. Consider alternative baseball equipment that might enable all students to participate. This may include whiffle balls, foam balls, t-ball stands and plastic bats. You may even place sticky VELCRO® on a light-weight ball and have the students wear mittens to catch the ball. The VELCRO® will stick to the mitten for easier catching. It does require energy to throw, bat and catch. Additionally, it takes practice to improve!

Challenger Baseball Is there a Challenger Baseball team in your community? Challenger Baseball is a division of Little League Baseball®. This division enables children with physical and mental challenges to enjoy the game of baseball. To learn more, visit the website at www.littleleague.org/learn/about/divisions/challenger.htm.

The n2y Library has several books about baseball. Go to the n2y Library page and search: baseball. Some of the baseball topics include:

• The World Series • Biographies of famous baseball players • Fun stories about baseball

http://www.youtube.com/watch?v=qscED3psy_U

http://www.littleleague.org/learn/about/divisions/challenger.htm



Lesson 1 Instructional Targets

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

are adapted to student reading level. Reading Standards for Foundational Skills • Print Concepts: Demonstrate understanding of print features (left to right, page to page, etc.). • Fluency: Read appropriately leveled text with purpose and understanding. Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan Leveled Book: What Is It?

Lesson 1 provides a simple book in three distinct reading levels. Emerging readers may engage in the same content when selecting the appropriate level based on individual abilities, needs or reading goals. This leveled book is presented in three leveled formats: Level D, Level A and Level aa (captioned). Select the level appropriate for each student. The content of the leveled book uses descriptors to tell about different baseball items. When they have finished the book, students should be able to describe a bat, ball and glove.

• Introduce the story by talking about baseball. Ask, “What do we need to play baseball?” • On the first reading, do a picture walk. Note pictures of the different baseball items. Emphasize that baseball players need these to play a

game. Discuss how each item looks different. Ask, “What would happen if we didn’t have a bat? Ball? Glove?” Have students try to describe the picture before reading.

• Read the story aloud to model fluency. After reading the story, ask questions about the colors and shapes of the different items. • As a group, reread the story with pauses for key words to encourage participation. Encourage choral reading of the repeated line. Provide

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

students may read different levels for different purposes each day when building reading skills. • Support student reading, using the communication board to do so. • Bring in different baseball items, such as a hat, ball, bat and glove. Follow up reading with having students describe the items.

Standards Connection • Use the book features and the pictures to continue interaction with the book. • Have students locate the title, the author and the illustrator of the book. • Invite students to identify and describe characters, setting and events from the story pictures.

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

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

literature stories and poems that have been adapted to student reading level.

• Students will independently demonstrate basic print concepts (tracking from left to right and from page to page, etc.) during shared story reading.

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

• Students will read supported and shared literature stories and poems that have been adapted to student reading level.

• Students will participate in basic print concepts (page turning, pointing to words and pictures, etc.) during shared story reading.

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

• Students will actively participate in supported reading of literature stories and poems that have been adapted to student ability level.

• Students will attend to shared story reading, giving supported indicators to turn the page or read more.

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

Resources and Materials Notes Leveled Book: What Is It? Communication board Standards Connection Lesson 1



Standards Connection Lesson 1

Instructional Targets

Reading Standards for Literature • Key Ideas and Details: Identify characters, setting and events in a story. • Integration of Knowledge and Ideas: Use illustrations to describe characters and events in a story. Reading Standards for Literature and Informational Text • Craft and Structure: Use text features to locate key information in a text.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will locate the title, author and

illustrator of a story. • Students will describe characters and events

in a story. • Students will describe characters and events

based on illustrations from a story.

• Students will locate the title of a story. • Students will use picture supports to identify

characters, setting and events from a story. • Students will point to pictures within a story to

identify named characters and events.

• Students will make a selection to indicate the title of a book.

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

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

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

What is the name of this story?

Who wrote this story?

Who drew the pictures in this story?

Who are the characters in this story?

Where did this story happen?

What happened in this story?

What Is It?

by Amy Bihn

Level D

Illustrated by Jessica WrightELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball Game

Lesson 1, Leveled Book, What Is It?, Level D© 2013 n2yULS, Summer 2013

1

I have something in my hand.It has to do with baseball.Can you guess what it is ?

2

This is long.This is made of wood.I hit a ball with it.What is it ?It is a bat.

3

This is round.This is white with red stripes.I can throw it.What is it ?It is a baseball.

4

This is brown.This fi ts on my hand.I can catch with it.What is it ?It is a glove.

5

This is square.This is white.I step on it when I hit the ball.What is it ?It is a base.

6

This is blue.This is soft.I wear it on my head.What is it ?It is a hat.

7

This is long.This is food.I eat it in a bun.What is it ?It is a hot dog.

8

Let’s play baseball.Go team !

The End

© 2013 n2yULS, Summer 2013

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 1, Leveled Book, What Is It?, Level D

What Is It?

by Amy Bihn

Level A


Lesson 1, Leveled Book, What Is It?, Level A© 2013 n2yULS, Summer 2013

1

What is this ?

2

It is a bat.

3

It is a baseball.

4

It is a glove.

5

It is a base.

6

It is a hat.

7

It is a hot dog.

8

Let’s play baseball !

The End


ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 1, Leveled Book, What Is It?, Level A

What Is It?

by Amy Bihn

Level aa


Lesson 1, Leveled Book, What Is It?, Level aa© 2013 n2yULS, Summer 2013

1

What is this ?

2

Bat.

3

Baseball.

4

Glove.

5

Base.

6

Hat.

7

Hot dog.

8

Baseball !

The End


ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 1, Leveled Book, What Is It?, Level aa

noyes

What Is It?


ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 1, Leveled Book, What Is It?

have

hit

catch

guess

throw

step

long

white

brown

round

red

square

wear go blue soft

baseball

stripe

base

bun

wood

baseball

head

hot dog

bat

glove

food

team




Reading Standards for Literature • Key Ideas and Details: Answer questions about key details of a story. Retell a familiar story, including key details. Which of your state standards are aligned to these instructional targets?

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

1. What is long and made of wood? (ball, bat, hot dog) 2. What do baseball players throw? (baseball, book, base) 3. What is brown and fits on your hand? (bear, baseball, glove) 4. What do baseball players wear on their heads? (hat, shoes, glove) 5. What is a long food to eat at a baseball game? (popcorn, pretzel, hot dog)

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

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

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

Differentiated Tasks

Level 3 Level 2 Level 1 • Students will independently read who,

what, where, when or why questions about a story and write, speak or select an answer.

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

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

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

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

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

Resources and Materials Notes

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



Standards Connection Lesson 2 Instructional Targets

Reading Standards for Literature • Key Ideas and Details: Retell a familiar story, including key details. Standards for Speaking and Listening • Comprehension and Collaboration: Ask and answer questions about text read aloud or information presented orally. • Presentation of Knowledge and Ideas: Communicate in sentences or multi-word expressions relevant to a task or topic. Standards for Language • Knowledge of Language: Apply conventions of language to communicate (begins in grade 2).


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

idea and key details. • Students will ask and answer questions during

content-specific topics and tasks. • Students will communicate in sentences. • Students will use language structures to

express spoken or written sentences.


• Students will answer questions by using picture supports during content-specific topics and tasks.

• Students will communicate messages in multi-word responses.

• Students will use language structures when speaking or writing.


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

• Students will communicate, using supported modes of expression.

• Students will use language structures to express an idea.

Story retell is a means of building communication skills. Use the comprehension questions and the communication board to arrange sentences or pictures to support retelling. Development of this skill should continue over several days. Begin each day with reading the story and focusing on the comprehension questions to extend student understanding of the story’s ideas and details and to build communication and language skills. This connection page will continue the support of story retell.

Main idea: What is the message in this story?

Arrange pictures or words to begin sentences.

Who or What Action

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

ball

1. What is long and made of wood?

2. What do baseball players throw?

3. What is brown and fits on your hand?

4. What do baseball players wear on their heads?

5. What is a long food to eat at a baseball game?

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 2, Read & Answer, What Is It?, Level 3

bat hot dog

baseball book base

bear baseball glove

hat

popcorn

shoes

pretzel

glove

hot dog

Name: _____________________What Is It?


ball

1. What is long and made of wood?

2. What do baseball players throw?

3. What is brown and fits on your hand?

4. What do baseball players wear on their heads?

5. What is a long food to eat at a baseball game?


bat hot dog

baseball book base

bear baseball glove

hat

popcorn

shoes

pretzel

glove

hot dog

Name: _____________________What Is It?


What Is It?


1. What is long and made of wood ?

2. What do baseball players throw ?


What Is It?

3. What is brown and fi ts on your hand ?

4. What do baseball players wear on their heads ?



What Is It?

5. What is a long food to eat at a baseball game ?

popcorn pretzel hot dog



hat shoes glove

bear baseball glove

baseball book base

ball bat hot dog

What Is It?

© 2013 n2y ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 2, Read & Answer, What Is It?, Level 1ULS, Summer 2013




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

are adapted to student reading level. Reading Standards for Foundational Skills • Print Concepts: Demonstrate understanding of print features (left to right, page to page, etc.). • Fluency: Read appropriately leveled text with purpose and understanding. Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan Easy Read Book: Baseball Season This lesson presents an Easy Read Book. The book follows a sequence to introduce beginning, middle and end concepts of story reading. It also presents the characters, setting and events of a story. In this story, students will learn about Drew’s favorite season of the year: baseball season. This is a story about a little boy who is on a baseball team. Drew practices with his dad, listens to his coach and catches a ball. This book is identified as a Level E. Multiple readings of the book will provide students with repeated opportunities to build individual reading skills. • Do a picture walk. Discuss the characters and actions from the pictures. Help students make predictions about what will happen next in the

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

reading words. Have students use decoding skills to identify unfamiliar words. • Support student reading, using the communication board to do so. • Follow up reading by discussing the rules of baseball and being on a team. Have students sequence the events of the story. Ask, “What did

Drew do first? Second? Last?”

Standards Connection • Use the book features and the pictures to continue interaction with the book. • Have students locate the title, the author and the illustrator of the book. • Invite students to identify and describe characters, setting and events from the story pictures.

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

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

literature stories and poems that have been adapted to student reading level.

• Students will independently demonstrate basic print concepts (tracking from left to right and from page to page, etc.) during shared story reading.

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

• Students will read supported and shared literature stories and poems that have been adapted to student reading level.

• Students will participate in basic print concepts (page turning, pointing to words and pictures, etc.) during shared story reading.

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

• Students will actively participate in supported reading of literature stories and poems that have been adapted to student ability level.

• Students will attend to shared story reading, giving supported indicators to turn the page or read more.

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

Resources and Materials Notes Easy Read Book: Baseball Season Communication board Standards Connection Lesson 3




Reading Standards for Literature • Key Ideas and Details: Identify characters, setting and events in a story. • Integration of Knowledge and Ideas: Use illustrations to describe characters and events in a story. Reading Standards for Informational Text • Craft and Structure: Use text features to locate key information in a text.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will locate the title, author and

illustrator of a story. • Students will describe characters, setting and

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

based on illustrations from a story.

• Students will locate the title of a story. • Students will use picture supports to identify

characters, setting and events from a story. • Students will point to pictures within a story to

identify named characters and events.

• Students will make a selection to indicate the title of a book.

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


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

What is the name of this story?

Who wrote this story?

Who drew the pictures in this story?

_______________________________________________________________________________________________

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

Where did this story happen?

What happened in this story? Describe the event.

by Amy BihnIllustrated by Alex Wheeler

Baseball Season

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 3, Easy Read Book, Baseball Season, Level E

Level E


1

It is Drew’s favorite time of the year. The grass is green. The weather is warm. It is baseball season !

2

Drew is on the Blue Jays team. He gets his glove, his bat, his hat and his ball. He also gets his dad. It is time to practice !

3

Drew practices throwing with his dad. Drew practices catching with his dad. Drew practices hitting with his dad. It is time for a game !

4

Drew goes to his fi rst baseball game. He talks to his teammates. He listens to his coach. It is time to bat !

5

Drew goes to the plate. He swings and misses. “Strike one !” He swings and misses again. “Strike two !” He swings and hits the ball. It is time to run !

6

Drew runs to fi rst base. He runs fast. The ball gets to fi rst base before Drew. Drew is out ! It is time to catch !

7

Drew plays in the outfi eld. He cheers for the pitcher. He hears the ball hit the bat. He looks up. The ball is in the air ! It is time to put the glove up.

8

Drew catches the ball in his glove. The batter is out ! Drew smiles. He loves baseball.

The End

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 3, Easy Read Book, Baseball Season, Level E


noyes

throw

hit

strike

Drew

glove

favorite

bat

time

hat

cheer dad plate

weather

game first base

practice

catch

miss

run

love outfield pitcher coachsmile

green

warm

first

fast

out

ball

baseball seasongrass

batter

year

Baseball Season

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 3, Easy Read Book, Baseball Season





Reading Standards for Literature • Key Ideas and Details: Answer questions about key details of a story. Retell a familiar story, including key details. Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan

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

1. Who is this story about? (Drew, dad, coach) 2. Who does Drew practice with? (coach, dad, blue jay) 3. What does Drew use to hit the ball? (glove, bat, hot dog) 4. What does Drew catch? (baseball, football, ladybug) 5. Where does Drew catch the ball? (in his hat, on his foot, in his glove)

Build on comprehension by having students retell the story.

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

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



Level 3 Level 2 Level 1 • Students will independently read who,

what, where, when or why questions about a story and write, speak or select an answer.

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

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


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



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





Reading Standards for Literature • Key Ideas and Details: Retell a familiar story, including key details. Standards for Speaking and Listening • Comprehension and Collaboration: Ask and answer questions about text read aloud or information presented orally. • Presentation of Knowledge and Ideas: Communicate in sentences or multi-word expressions relevant to a task or topic. Standards for Language • Knowledge of Language: Apply conventions of language to communicate (begins in grade 2).

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

idea and key details. • Students will ask and answer questions during

content-specific topics and tasks. • Students will communicate in sentences. • Students will use language structures to

express spoken or written sentences.









Story retell is a means of building communication skills. Retelling enhances student discourse abilities and reveals the level of understanding students have reached. Use the comprehension questions and communication board to arrange sentences or pictures to support retelling. Development of this skill should continue over several days. Begin each day with reading the story and focusing on the comprehension questions to extend student understanding of ideas and details and to build communication and language skills.

Main Idea:

What is the message in this story?

Who is this story about?

Arrange pictures or words to tell the story.

In the beginning…

Then…

At the end…

Drew

1. Who is this story about?

2. Who does Drew practice with?

3. What does Drew use to hit the ball?

4. What does Drew catch?

5. Where does Drew catch the ball?

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 4, Read & Answer, Baseball Season, Level 3

dad coach

coach dad blue jay

glove bat hot dog

baseball football ladybug

Name: _____________________Baseball Season


in his hat on his foot in his glove

Drew

1. Who is this story about?

2. Who does Drew practice with?

3. What does Drew use to hit the ball?

4. What does Drew catch?

5. Where does Drew catch the ball?


dad coach

coach dad blue jay

glove bat hot dog

baseball

in his hat

football

on his foot

ladybug

in his glove

Name: _____________________Baseball Season


Baseball Season


1. Who is this story about ?

2. Who does Drew practice with ?


Baseball Season

3. What does Drew use to hit the ball ?

4. What does Drew catch ?



Baseball Season

5. Where does Drew catch the ball ?

in his hat on his foot in his glove



baseball football ladybug

glove bat hot dog

coach dad blue jay

Drew dad coach

Baseball Season






Reading Standards for Foundational Skills • Phonics and Word Recognition: Read high-frequency sight words. • Print Concepts: Recognize letters of the alphabet. Which of your state standards are aligned to these instructional targets?


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

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


Level 3 Level 2 Level 1 • Students will independently read

high-frequency words. • Students will name selected letters of the

alphabet.

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

• Students will point to a named letter from a choice of three letters.

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

• Students will make a selection to choose a letter from a choice of three letter options (errorless choice).


List 1 word wall cards: this, it, what, he, and, can List 2 word wall cards: ball, hand, time, long, play, out

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 5, High-Frequency Word Wall





Reading Standards for Foundational Skills • Phonics and Word Recognition: Read high-frequency sight words. Apply basic phonics skills to read new words. Standards for Language • Conventions of Standard English: Correctly spell words with common spelling patterns. Which of your state standards are aligned to these instructional targets?


High-Frequency Spelling List 1 Students need multiple and varied experiences with high-frequency words before these are automatically recognized and read. These lesson experiences include writing and spelling words within meaning-making sentences and as part of sound-symbol associations. Spelling List 1: this, it, what, he, and, can • Select spelling list appropriate for each student (text or pictures). • With your students, review words from the story and the word wall. • Students will practice writing words on dotted line or letter fill-in worksheets.

Choose the most appropriate worksheet on the basis of each student’s needs. Level 3 is text only. Level 2 is symbol-supported. Level 1 is written in a sentence strip format for students who may require alternative forms of responding. Follow up spelling activities with a “spelling test.” Encourage students to write and use words in other reading and writing contexts. Additional ideas for word study instruction are provided in the ULS Instructional Guides: Word Study. Fill-in • Students will practice writing words in sentences or fill in with

cutout words or pictures.

1. My mom _____ dad work hard. (and) 2. My brother _____ throw a football. (can) 3. I want _____ one. (this) 4. Drew is here. _____ can play too. (He) 5. _____ do you want for lunch? (What) 6. Did you see _____ run? (it)

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

Students may write words or use cutout words or pictures.

1. What word starts like why? (what) 2. What word rhymes with man? (can) 3. What word starts like that? (this) 4. What word starts like ant? (and) 5. What word rhymes with bee? (he) 6. What word ends like hot? (it)


Level 3 Level 2 Level 1 • Students will independently read

high-frequency words. • Students will independently read and write

words by applying letter-sound correspondences.

• Students will read new words by decoding initial, final and vowel sound knowledge.

• Students will spell and write words with common spelling patterns.


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

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


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


Worksheets and sentence-strip cards Picture/Word cards and Word cards with high-frequency words: this, it, what, and, he, can

High-FrequencySpelling List #1


ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 6, High-Frequency Spelling List #1

can

this this

it it

what what

and and

he he

can can© 2013 n2yULS, Summer 2013


Spelling List #1

can© 2013 n2yULS, Summer 2013

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 6, High-Frequency Spelling List #1, Fill-In Level 3

1. My mom ___________ dad work hard.

2. My brother ___________ throw a football.

3. I want ___________ one.

4. Drew is here. ___________ can play too.

5. ___________ do you want for lunch?

6. Did you see ___________ run?

this it What

and He can

Spelling List #1



it What He andcan

this

Spelling List #1


1. My mom ___________ dad work hard.

2. My brother ___________ throw a football.

3. I want ___________ one.

4. Drew is here. ___________ can play too.

5. ___________ do you want for lunch?

6. Did you see ___________ run?

it What

He and

this it What


can

Spelling List #1

this


He and can

1. My mom _________ dad work hard.

Spelling List #1

2. My brother _________ throw a football.



Spelling List #1


3. I want _________ one.

4. Drew is here. _________ can play too.


Spelling List #1


5. _________ do you want for lunch ?

6. Did you see _________ run ?

?

?


ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 6, High-Frequency Spelling List #1, Word Study Level 3

1. What word starts like why ? ___________

2. What word rhymes with man ? ___________

3. What word starts like that ? ___________

4. What word starts like ant ? ___________

5. What word rhymes with bee ? ___________

6. What word ends like hot ? ___________

this it what

he and can

Spelling List #1



Spelling List #1


1. What word starts like why ? ___________

2. What word rhymes with man ? ___________

3. What word starts like that ? ___________

4. What word starts like ant ? ___________

5. What word rhymes with bee ? ___________

6. What word ends like hot ? ___________

it what he andcan

this


Spelling List #1


it what

he and

this it what

can

this

he and can

Spelling List #1

1. What word starts like why ?

2. What word rhymes with man ?



Spelling List #1

3. What word starts like that ?

4. What word starts like ant ?



Spelling List #1

5. What word rhymes with bee ?


6. What word ends like hot ?





Reading Standards for Foundational Skills • Phonics and Word Recognition: Read high-frequency sight words. Apply basic phonics skills to read new words. Standards for Language • Conventions of Standard English: Correctly spell words with common spelling patterns. Which of your state standards are aligned to these instructional targets?


High-Frequency Spelling List 2 Students need multiple and varied experiences with high-frequency words before these are automatically recognized and read. These lesson experiences include writing and spelling words within meaning-making sentences and as part of sound-symbol associations. Spelling List 2: ball, hand, time, long, play, out • Select spelling list appropriate for each student (text or pictures). • With your students, review words from the story and the word wall. • Students will practice writing words on dotted line or letter fill-in worksheets.

Choose the most appropriate worksheet on the basis of each student’s needs. Level 3 is text only. Level 2 is symbol-supported. Level 1 is written in a sentence strip format for students who may require alternative forms of responding. Follow up spelling activities with a “spelling test.” Encourage students to write and use words in other reading and writing contexts. Additional ideas for word study instruction are provided in the ULS Instructional Guides: Word Study. Fill-in • Students will practice writing words in sentences or fill in with

cutout words or pictures. 1. She threw the _____ to the batter. (ball) 2. We will _____ baseball. (play) 3. Three strikes and you are _____. (out) 4. What _____ is it? (time) 5. You have _____ hair. (long) 6. I have a cut on my _____. (hand)

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

Students may write words or use cutout words or pictures. 1. What word starts like little? (long) 2. What word rhymes with call? (ball) 3. What word starts like top? (time) 4. What word starts like house? (hand) 5. What word rhymes with day? (play) 6. What word ends like cat? (out)


Level 3 Level 2 Level 1 • Students will independently read high-

frequency words. • Students will independently read and

write words by applying letter-sound correspondences.

• Students will read new words by decoding initial, final and vowel sound knowledge.








Worksheets and sentence-strip cards Picture/Word cards and Word cards with high frequency words: ball, hand, time, long, play, out




ball ball

hand hand

time time

play play

long long

out out© 2013 n2yULS, Summer 2013


Spelling List #2



1. She threw the ___________ to the batter.

2. We will ___________ baseball.

3. Three strikes and you are ___________.

4. What ___________ is it?

5. You have ___________ hair.

6. I have a cut on my ___________.

ball hand time

long play out

Spelling List #2



hand time long play outball

Spelling List #2


1. She threw the ___________ to the batter.

2. We will ___________ baseball.

3. Three strikes and you are ___________.

4. What ___________ is it?

5. You have ___________ hair.

6. I have a cut on my ___________.

hand time

long play

ball hand time


out

Spelling List #2

ball

long play out


1. She threw the _________ to the batter.

Spelling List #2

2. We will _________ baseball.



Spelling List #2


3. Three strikes and you are _________.

4. What _________ is it ??

+


Spelling List #2


5. You have _________ hair.

6. I have a cut on my _________.



1. What word starts like little ? ___________

2. What word rhymes with call ? ___________

3. What word starts like top ? ___________

4. What word starts like house ? ___________

5. What word rhymes with day ? ___________

6. What word ends like cat ? ___________

ball hand time

long play out

Spelling List #2



Spelling List #2


1. What word starts like little ? ___________

2. What word rhymes with call ? ___________

3. What word starts like top ? ___________

4. What word starts like house ? ___________

5. What word rhymes with day ? ___________

6. What word ends like cat ? ___________

hand time long play outball


Spelling List #2


hand time

long play

ball hand time

out

ball

long play out

Spelling List #2

1. What word starts like little ?

2. What word rhymes with call ?



Spelling List #2

3. What word starts like top ?

4. What word starts like house ?



Spelling List #2

5. What word rhymes with day ?


6. What word ends like cat ?





Reading Standards for Foundational Skills • Phonological Awareness: Identify rhyming words. Blend onset and rime to identify a spoken word. Which of your state standards are aligned to these instructional targets?


Word Families Teaching children about onset and rime helps them recognize common chunks within words. This can help students decode new words when reading and spell words when writing. Onset is the initial consonant in a one-syllable word. Rime includes the remaining sounds, including the vowel and any sounds that follow. Increase students’ skills with onset and rime with these activities. Word Rime: ice and Onset: m, r, d, pr • On the rime board, add an onset letter to make a new word. Say, “Start with ice and add a m to make mice.” Have students match the word

with the picture of mice. Use the word mice in a sentence. • Continue in the same manner with all onset sounds and letters (rice, dice, price). Word Rime: ug and Onset: r, t, b, d • On the rime board, add an onset letter to make a new word. Say, “Start with ug and add a r to make rug.” Have students match the word

with the picture of a rug. Use the word rug in a sentence. • Continue in the same manner with all onset sounds and letters (tug, bug, dug). Rime Sentences • Extend the activity by reading rime sentences. Read the sentence aloud as students read the word rime in each line. This exercise may be

made into a four-page booklet for take-home reading. Rhyming Words • Use the picture cards to match rhyming words. Create sentences for rhyme play; for example, say, “What is the price of the rice?” Phonemic Awareness • Ideas for phonemic awareness instruction are provided in the ULS Instructional Guides: Phonemic Awareness.



Level 3 Level 2 Level 1 • Students will name two words that rhyme. • Students will blend onset and rime to

state a series of rime words.

• Students will match pictures of two rhyming words read aloud.

• Students will point to or select a named word rime.

• Students will select a picture of a word that rhymes with a named word (errorless choice).

• Students will select a picture of a named word rime (single option choice).


Rime board (with ice) Onset letter cards: m, r, d, pr Picture cards, Pictures/Word cards and Word cards: mice, rice, dice, price Rime board (with ug) Onset letter cards: r, t, b, d Picture cards, Pictures/Word cards and Word cards: rug, tug, bug, dug Rime sentences

ice

ug

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 8, Word Families


m

mice rice dice price


r d prELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball Game

Lesson 8, Word Families© 2013 n2yULS, Summer 2013

r

rug tug bug dug

rug tug bug dug

t b dELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball Game

Lesson 8, Word Families© 2013 n2yULS, Summer 2013

What is the price of the dice?

The mice will buy the rice.What is the price of the rice?

The mice will roll the dice as they eat the rice.



The bug dug a hole in the rug.

The bug was under the rug.I gave the rug a tug.

The bug will tug on the rug.






Reading Standards for Foundational Skills • Phonological Awareness: Identify rhyming words. Blend onset and rime to identify a spoken word. Distinguish initial, medial and final

sounds in a spoken word. • Phonics and Word Recognition: Use letter-sound matches to decode words. Apply basic phonics skills to read new words. Standards for Language • Conventions of Standard English: Correctly spell words with common spelling patterns. Which of your state standards are aligned to these instructional targets?


Word Rime Spelling List 3 In order to grow as readers, students need to learn skills for decoding unfamiliar words. Students gain skills confidence as instruction on onset and rime is applied to meaning-making sentences, as well as word study activities. Spelling List 3 • Word Rime ice and Onset: mice, rice, dice, price • Select a spelling list appropriate for each student (with text or pictures). • Students will practice writing words on a dotted line or letter fill-in worksheets. Choose the most appropriate worksheet on the basis of each student’s needs. Level 3 is text only. Level 2 is symbol-supported. Level 1 is written in sentence strip format for students who may require alternative forms of responding. Follow up spelling activities with a “spelling test.” Encourage students to write and use words in other contexts. Additional ideas for word study instruction are provided in the ULS Instructional Guides: Word Study. Fill-in • Students will practice writing words in sentences or fill in with

cutout words or pictures. 1. I roll the _____ in the game. (dice) 2. What is the _____ of the milk? (price) 3. There are two _____ in the hole. (mice) 4. We made chicken and _____. (rice)

Word Work • Students will analyze words to complete the word work. Students

may write words or use cutout words or pictures. 1. What word starts like milk? (mice) 2. What word starts like present? (price) 3. What word starts like door? (dice) 4. What word starts like red? (rice)


Level 3 Level 2 Level 1 • Students will blend onset and rime to state

a series of rime words. • Students will independently read and


• Students will read new words by applying initial, final and vowel sound knowledge.








Worksheets and sentence strips Picture/Word cards and Word cards with rime words: mice, rice, dice, price

mice

rice

dice

price

mice

rice

Word RimeSpelling List #3


dice

price

ELEM, Summer Unit, History and Physical Science, Take Me Out to a Ball GameLesson 9, Word Rime Spelling List #3


Spelling List #3




1. I roll the ___________ in the game.

2. What is the ___________ of the milk?

3. There are two ___________ in the hole.

4. We made chicken and ___________.

Spelling List #3

ELEM, Summer Unit, History and Physical Science, Take Me Out to a Ball GameLesson 9, Word Rime Spelling List #3, Level 3


pricemice rice dice

Spelling List #3



1. I roll the ___________ in the game.

2. What is the ___________ of the milk?

3. There are two ___________ in the hole.

4. We made chicken and ___________.

mice rice

dice

mice

dice rice

rice

price

Spelling List #3



1. I roll the _________ in the game.

2. What is the _________ of the milk ??

Spelling List #3



3. There are two _________ in the hole.

4. We made chicken and _________.+

Spelling List #3



2

1. What word starts like milk ? ___________

2. What word starts like present ? ___________

3. What word starts like door ? ___________

4. What word starts like red ? ___________


Spelling List #3



pricemice rice dice

Spelling List #3



1. What word starts like milk ? ___________

2. What word starts like present ? ___________

3. What word starts like door ? ___________

4. What word starts like red ? ___________

mice rice

dice

mice

dice price

rice

price

Spelling List #3



1. What word starts like milk ?

2. What word starts like present ?

Spelling List #3



3. What word starts like door ?

4. What word starts like red ?

Spelling List #3






Reading Standards for Foundational Skills • Phonological Awareness: Identify rhyming words. Blend onset and rime to identify a spoken word. Distinguish initial, medial and final

sounds in a spoken word. • Phonics and Word Recognition: Use letter-sound matches to decode words. Apply basic phonics skills to read new words. Standards for Language • Conventions of Standard English: Correctly spell words with common spelling patterns. Which of your state standards are aligned to these instructional targets?


Word Rime Spelling List 4 In order to grow as readers, students need to learn skills for decoding unfamiliar words. Students gain skills confidence as instruction on onset and rime is applied to meaning-making sentences as well as word study activities. Spelling List 4 • Word Rime ug and Onset: rug, tug, bug, dug • Select a spelling list appropriate for each student (with text or pictures). • Students will practice writing words on dotted line or letter fill-in worksheets. Choose the most appropriate worksheet on the basis of each student’s needs. Level 3 is text only. Level 2 is symbol-supported. Level 1 is written in sentence strip format for students who may require alternative forms of responding. Follow up spelling activities with a “spelling test.” Encourage students to write/use words in other contexts. Additional ideas for word study instruction are provided in the ULS Instructional Guides: Word Study. Fill-in • Students will practice writing words in sentences or fill in with

cutout words and pictures. 1. There is a _____ on the tree. (bug) 2. I swept the _____. (rug) 3. The dog will _____ on the toy. (tug) 4. He _____ a hole in the garden. (dug)

Word Work • Students will analyze the words to complete the word work.

Students may write words or use cutout words and pictures. 1. What word starts like dive? (dug) 2. What word starts like rain? (rug) 3. What word starts like time? (tug) 4. What word starts like bat? (bug)


Level 3 Level 2 Level 1 • Students will blend onset and rime to

state a series of rime words. • Students will independently read and










Worksheets and sentence strips Picture/Word cards and Word cards with rime words: rug, tug, bug, dug

rug

tug

bug

dug

rug

tug



bug

dug

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 10, Word Rime Spelling List #4


Spelling List #4



rug tug bug dug

1. There is a ___________ on the tree.

2. I swept the ___________.

3. The dog will ___________ on the toy.

4. He ___________ a hole in the garden.

Spelling List #4

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 10, Word Rime Spelling List #4, Level 3


dugrug tug bug

Spelling List #4



1. There is a ___________ on the tree.

2. I swept the ___________.

3. The dog will ___________ on the toy.

4. He ___________ a hole in the garden.

rug tug

bug

rug

bug dug

tug

dug

Spelling List #4



1. There is a _________ on the tree.

2. I swept the _________.

Spelling List #4



3. The dog will _________ on the toy.

4. He _________ a hole in the garden.

Spelling List #4



1. What word starts like dive ? ___________

2. What word starts like rain ? ___________

3. What word starts like time ? ___________

4. What word starts like bat ? ___________

rug tug bug dug

Spelling List #4



dugrug tug bug

Spelling List #4



1. What word starts like dive ? ___________

2. What word starts like rain ? ___________

3. What word starts like time ? ___________

4. What word starts like bat ? ___________

rug tug

bug

rug

bug dug

tug

dug

Spelling List #4



1. What word starts like dive ?

2. What word starts like rain ?

Spelling List #4



3. What word starts like time ?

4. What word starts like bat ?

Spelling List #4






Reading Standards for Foundational Skills • Print Concepts: Recognize letters of the alphabet. • Phonological Awareness: Distinguish initial, medial and final sounds in a spoken word. • Phonics and Word Recognition: Use letter-sound matches to decode words. Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan Word Sort: b, j, k, n, v, sw

Word Sort activities continue to build alphabetic principle and letter-sound associations. These emerging reading skills increase students’ strategies for decoding unfamiliar words they may encounter in text materials.

Present the consonant sound and letter to the student. Depending on each student’s ability level, the number of letters and sounds to be taught each month may vary. Have students sort the pictures that begin with each sound. Instructional supports may include saying words aloud for the student or using the text on the picture/word card to have students match the initial sound or letter to a letter card.

b: bat, baseball, base n: nail, nap, nest j: jacket, jeep, juice v: vacation, vase, vine

k: kitchen, kiwi, karate sw: swim, swan, sweep

• Pictures are provided with and without text. Select pictures that best support the student in this skill area. • Build vocabulary meaning from these words by describing pictures, using in-context sentences and acting out.

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

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

Word Study • Present word cards that begin with different letters or sounds. Using one card at a time, read aloud a word for students to identify by its

initial sound. • Additional ideas for word study instruction are provided in the ULS Instructional Guides: Word Study.

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


Differentiated Tasks Level 3 Level 2 Level 1 • Students will name selected letters of

the alphabet. • Students will name the beginning or

ending sound of a word. • Students will independently read and


• Students will point to a named letter from a choice of three letters.

• Students will match two words that begin with the same sound.


• Students will make a selection to choose a letter from a choice of three letter options (errorless choice).

• Students will select a picture of a word that begins with the same sound as a named word (errorless choice).


Resources and Materials Notes Letter, Picture and Picture/Word cards Standards Connection Lesson 11

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

http://symbolstix.n2y.com/




Reading Standards for Foundational Skills • Phonological Awareness: Match spoken words to pictures within phonological awareness activities. Demonstrate an

understanding of syllables and sounds within spoken words.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will tap or clap sounds or syllables of

a spoken word. • Students will participate in a supported tap or

clap to indicate sounds or syllables in a word. • Students will participate in a supported tap or

clap to indicate sounds or syllables in a word. Phonological awareness is a process through which students hear sounds and sound parts within words. This process is another critical skill in developing ease with word recognition, the ability to use letters to decode an unfamiliar word.

Present a picture.

Listen to the word. How many parts are in this word? Let’s clap to see. (Clap the number of syllables.)

Present two pictures. Say the name of one of the pictures by using phonemic blending; for example, cat is pronounced /c/ /a/ /t/.

Listen. (Say word sounds.) What word did you hear? (Present the two pictures for picture selection.)




Reading Standards for Foundational Skills • Phonological Awareness: Distinguish initial, medial and final sounds in a spoken word. • Phonics and Word Recognition: Use letter-sound matches to decode words.

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

words by applying letter-sound correspondences.




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

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

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

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

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

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

Use the word cards to sound out the first sounds.

Look at this word. Let’s start with the sound (say together).

Find a picture of this word. Say the word.

B bJ jK k

ELEM, Unit 16, History and Physical Science, Take Me Out to the Ball GameLesson 11, Word Sort


N nV v

Sw swELEM, Unit 16, History and Physical Science, Take Me Out to the Ball Game

Lesson 11, Word Sort© 2013 n2yULS, Summer 2013

bat baseball

base jacket

jeep juice



kitchen kiwi

karate nail

nap nest



vacation vase

vine swim

swan sweep






Reading Standards for Literature and Informational Text • Craft and Structure: Identify words and phrases that contribute to meaning in a text. Standards for Language • Vocabulary Acquisition and Use: Use context and word clues to determine the meaning of unknown or multiple-meaning words within text.

Sort words into categories. When speaking, use words and phrases acquired through reading and conversation. Which of your state standards are aligned to these instructional targets?


Vocabulary Match Game: Baseball Time Vocabulary refers to the words we must know to communicate effectively. In general, vocabulary can be described as oral vocabulary or reading vocabulary. Oral vocabulary refers to words that we use in speaking or recognize in listening. Reading vocabulary refers to words we recognize or use in print. Vocabulary plays an important part in learning to read. Readers use the words they have heard to make sense of the words they see in print. In Lessons 1–11, students have been learning baseball and the techniques of the game. In this lesson, students will review vocabulary from the stories pertaining to baseball: baseball, bat, pitcher, umpire, batter, strike, glove, base, helmet. Refer to the books in Lessons 1 and 3 to attach content meaning to these words as students review them. Follow this lesson to help students build word meaning. Build Word Meaning • Select a word or a picture. Name it. Use the word or have students use the word in a sentence. • Present words or pictures on a chart or whiteboard. Describe the words for identification. • Select a word and act it out. • Have students identify categories for the words. Have students determine if the word is a person, a place, a thing, an action or a descriptor. Follow the rules to play a Match Game. • Word cards with picture symbols may be used for word recognition and the word wall. • Game playing builds turn-taking skills. Support this activity by using the communication board.

Additional ideas for vocabulary instruction are provided in the ULS Instructional Guides: Vocabulary.


Level 3 Level 2 Level 1 • Students will describe the meaning of a

word based on how it is used in a text passage.

• Students will sort like words into appropriate categories.

• Students will use topic words in conversation.

• Students will sort pictures into appropriate categories.

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

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

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

• Students will make a selection to indicate a picture within a given category (errorless choice).

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


Game Rules Two sets of Picture/Word cards and Picture cards: baseball, bat, pitcher, umpire, batter, strike, glove, base, helmet Sentence strip word cards with pictures Communication board Category wheel



Match Game Rules1. Put the cards face down on the table.

2. Pick who will go fi rst.

3. Player 1 turns over a card. Say the name of the card.

4. Player 1 turns over another card. Say the name of that card.

5. Do they match?

YES - Player keeps the match. NO - Player turns the cards over again.

6. Who is next? Everyone takes a turn.

When all the cards are gone: Count the matches. Who has the most? Cheer for the winner!

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 12, Vocabulary Match Game, Baseball Time


baseball bat

pitcher umpire

batter strike



glove base

helmet baseball

bat pitcher



umpire batter

strike glove

base helmet



baseball

pitcher

bat

umpireELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball Game

Lesson 12, Vocabulary Match Game, Baseball Time© 2013 n2yULS, Summer 2013

batter

glove

strike

baseELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball Game

Lesson 12, Vocabulary Match Game, Baseball Time© 2013 n2yULS, Summer 2013

helmet



my turn

That’sthe same.

That’s not the same.

baseball

umpire

glove

bat

batter

base

pitcher

strike

helmet

your turn

noyes

Baseball Time



1. Cut out the category wheel and the spinner.

2. Attach a brass fastener through the spinner and the category wheel at the center hole.






Reading Standards for Foundational Skills • Print Concepts: Identify organizational features of a sentence (first word, ending punctuation, etc.). Standards for Language • Conventions of Standard English: Demonstrate conventions of standard English when speaking or writing, including uppercase and

lowercase letters, common nouns, verbs, pronouns, adjectives, question words, conjunctions and prepositions. Identify and use beginning capitalization and capitalization of names. Identify and use ending punctuation.

• Knowledge of Language: Apply conventions of language to communicate (begins in grade 2). Which of your state standards are aligned to these instructional targets?


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

Standards Connection • When the sentence is complete, identify words that show action (verbs), words that name a person, place or thing (nouns) or words that

describe (adjectives).

Differentiated Tasks Level 3 Level 2 Level 1 • Students will “read” or point to a named

text word or words, within a text sentence. • Students will use language structures to

express spoken or written sentences. • Students will demonstrate conventions of

spoken and written language, including a variety of nouns, verbs and adjectives.

• Students will demonstrate conventions of written language, including beginning capitalization in sentences and names.

• Students will demonstrate conventions of written language, including end punctuation.

• With picture supports, students will point to a named text word within a sentence or a choice of three words.


• Students will use language conventions to combine three or more words, including nouns, verbs and adjectives, when expressing a spoken or written idea.

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

• Students will select a named text word that has been paired with a picture.


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

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

Resources and Materials

Sentences for What Is It?: What is this? It is a glove. This fits on my hand.

Sentences for Baseball Season: It is baseball season. Drew runs to first base. He loves baseball.






Standards for Language • Conventions of Standard English: Demonstrate conventions of standard English when speaking or writing, including

uppercase and lowercase letters, common nouns, verbs, pronouns, adjectives, question words, conjunctions and prepositions.

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

spoken and written language, including a variety of nouns, verbs and adjectives.

• Students will use language conventions to combine three or more words, including nouns, verbs and adjectives, when expressing a spoken or written idea.

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

Select words from the unit sentences and identify them as belonging to categories: noun, verb or adjective. Ask, “Can these words be arranged to make a new sentence?” Posters describing word parts are provided in the ULS Instructional Tools: Word Parts.

Noun A word that names a person, place or thing

Verb A word that shows an action

Adjective A word that describes something

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 13, Scrambled Sentences, Level 1 & 2

What is Itthis?


glove.is a This

hand.on myfi ts


It

baseball season

runs


Drewis

to Hefi rst base


loves


baseball.

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 13, Scrambled Sentences, Level 3

What is Itthis?


glove.is a This

hand.on myfi ts



It

baseball season

runs Drewis

to Hefi rst base


loves


baseball.




Standards for Writing • Text Types and Purposes: Generate an informational text about a topic, including details. Standards for Speaking and Listening • Presentation of Knowledge and Ideas: Communicate in sentences or multi-word expressions relevant to a task or topic. Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan Patterned Book: Baseball Stars Learning to write patterned sentences, or those with a repetitive sentence structure, can help students develop concepts about print. Patterned sentences give students the form of sentences, but also allow control over the content through picture or word selections to complete each sentence. In this lesson, students will pose for a picture and create their own baseball card. This activity reinforces different aspects of baseball as well as name recognition. This writing document gives information with details. • As a class, discuss why people might like to collect baseball cards and what kinds of information might be on a baseball card. Review

student learning from the Leveled Book and the Easy Read Book. If possible, bring in baseball cards to show students what baseball cards look like. Discuss how baseball cards have a picture and information on the back about the player.

• Before starting this activity, take a picture of each student wearing a baseball cap, shirt and holding a baseball bat. Students will attach this picture on the patterned book page.

• Students will use the gathered information to write a patterned story. • Students will write or stamp their name to complete the sentence. Names may also be scribed in the space provided.

• _____ is a baseball star.

• Attach all pages to make a book. Have students read the book in chorus. • Allow students to take turns sharing the class book at home.

Differentiated Tasks Level 3 Level 2 Level 1 • With guidance, students will create text

sentences that provide informational details (e.g., Today’s weather is _____. It feels _____.).

• Students will communicate in sentences.

• Students will select pictures with text to complete a sentence that provides information (e.g., Today’s weather is _____.).


• Given errorless choices of pictures, students will make a selection to complete an informational sentence (e.g., _____ is a vegetable.).



Template for patterned book with baseball background



ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 14, Patterned Book, Baseball Stars


EXAMPLE:

_______________ is a baseball star.

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 14, Patterned Book, Baseball Stars


_______________ is a baseball star.




Reading Standards for Literature • Integration of Knowledge and Ideas: Use illustrations to describe characters and events in a story. Standards for Speaking and Listening • Comprehension and Collaboration: Ask and answer questions about text read aloud or information presented orally. Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan Literary Experience: Take Me Out to the Ball Game

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

Read Take Me Out to the Ball Game (ISBN-13: 978-1936140268), written by Jack Norworth, illustrated by Amiko Hirao, performed by Carly Simon. In this story, Katie Casey is a huge baseball fan. She never misses a game and leads the crowd in singing, “Take Me Out to the Ball Game.”

• Do a picture walk. As you go through the story, talk about the different parts of baseball that are represented in the story. Discuss the souvenir and concession stands. Ask, “Why do people want souvenirs? What kind of food can we get at a baseball game?”

• Read the story aloud. Ask questions throughout the story to build student meaning and understanding. • Talk with students about characters, setting and the beginning, middle and end of the story. Connect the story to students’ personal lives

and experiences. • Ask questions to build comprehension of the story. Refer to relevant sections of the story to find answers. Point out the relationship

between pictures and text in the story. • Continue discussion on different items that people might eat at a baseball game. In the song, the foods are peanuts and Cracker Jack® but

there are also many other foods people can get at a game. • Follow up reading and discussion by completing the patterned story board. Help students form a sentence by filling in the blanks. Notice the

“a” before some of the sentence choices. These will fit best in the second blank.

Patterned Story Board • Write a story using the patterned sentence pages. • Students will choose two foods that they like to eat at a ball game. • Complete the sentence by adding the name of the foods or the picture/word cards provided.

Take me out to the ball game. Buy me some _____ and _____.

• Students will read their story aloud or in unison.

Standards Connection • Create a modeled writing story. With student input, write a story to retell what happened in Take Me Out to the Ball Game. Ask questions to

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

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

events based on illustrations from a story. • Students will ask and answer questions

during content-specific topics and tasks.

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




Resources and Materials Notes Patterned story pages Picture/Word cards and Word cards: peanuts, Cracker Jack®, a hot dog, a hamburger, pizza, popcorn, sunflower seeds, a soft pretzel, nachos Standards Connection Lesson 15

Additional supporting pictures may be downloaded from SymbolStix Online, which is available at no cost to all Unique subscribers at: symbolstix.n2y.com Take Me Out to the Ball Game, by Jack Norworth (ISBN-13: 978-1936140268)





Standards for Writing • Text Types and Purposes: Generate a narrative text, including a sequence of events. Standards for Speaking and Listening • Comprehension and Collaboration: Ask and answer questions about text read aloud or information presented orally. • Presentation of Knowledge and Skills: Communicate in sentences or multi-word expressions relevant to a task or topic.

Differentiated Tasks Level 3 Level 2 Level 1 • With guidance, students will create sentences to

tell a story that includes a sequence of events. • Students will ask and answer questions during

content-specific topics and tasks. • Students will communicate in sentences.

• Students will select pictures with text to complete sentences that relate a sequence of events.



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



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

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

What was this story about?

Who was in this story?

Where did this story happen? _________________________________________________________________________________________________________________________

What happened at the beginning of this story?

Tell about something in this story.

What happened next?

How did the story end?

Take Me Out to the Ball Game

Take me out to the ball game.

Buy me some _________________

and _________________.

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 15, Literary Experience, Take Me Out to the Ball Game


+


peanuts Cracker Jack® a hot dog

a hamburger pizza popcorn

sunfl ower seeds a soft pretzel nachos




peanuts Cracker Jack®

a hot dog a hamburger

pizza popcorn

sunfl ower seeds a soft pretzel

nachos




Reading Standards for Literature • Integration of Knowledge and Ideas: Use illustrations to describe characters and events in a story. Standards for Speaking and Listening • Comprehension and Collaboration: Ask and answer questions about text read aloud or information presented orally. Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan Literary Experience: Batter Up Wombat Students need exposure to a variety of literature books to build comprehension and understanding of content. This lesson provides a response to the reading of a literature book that will encourage students to express understanding in a supported activity. Additional literature books related to this unit topic are provided in the ULS Monthly Tools: Supplemental Reading Lists. Batter Up Wombat, by Helen Lester (ISBN-13: 978-0547015491), introduces the different parts of baseball and some of the terminology used. Wombat is new to the game and his teammates are so excited because he is big and they think he will be able to hit the ball really far. The teammates do not take the time to explain the rules and terminology of baseball to Wombat and he is very confused. • Do a picture walk. As you go through the story, talk about the different things that Wombat thinks he is supposed to do and what that

actually means in relation to baseball. As students look at the silly pictures, ask, “Why does this picture look silly?” • Read the story aloud. Ask questions throughout the story to build student meaning and understanding. • Talk with students about characters, setting and the beginning, middle and end of the story. Connect the story to students’ personal lives

and experiences. • Ask questions to build comprehension of the story. Refer to relevant sections of the story to find answers. Point out the relationship

between pictures and text in the story. • Continue discussion on how Wombat ends up being the champion of the game. • Follow up reading and discussion by completing the matching activity.

Matching Activity

• Read each baseball phrase that is commonly heard during baseball games. • Find the two pictures that match the phrase and discuss which one is the correct depiction of the baseball phrase.

Standards Connection Related Writing Activity • As part of the writing standards, students are encouraged to explore and use digital tools for sentence creation. Such items provide another

way to build language and communication skills.

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

events based on illustrations from a story. • Students will ask and answer questions

during content-specific topics and tasks.

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




Resources and Materials Notes Matching Activity Picture/Word cards and Word cards Standards Connection Lesson 16

Additional supporting pictures may be downloaded from SymbolStix Online, which is available at no cost to all Unique subscribers at: symbolstix.n2y.com Batter Up Wombat, by Helen Lester (ISBN-13: 978-0547015491)





Standards of Writing • Production and Distribution of Writing: With guidance and support, use digital tools to produce writing.

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

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

generate a sentence. • With support and adaptive tools, students will

use digital tools to complete a sentence.

The goal of this lesson is to extend the suggested activities by creating a response in a digital format. Ask, “What did you learn from the activities of Lesson 16? Was the book interesting? Is there a part of the book that you want to learn more about?” Suggestions for digital formats may include the following:

Expand the topic by finding digital pictures. Many pictures are available on SymbolStix® Online. Find Google™ images at www.google.com (go to Images in the Menu bar). Type a word. Locate a picture. Copy the picture to disk or print the picture. Pictures may be used in many other digital projects. Insert pictures in a Microsoft® Word® document, PowerPoint® slide show, or another format that allows for text entry. Generate sentences to go with this picture. Students may combine all created pages to make a new book.

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

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

http://www.google.com/

http://www.donjohnston.com/

http://www.readingmadeeasy.com/

http://www.intellitools.com/

http://www.donjohnston.com/

http://www.cricksoft.com/

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 16, Literary Experience, Batter Up Wombat, Template A


Great hit!

He stole third.

Catch a fl y.

Go to the batting cage.

Pitcher threw the ball.

Stand on the plate.

Hit a foul.

Run home.


ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 16, Literary Experience, Batter Up Wombat, Template B

hitting someone hitting the ball with the bat

taking a plate running to another base

catching a fl y catching a ball that was hit

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 16, Literary Experience, Batter Up Wombat


going to a cage with bats

going to a cage to practice hitting

baseballs

ball is falling out of a pitcher

throwing a ball to a batter

standing on a dinner plate

standing on a base

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 16, Literary Experience, Batter Up Wombat


hitting a bird hitting a ball out of bounds

running to your house

running to home plate to score a

point for your team



Lesson 17

Instructional Targets Standards for Writing • Text Types and Purposes: Generate a written text that states an opinion on a topic, including reasons.

Standards for Language • Conventions of Standard English: Demonstrate conventions of standard English when speaking or writing, including uppercase and lowercase letters,

common nouns, verbs, pronouns, adjectives, question words, conjunctions and prepositions. Identify and use beginning capitalization and capitalization of names. Identify and use end punctuation. Correctly spell words with common spelling patterns.

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

Classroom Activities/Lesson Plan Writing Time: Baseball Teams

Writing time is an instructional writing lesson that will extend over several days. Young students need opportunities to see writing modeled, to explore the writing process and to be guided on ways to bring writing into a conventional form. Students with significant motor limitations need this early exposure to understand the writing process. Throughout these writing lessons, make necessary adaptations that will allow all students to participate. The topic for this lesson is favorite baseball teams. Although not all students have been to a professional baseball game, many have been to local high school games or even little league games. They can tell about who they go to the games with, what they get there, such as a souvenir or food, and finally about what they do at the game. • Day 1 Teacher Modeling

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

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

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

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

encourage students to use these words when writing. Some students may use a keyboard for typing, dictating with support by viewing the writing of sentences, pointing to pictures and so on.

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

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

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

Differentiated Tasks Level 3 Level 2 Level 1 • With guidance, students will create text sentences

that state an opinion and offer a reason (e.g., I like _____ because _____.).

• Students will demonstrate conventions of spoken and written language, including a variety of nouns, verbs and adjectives.




• Students will select pictures with text to complete a sentence that states an opinion and offers a reason (e.g., I like _____ because _____.).

• Students will use language conventions to combine three or more words, including nouns, verbs, and adjectives, when expressing a spoken or written idea.



• Given errorless choices of pictures, students will make a selection of pictures to complete a sentence that states an opinion (e.g., I like _____.).

• Students will combine two or more words with picture support during a shared writing or speaking activity.


Resources and Materials Notes Writing process forms Additional supporting pictures may be downloaded from

SymbolStix Online, which is available at no cost to all Unique subscribers at: symbolstix.n2y.com


Writing Time - Day 1: Teacher Write

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 17, Writing Time, Baseball Teams


Illustration:

Brainstorming: Draw a picture about baseball.

Writing Time - Day 1: Teacher Write



Topic: My Favorite Baseball Team

What is your favorite team?

Who do you like to go to

games with?

What will you get at the

baseball game?

What will you do?

Writing Time - Day 1: Teacher WriteStory Model: Note capitalization, spelling and punctuation errors that will be revised in the process.



Writing Time - Day 2



Illustration:

Brainstorming: Draw a picture about baseball.




Topic: My Favorite Baseball Team

What is your favorite team?

Who do you like to go to

games with?

What will you get at the

baseball game?

What will you do?

Writing Time - Day 3Writing Time: Tell about your favorite baseball team.



Writing Time - Day 4: Review and Revise

Do I have a capital letter at the beginning ofthe sentence?

Do I have a period at the end of the sentence?

Does my sentence make sense when I say itout loud?

Are there any spelling words to check?



Writing Time - Day 5: Share

Talk loud enough to be heard.Say your words clearly.Look at the people you are talking to.

Speaker:

Look at the person who is talking.Listen to what the person is saying.Ask questions when it is time.

Listener:

Pay attention to the person who is talking.Use your pictures or talker to share your writing.Repeat your message if not understood.

Speaking and Listening With Support:






Standards for Language • Vocabulary Acquisition and Use: Sort words into categories. Which of your state standards are aligned to these instructional targets?


Simple Web: Living and Non-Living on the Field The simple web allows students to sort specific objects into identified categories—living and non-living things that have to do with baseball. The people on a team are living. Discuss how we know things are living. Tell your students that living things breathe, eat and grow. Discuss how plants and animals are also living things. • Place the circle charts on the board. One chart is designated for living. The other circle chart is for non-living. • Sort and name the people and items that are involved in a baseball game. Place them into the “living” and “non-living” categories. • Use the picture/word cards to help build vocabulary on the people involved in the game. Discuss all the different people at a baseball game.

Ask, “What does the umpire do at a baseball game?” Extension • Discuss how teams have mascots. Some mascot names are animals. Discuss teams that have a mascot with a living character and those

that do not. Some examples of living and non-living mascots include: Detroit Tigers, Tampa Bay Rays, St. Louis Cardinals, Colorado Rockies, Boston Red Sox, Chicago White Sox.


Level 3 Level 2 Level 1 • Students will sort like words into

appropriate categories.

• Students will sort pictures into appropriate categories.

• Students will make a selection to indicate a picture within a given category (errorless choice).


Circle chart: living, non-living Picture/Word cards: umpire, catcher, coach, pitcher, sports fan, baseball, helmet, scoreboard, uniform, glove



living


ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 18, Simple Web, Living and Non-Living on the Field

non-living



pitcher

helmet

umpire catcher coach

sports fan baseball

scoreboard uniform glove






Math Standards for Counting and Cardinality • Know number names and the count sequence: Count by ones to 10, 20 and 100. Read and write numerals to 10 and 20. • Count to tell the number of objects: Demonstrate one-to-one correspondence when counting. Count a number of objects to tell how many. • Compare numbers: Indicate whether the number of objects in one group is more, less or equal to the number of objects in another group. Math Standards for Operations and Algebraic Thinking • Represent and solve problems involving addition and subtraction: Model putting together (addition, more, equal) and taking away (subtraction, less,

equal) with objects and representations. Add and subtract within ranges of 1–10 and 1–20. Use objects, representations and numerals to solve real-life word problems. Understand and use +, –, and = symbols when solving problems.


Classroom Activities/Lesson Plan Number Sense: Game Time

Number Sense activities address counting to 10 and 20, number recognition to 10 and 20, adding to 10 and 20 (no carrying) and subtracting to 10 and 20 (no borrowing). Manipulative pictures allow teachers to create additional scenarios. ULS Instructional Tools provide number cards that may be used to model problems. Mathematics instruction may be expanded beyond these lessons to include generalizations in related real-world applications. Use of a calculator for math computation is NOT recommended at the elementary grade band because concept understanding is critical. Appropriate activities should be selected on the basis of each student’s needs. Level 3 is intended for students who can write numbers and solve problems at a more independent level. Students using Level 2 activities will need support, including manipulatives or teacher support. Tracing lines are available, but hand-over-hand assistance is appropriate. Numbers and manipulatives are available for Level 1 activities. Communication devices can be programmed to support students in counting pictures and manipulatives. Students may be given multiple choices or one errorless number choice. The scenarios in this lesson involve two characters, Paige and Drew, who are playing baseball and counting some of the things around them. Scenario cards are provided to address these skills. Numbers and Counting Number Sense 1, 2, 3: Count to 10 Number Sense 4: Counting and Numbers to 10 Number Sense 5: Counting and Numbers to 20 Number Sense 6: How Many? 1–5 Number Sense 7: How Many? 6–10 Number Sense 8: How Many? 11–20 Number Recognition • Show students a number of objects. Have students find the matching numeral. Counting • Present a number of objects. Have students count the number of items. • Build on skills for one-to-one correspondence when counting. Have students

count by matching objects to a template or by pointing or touching when counting.

• Present two groups of objects for counting. Ask: “Which group has more (or less) than the other? Are the groups equal?”

Addition and Subtraction Number Sense 9: Adding to 10 Vertical Number Sense 10: Adding to 10 Horizontal Number Sense 11: Subtracting to 10 Vertical Number Sense 12: Subtracting to 10 Horizontal Number Sense 13: Adding to 20 Vertical Number Sense 14: Adding to 20 Horizontal Number Sense 15: Subtracting to 20 Vertical Number Sense 16: Subtracting to 20 Horizontal Addition • Have students count and add the number of objects for problem

scenarios. Subtraction • Demonstrate subtraction by taking away a number of objects, and

then have students model. • Create additional scenarios with multiple items.

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

Standards Connection • A number chart (1–100) is provided to extend counting activities. The chart may be used to practice various levels of number recognition, counting, and skip

counting (by 2s, 5s or 10s). Additional ideas for math instruction are provided in the ULS Instructional Guides: Mathematics. Pre- and post-assessments are available through Monthly Checkpoints.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will count a number of objects

and identify the associated numeral. • Students will count objects in two

defined groups and determine which group contains more or less than the other or whether the groups are equal.

• Students will add and subtract numbers within the context of a real-world scenario.

• Students will match objects to a corresponding number line (1-to-1 match) to count and identify a number of objects.

• Students will pair objects from two groups to determine which group has more or less than the other or whether the groups are equal.

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

• Students will count to a given number through an active participation response (e.g., voice output device, eye gaze choice board).

• Students will select numbers (errorless choice) to count and compare numbers within a math problem involving the concepts of more and less.

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

Resources and Materials Notes Scenario cards Manipulative pictures for problems involving numbers 1–20 Standards Connection Lesson 19 Number line

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




Math Standards for Counting and Cardinality • Know number names and the count sequence: Count by ones to 10, 20 and 100. Count by 10s to 100. Read and write

numerals to 10 and 20. • Count to tell the number of objects: Demonstrate one-to-one correspondence when counting. Math Standards for Numbers and Operations in Base Ten • Understand place value: Skip count by 2s and 5s to 20 and 50; by 10s to 20, 50 and 100.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will count a number of objects and

identify the associated numeral. • Students will skip count (by 2s, 5s or 10s) to a

given number (20, 50, 100).

• Students will match objects to a corresponding number line (1-to-1 match) to count and identify a number of objects.

• Students will use a model to count by 10s to 50.

• Students will count to a given number through an active participation response (e.g., voice output device, eye gaze choice board).

• Students will use a voice output device or model to count objects and form groups of 10s.

Use this chart to support counting, number recognition and one-to-one correspondence.

• Start on a given number and count forward to another given number. • Count by 2s, 5s or 10s.

3

2

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 19, Number Sense, Game Time

Name: _______________________Number Sense 1Counting to 10


Paige

Drew

Who has more? Who has less?Are theythe same?

Paige Drewyes no

Paige Drew

Paige throws 3 baseballs. Count 3 baseballs.

Drew throws 2 baseballs. Count 2 baseballs.


Paige

Drew

Who has more? Who has less?Are theythe same?

Paige Drewyes no

Paige Drew

© 2013 n2y ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 19, Number Sense, Game Time ULS, Summer 2013

Paige’s team has 6 runs. Count 6 runs.

Drew’s team has 6 runs. Count 6 runs.

6

6


Paige

Drew

Who has more?

Paige Drew

Who has less?Are theythe same?

yes noPaige Drew


Paige throws 4 strikes. Count 4 strikes.

Drew throws 9 strikes. Count 9 strikes.

4

9

Name: _______________________Number Sense 4Counting and Numbers to 10

Paige

Drew

© 2013 n2y ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 19, Number Sense, Game Time, Level 1 & 2ULS, Summer 2013

2 5 8

3 7 2Drew hits 5 balls. How many balls does Drew hit?

Paige hits 3 balls. How many balls does Paige hit?

3

5

3

2

7

5

2

8


Paige

Drew

© 2013 n2y ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 19, Number Sense, Game Time, Level 3ULS, Summer 2013

Drew hits balls. How many balls does Drew hit?

Paige hits balls. How many balls does Paige hit?

14 16 11

14

12 17 18

18


Paige

Drew

© 2013 n2y ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 19, Number Sense, Game Time, Level 1 & 2ULS, Summer 2013

Drew sells 18 tickets to the game. How many tickets does Drew sell?

Paige sells 14 tickets to the game. How many tickets does Paige sell?


Paige

Drew


Paige sells tickets to the game. How many tickets does Paige sell?

12 17 18

14 16 11Drew sells tickets to the game. How many tickets does Drew sell?

How many?

Name: _______________________Number Sense 6How Many? 1 - 5

How many?

1 2 3 4 5

How many?

How many?


Name: _______________________

6 7 8 9 10

Number Sense 7How Many? 6 - 10

How many?

How many?

How many?

How many?


Name: _______________________

15

Number Sense 8How Many? 11 - 20

201419

1318

1217

1116

How many?

How many?

How many?

How many?


5

3

4

6

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 19, Number Sense, Game Time, Level 1

+

+

Name: _______________________Number Sense 9Adding to 10 Vertical

+

+


How many altogether?


+

+



Drew sells 6 tickets.

Paige sells 3 tickets.

Drew hits 4 baseballs.

Paige hits 5 baseballs.


+

+




Drew sells 6 tickets.

Paige sells 3 tickets.

Drew hits 4 baseballs.

Paige hits 5 baseballs.

4 2

3 7

+ =

Name: _______________________Number Sense 10Adding to 10 Horizontal


+ =

+ =



+ =



Paige has 4 bats. Drew has 2 bats.

Paige hits 3 baseballs. Drew hits 7 baseballs.

+ =



+ =





8

10

6

2

Name: _______________________Number Sense 11Subtracting to 10 Vertical

-

-


How many are left?


-

-


cross off

How many are left?

cross off

She sold 6 tickets.

Drew had 10 baseballs.

Paige had 8 tickets to the game.

He hit 2 baseballs.

How many are left?


-

-


cross off

How many are left?

cross off

She sold 6 tickets.

Drew had 10 baseballs.


He hit 2 baseballs.

- =

Name: _______________________Number Sense 12Subtracting to 10 Horizontal


- =

8 5

4 4

- =

Name: _______________________


- =

How many are left?

Number Sense 12Subtracting to 10 Horizontal

How many are left?

cross off

cross off

Paige had 8 baseballs. She threw 5 baseballs.

Drew had 4 tickets. He sold 4 tickets.

+

+


+

+


12

8

6

5

Name: _______________________

+

+




Number Sense 13Adding to 20 Vertical

Drew hits 6 balls.

Paige hits 12 balls.

Drew hits 5 home runs.

Paige hits 8 home runs.

+ =



+ =

7 11

12 5


+ =



+ =

How many altogether?Paige hits 7 baseballs. Drew hits 11 baseballs.


+ =



+ =






-

-


16

20

11

4

How many are left?


-

-


cross off

How many are left?

cross off

She sold 11 tickets.


He gave 4 bats away.

Drew had 20 bats.

- =



- =

15 12

17 9

- =



- =

How many are left?

cross off

cross off

How many are left?Paige had 15 tickets. She sold 12 tickets.

Drew had 17 baseballs. He threw 9 baseballs.


ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 19, Number Sense, Game Time




Math Standards for Measurement and Data • Represent and interpret data: Gather and sort data in response to questions. Display data in picture graphs. Answer questions about

information in a graph. Which of your state standards are aligned to these instructional targets?


Graphing: The Position I Want Understanding graphs bridges the gap between perceptual and conceptual math. Graphs help students see the relationship between varying amounts and numbers. In early processes, students learn to gather data and represent this data on graphs. Students can answer questions when analyzing the data on the graphs. Discuss the different positions on a baseball team, pointing out that there are positions in the outfield and the infield. For this lesson, students will choose their favorite of three positions: pitcher, batter and catcher. Discuss the equipment for each of these baseball positions. A pitcher needs a baseball and a glove. A batter needs a helmet and a bat. A catcher needs a glove and catcher’s gear to protect their body. If possible, bring in catcher’s equipment so students can see how their helmet is different and how the equipment protects them. Tell your students that everyone on the baseball team needs to work together. For an optional activity, have students try the different positions while playing an actual baseball game. Create a Bar Graph • Involve students in all aspects of gathering, displaying and analyzing data. Discuss the different locations of the different positions students

can choose from on the bar graph. • Have students practice survey question formats. Incorporate augmentative communication strategies as needed.

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

• Create an enlarged display of the bar graph. Have students color a section of the bar graph. Interactive whiteboard technologies work well for this task.

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

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


Level 3 Level 2 Level 1 • Students will ask and answer questions

to gather data. • Students will sort, display and count data

on a graph.

• Using picture supports, students will ask and answer questions to gather data.

• Students will sort picture data on a graph.

• Students will ask a question to gather data through an active participation response (e.g., voice output device, eye gaze choice board).

• Students will select a picture to display on a data graph.


Posters of pitcher, batter, catcher Graphing chart: The Position I Want Analysis worksheet Picture and Picture/Word cards: pitcher, batter, catcher Selection cards

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 20, Graphing, The Position I Want


Pitcher

throws the ball



Batter

hits the ball



Catcher

catches the ball

10

9

8

7

6

5

4

3

2

1

What is your favorite position?


pitcher batter catcher


Which had more ?

Which had less ?

Were any the same ?

What was the highest number ?

Which was your favorite ?

#

Name: _______________________

pitcher

pitcher

pitcher

pitcher

batter

batter

batter

batter

catcher

catcher

catcher

catcher



pitcher

batter

catcher



Vote for your favorite position: Vote for your favorite position:



pitcher pitcher

pitcher pitcher

pitcher pitcher

batter batter

batter batter

batter batter

catcher catcher

catcher catcher

catcher catcher






Math Standards for Measurement and Data • Measure and estimate lengths in standard units: Compare two lengths and use appropriate vocabulary to describe (short, long, etc.).

Use nonstandard units to estimate and measure the length of an object. Use standard measurements to measure the length of an object (inches, feet, etc.).


Classroom Activities/Lesson Plan Measure It!: My Favorite Team Pennant

Measuring is a count of how many units are needed to fill, cover or match an object or area being measured. Students need to understand what a unit of measure is and how it is used to find a measurement. Students need to predict the measurement, find the measurement and then discuss the estimates, errors and the measuring process.

Many baseball fans collect many different items with the name of their favorite teams. One popular item is a pennant. A pennant is a triangular shaped flag with the name and sometimes pictures of a team. For this lesson, students can choose their favorite baseball team and decorate a pennant to show their spirit for their team. When all the pennants are completed, hang them together on a long string to show off the great work. Allow students to print their favorite Major League Baseball team’s picture, which is available in this lesson, to paste on their pennant. This lesson focuses on measuring lengths, including making estimates and using both standard and nonstandard measurement tools. When doing measurement activities, make comparisons by using the terms bigger, smaller, taller, shorter and equal.

These activities may be presented over several days to allow for many opportunities to learn and practice measurement throughout the month.

Nonstandard Measurement • Use manipulatives to measure identified objects, such as tables, desks, etc. First, estimate the number of manipulatives needed to

“measure” the object. For example, ask: “Make a guess on how many baseballs long the table is.” Teach students to measure with the manipulatives, starting at one side and placing baseballs end-to-end until reaching the far edge. Next, have students count the number of manipulatives. Ask: “Is this measurement longer, shorter or the same as the estimate?” Students will use the guide form to answer these questions. Repeat the lesson by measuring other objects. Again, have students compare the estimated length with the actual length. This exercise may be completed with the other manipulative objects.

Standard Measurement • Use the guide form to measure in inches. Make an estimate as in the first activity. Use the ruler to measure the length in inches. Students

will need instruction on starting the ruler at one end and recording the number located at the other end of the object being measured. Record the measurement on the guide form.

Craft Project • Many crafts involve measuring. In this activity, students will use a ruler to measure the size of a pennant.

You will need

• pattern for pennant (printed on cardstock) • scissors • crayons or colored pencils • hole punch • glitter (optional) • 2 pieces of string, 6-in each • glue • ruler

Baseball manipulatives are available with this lesson.

Directions

1. Cut out the cardstock pennant. 2. Use a ruler and measure each side of the pennant. 3. Choose your favorite baseball team and cut out that picture for your team. 4. Glue the picture of your favorite team to the pennant. 5. Decorate the pennant to show your spirit for your team. 6. Use the hole punch to punch the 2 holes on the top of the pennant. 7. Tie the pieces of string through the holes. 8. Watch your teacher hang the pennants together on a long string across the room.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will use standard units to

measure and compare the length of objects.

• Students will select and use appropriate measurement tools for a purpose.

• Students will use nonstandard units to measure and compare the lengths of objects.

• Students will use measurement tools for a specific task.

• Students will compare the length of two objects and indicate which is longer or shorter.

• Students will select a measurement tool for an activity.

Resources and Materials Notes Guide forms: nonstandard measurement, standard measurement Pattern: pennant Manipulatives: baseballs, bats, Major League Baseball® teams Craft directions


Non-Standard Measurement Guide FormUse the baseball manipulative to measure in this activity.

Measurement #1

1. Make a Guess: How many baseballs long do you think the book is?

● My guess is ______________ baseballs long.

2. Measure It: Lay the baseballs from one side to the other.

● The book is ______________ baseballs long.

3. Was Your Guess:

____ too long? ____ too short? ____ just right?ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball Game

Lesson 21, Measure It!, My Favorite Team Pennant © 2013 n2yULS, Summer 2013

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 21, Measure It!, My Favorite Team Pennant




Non-Standard Measurement Guide FormUse the bat manipulative to measure in this activity.

Measurement #2

1. Make a Guess: How many bats long do you think the desk is?

● My guess is ______________ bats long.

2. Measure It: Lay the bats from one side to the other.

● The desk is ______________ bats long.

3. Was Your Guess:

____ too long? ____ too short? ____ just right?



Standard Measurement Guide FormUse a ruler to measure in this activity.

Measurement #1

1. Make a Guess: How many inches long do you think the baseball is?

● My guess is ______________ inches long.

2. Measure It:

● The baseball is ______________ inches long.

3. Was Your Guess:




Standard Measurement Guide FormUse a ruler to measure in this activity.

Measurement #2

1. Make a Guess: How many inches long do you think the bat is?

● My guess is ______________ inches long.

2. Measure It:

● The bat is ______________ inches long.

3. Was Your Guess:


NEED

Craft

1 2 3 4 5 6 7 8 9


My Favorite Team Pennant

pattern for pennant (printed on cardstock) scissors

glitter (optional)

crayons or colored pencils

2 pieces of string, 6-in each

hole punch

glue ruler


1. Cut out the cardstock pennant.

3. Choose your favorite baseball team and cut out that picture for your team.

2. Use a ruler and measure each side of the pennant.



4. Glue the picture of your favorite team to your pennant.



6. Use the hole punch to punch the 2 holes on the top of the pennant.

7. Tie the pieces of string through the holes.

8. Watch your teacher hang the pennants together on a long string across the room.

5. Decorate the pennant to show your spirit for your team.




Math Standards for Measurement and Data • Work with time and money: Identify and count coins and dollars to solve word problems. Which of your state standards are aligned to these instructional targets?


Money: Buy It at the Game Money is a measurement life skill. Foundational skills for identification of coins, bills and their value begin in the K-2 grade band. The problem solving complexity of money skills continues to expand throughout all K-12 grade bands. This lesson focuses on money skills for buying souvenirs and snacks at a baseball game. Scenario cards are provided for coin recognition and matching, counting dollars and coin value. Create additional scenarios, using manipulative pictures and price tags to do so. Choose the most appropriate activity on the basis of each student’s needs. Manipulatives (bills and coins) are provided in the ULS Instructional Tools: Math Pack/ Money. These items may be used throughout the year.

• This lesson builds on individual skill areas, such as coin recognition, coin and bill value recognition and the selection of specific money amounts. Skill instruction should be based on each student’s needs and abilities.

• Scenarios in this lesson may also be used to demonstrate the exchange of money for purchases.

• Skills Money 1: Coin ID and Value to 25¢ Money 2: Counting Dollars to 10 Money 3: Counting Like Coins 1, 5, 10, 25 Money 4: More or Less Coins 1, 5, 10, 25 Money 5: Counting Mixed Coins to $1.00 Money 6: More or Less Mixed Coins to $1.00 Money 7 and 8: Counting Money to $5.00

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


Level 3 Level 2 Level 1 • Students will recognize and count coins

and bills for an amount discussed in a real-world scenario.

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

• Students will indicate a choice to purchase one of two items and exchange money for that purchase.


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

© 2013 n2y ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 22, Money, Buy It at the GameULS, Summer 2013

How much will it cost? Match the coins. Count the coins.

1¢

5¢

10¢

25¢

Name: _______________________Money 1Coin ID and Value to 25¢


Name: _______________________Money 2Counting Dollars to 10

How much will it cost? Count the number of bills for this item.

How much will it cost? Count the number of bills for this item.

$8.00

$2.00


Money 3Counting Like Coins 1, 5, 10, 25


Name: _______________________

8¢

15¢

60¢

75¢


Which costs more?

Which costs more?

Which costs more?

Name: _______________________Money 4More/Less Coins 1, 5, 10, 25

1¢

5¢

25¢

5¢

25¢

10¢

Find the coins for each item. Which costs more?


Money 5Counting Mixed Coins to $1.00


Name: _______________________

56¢

20¢

45¢

80¢


Money 6More/Less Mixed Coins to $1.00

Which costs more?

Which costs more?

Which costs more?

Name: _______________________

Find the coins for each item. Which costs more?

45¢ 27¢

31¢ 80¢

55¢ 99¢


Money 7Counting Money to $5.00

How much will it cost? Match the dollars. Count the dollars. Match the coins. Count the coins.

Name: _______________________

$3.20

$4.50

$2.50

$4.90


Money 8Counting Money to $5.00

How much does it cost? Find the amount of money for each.

Name: _______________________

$2.20

$2.75

$4.65

$3.35




Math Standards for Measurement and Data • Work with time and money: Tell time to the hour and half hour. Which of your state standards are aligned to these instructional targets?


Telling Time: Drew’s Baseball Game Telling time is a measurement life skill. Students need experience in telling and representing time from analog and digital clocks to the hour and half-hour to the nearest minutes, using a.m. and p.m. This will lead into time problem-solving relationships that extend into all grade bands. Fill-in the time for hour or half-hour on the scenario cards as appropriate for each student’s abilities. Read aloud the cards about Drew’s baseball game, or have students do so. Have students draw or manipulate hands on the clock to tell the time of each lesson on the card. Time may also be written in a digital format. Analog and digital clocks are provided in the ULS Instructional Tools: Math Pack/Time and may be used throughout this lesson. Discuss time concepts in terms of morning, afternoon, evening or night.

• At (9:00, 9:30), Drew gets ready to go play baseball. • At (10:00, 10:30), Drew gets his baseball bat. • At (11:30, 12:00), Drew goes to the baseball diamond in the park. • At (12:30, 1:00), Drew’s baseball team starts to practice for the game. • At (2:00, 2:30), Drew’s baseball game starts. • At (4:00, 4:30), Drew’s baseball team wins the game.

Extension • Mix time cards or add times to the quarter hour for students who need more advanced activities. • Develop scenario cards about each student’s daily schedule. • Have students arrange the cards in sequential time order.


Differentiated Tasks Level 3 Level 2 Level 1 • Within a real-world scenario, students will

tell time to the hour or half hour on digital or analog clocks.

• Within a real-world scenario, students will match time to the hour on digital or analog clocks.

• Specific to a task, students will select a time to the hour.


Time scenario cards

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

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 23, Telling Time, Drew’s Baseball Game


Name: _______________________Telling TimeDrew’s Baseball Game

At ___________, Drew gets ready

to go play baseball.

At ___________, Drew gets his baseball bat.




At ___________, Drew goes to the

baseball diamond in the park.

At ___________, Drew’s baseball team

starts to practice for the game.




At ___________, Drew’s baseball game starts.

At ___________, Drew’s baseball

team wins the game.




Math Standards for Geometry • Identify and describe shapes: Identify basic shapes by name (square, circle, triangle, rectangle, etc.) and describe attributes (number of

sides, size, etc.). Describe positions of objects and shapes in the environment with positional vocabulary (in, on, under, beside, etc.). Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan Geometry/Spatial Sense: Find It at the Ball Game

Geometry is the branch of mathematics that studies properties of points, lines, curves, plane figures and solid shapes as well as their measurement and relationships. Early learners begin to identify shapes and manipulate these shapes to recognize spatial positioning.

The world is full of shapes and this includes at a baseball game. We can even find shapes at the food stand at the baseball game. Ask, “What shapes do we see at a baseball game?”

Lesson Objects: round: balloon, softball, baseball square: pizza box, base, TV rectangular: restroom sign, scoreboard, peanut bag triangular: slice of pizza, ice cream cone, pennant • Sorting objects by like shapes

• Show one of the lesson objects. Have students match the object on the shape chart. • Have students name the shape. • Describe the shape. Point out that squares, rectangles and triangles have straight lines. Explain that a circle consists of a

continuous curved line. Present the shapes in this lesson and ask: “How many sides does this shape have? How big (or little) is this shape?”

• Scenario Picture • The scenario picture will be similar to a puzzle. Shapes are missing from the picture. Students will match the shapes to the

scenario picture, name the shape and name the object.

• Identifying spatial locations • Use the direction-following cards to have students place lesson objects in described locations in the classroom. • Although simulated materials are provided, using real objects may be a better instructional strategy for some students.

• Additional shapes for math instruction are provided in the ULS Instructional Tools: Math Pack/Shapes.

Standards Connection • Extend the activity for sorting and naming shapes. • Fold, mark and cut the large template of the lesson shape for use in teaching early skills with halves.


Differentiated Tasks Level 3 Level 2 Level 1 • Students will independently sort like

shapes on the basis of defined attributes. • Students will give and follow directions

involving spatial positions.

• Students will match like shapes. • Students will place an object in an

identified spatial location.

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

• Students will give a spatial direction through an active participation response (e.g., voice output device, eye gaze choice board).

Resources and Materials Notes Shape chart poster Manipulatives: circle, square, rectangle, triangle Lesson object picture cards or manipulatives: balloon, softball, baseball, pizza box, base, TV, restroom sign, scoreboard, peanut bag, slice of pizza, ice cream cone, pennant Scenario picture with shapes Spatial location and direction cards Standards Connection Lesson 24




Math Standards for Geometry • Reason with shapes and their attributes: Compare two-dimensional shapes and describe their similarities and differences.

Partition circles and rectangles into two or four parts (halves, fourths).

Differentiated Tasks Level 3 Level 2 Level 1 • Students will independently sort like shapes

on the basis of defined attributes. • Students will partition a shape into two or

four equal parts.

• Students will match like shapes. • Students will match two or four parts of the

same size within a partitioned shape.

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

• Students will select or match identical shapes.

Two-dimensional shapes are representative of real objects, which are three-dimensional. Use additional shape pictures provided in the ULS Instructional Tools: Math Pack/Shapes to sort and name shapes.

Use the large pattern of the lesson shape for folding and cutting. Explore different ways that a shape can be divided and partitioned into two or four parts.

• Cut out the pattern. Fold it in half. Draw a line on the fold. Cut along the fold line. Now you have two parts.

• You can make four parts by folding and cutting the halves.

circlecircle


squaresquare

rectanglerectangle

● curved sides curved sides

● straight sides straight sides● 4 equal sides 4 equal sides

● straight sides straight sides● 4 sides 4 sides● 2 equal sides 2 equal sides

triangletriangle● straight sides straight sides● 3 sides 3 sides

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 24, Geometry/Spatial Sense, Find It at a Baseball Game



http://commons.wikimedia.org/wiki/File:Ceiling_balloon.JPG Copyright © 2012 Hemera and its licensors. All rights reserved.

http://commons.wikimedia.org/wiki/File:Tvwithantenna.jpg

Copyright © 2012 Hemera and its licensors. All rights reserved. https://commons.wikimedia.org/wiki/File:Pizza_DE_1.JPG



http://upload.wikimedia.org/wikipedia/commons/1/1c/Blondie%27s_pepperoni_pizza_slice.JPG

http://www.fl ickr.com/photos/sellwoodstreet/3817763188/

http://en.wikipedia.org/wiki/File:SSHS_Football_Scoreboard.jpg

Copyright © 2012 Hemera and its licensors. All rights reserved.



Put the pizza slice on the table.

Follow the directions with these shapes.

Put the baseball under the chair.

Put the softball in the box.

Put the scoreboard beside the box.

Put the ice cream cone behind the scoreboard.

Put the baseball between the scoreboard and the ice cream cone.



onon

inin besidebeside

behindbehind betweenbetween

underunder




Math Standards for Operations and Algebraic Thinking • Represent and solve problems involving addition and subtraction: Use objects, representations and numerals to solve real-life word

problems. Understand and use +, – and = symbols when solving problems. Which of your state standards are aligned to these instructional targets?


Algebra/Patterns: Collecting Baseball Cards Algebraic thinking is a process of solving problems in situations of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions. For early learners, using story problems or real-world scenarios, including use of manipulatives and models, are beneficial in helping students solve a problem. In early algebra, students look for and recognize patterns. Building patterns with shapes and objects is a prerequisite skill for seeing and recognizing patterns with numbers. Understanding patterns with numbers will help build later skills. The scenarios for this lesson have to do with collecting baseball cards. Paige and Drew are collecting Major League Baseball® cards for some of their favorite teams. Baseball cards are a popular item for baseball fans to collect and trade. • Finish the Pattern: What comes next?

• Use the lesson objects to create a pattern, for example, AB, AAB or ABC. Have students help in determining what comes next in the pattern. Complete the worksheet to finish a pattern. These patterns may be displayed on a display board for group participation.

• Writing Simple + Sentences and Writing Simple - Sentences • The math problems in this lesson help students understand how they can write a “math sentence” to solve a real-world problem.

Support learning by using the lesson objects. The problems offer different levels of support: students may trace the numbers, solve the problem or create and solve their own math sentences.

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

Standards Connection • Working with groups of equal amounts is the early step to multiplication and division. Use this extended activity to work with groups and

arrays. Array displays are provided in the ULS Instructional Tools: Math Pack/Arrays.


Differentiated Tasks Level 3 Level 2 Level 1 • Students will read, write and solve a

problem sentence. • Students will extend the sequence of a

nonnumeric pattern.

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

• Students will continue the sequence in a pattern of objects.

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

• Students will select an object to represent what’s next in a pattern.


Pattern cards and pictures Math sentences Standards Connection Lesson 25




Math Standards for Operations and Algebraic Thinking • Work with equal groups of objects to gain foundations for multiplication: Share equal numbers of objects between 2 and 4

people. Add to find a total number in an array (e.g., 3 rows, 3 columns).

Differentiated Tasks Level 3 Level 2 Level 1 • Students will count an equal number of objects

into groups or an array. • Students will match a given number of objects

into a group or an array. • Students will select a number of objects to put

into a group. Early multiplication is a process of adding numbers from equal groups, for example, (2 x 3) = (2 + 2 + 2). Samples of arrays are provided in the ULS Instructional Tools: Math Pack/Arrays. Use these arrays to create scenario problems. Use the problems from the lesson to design your own scenarios for this extended activity. Paige, Drew and Don each picked 3 peaches. How many peaches did they pick in all?

Don

Paige

Drew

Count the peaches to determine how many.

Name: _______________________What comes next?

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 25, Algebra/Patterns, Collecting Baseball Cards


Finish the Pattern

2 4

4

Name: _______________________Writing Simple + SentencesAdd when you see this word: altogether

A

A

+

+

B

B

=

=

C

C

A + B = C

+

+

=

=ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball Game

Lesson 25, Algebra/Patterns, Collecting Baseball Cards, Level 1© 2013 n2yULS, Summer 2013

A + B = C

Paige has 2 Yankeesbaseball cards.Drew has 4 Yankees baseball cards.

There are C altogether. How many Yankees baseball cards are there altogether?

Paige collects 3 Red Sox baseball cards.Drew collects 4 Red Sox baseball cards.There are C altogether. How many Red Sox baseball cards do they have altogether?

A

B

C

A

B

C

3


ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 25, Algebra/Patterns, Collecting Baseball Cards, Level 2


+

+

=

=

A

A

+

+

B

B

=

=

C

C

A + B = C

A + B = C




A

B

C

A

B

C




A

A

+

+

B

B

=

=

C

C

A + B = C

A + B = C




A

B

C

A

B

C

5

4


A

A

+

+

B

B

=

=

C

C

A + B = C

+

+

=



A + B = C10

8

use manipulativesto solve


A

B

C

A

B

C

Paige collects 5 Yankees baseball cards.Drew collects B Yankeesbaseball cards.They collect 10 baseball cards altogether.How many cards does Drew collect?

Paige collects A Cubs baseball cards.Drew collects 4 Cubsbaseball cards.They collect 8 Cubs baseball cards altogether. How many cards does Paige collect?

Writing Simple + SentencesAdd when you see this word: altogether

A

A

+

+

B

B

=

=

C

C

A + B = C

+

+

=



A + B = C

Name: _______________________



A

B

C

A

B

C



Writing Simple + SentencesAdd when you see this word: altogether

A

A

+

+

B

B

=

=

C

C

A + B = C



A + B = C

Name: _______________________



A

B

C

A

B

C



8

8

3

5

Name: _______________________Writing Simple - SentencesSubtract when you see this word: left



A

A

-

-

B

B

=

=

C

C

A - B = C

A - B = C-

-

=

=

A

B

C

A

B

C

Paige had 8 Braves baseball cards.She gave away 3 Braves baseball cards.There are C left. How many Braves baseball cards does Paige have left?

Drew has 8 Astrosbaseball cards.Paige has 5 Astrosbaseball cards.Drew has C more than Paige. How many more Astros baseball cards does Drew have than Paige?

Writing Simple - SentencesSubtract when you see this word: left



A

A

-

-

B

B

=

=

C

C

A - B = C

A - B = C-

-

=

=

Name: _______________________

cross off

A

B

C

A

B

C



draw linesto match




A

A

-

-

B

B

=

=

C

C

A - B = C

A - B = C

Name: _______________________

cross off

A

B

C

A

B

C



draw linesto match

7

12

Name: _______________________Writing Simple - SentencesSubtract when you see this word: left



A

A

-

-

B

B

=

=

C

C

A - B = C

A - B = C-

-

=

=

2

6



A

B

C

A

B

C

Paige had 7 Red Sox baseball cards.She gave B Red Soxbaseball cards away.She has 2 Red Sox baseball cards left.How many cards did Paige give away?

Drew buys A Cubs baseball cards.Paige buys 12 Cubsbaseball cards.Drew buys 6 more than Paige. How many Cubs baseball cards does Drew buy?




A

A

-

-

B

B

=

=

C

C

A - B = C

A - B = C-

-

=

=

Name: _______________________



A

B

C

A

B

C






A

A

-

-

B

B

=

=

C

C

A - B = C

A - B = C

Name: _______________________



A

B

C

A

B

C



ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 25, Algebra/Patterns, Collecting Baseball Cards





Reading Standards for Informational Text • Key Ideas and Details: Identify a sequence of events or the steps in a procedure. Which of your state standards are aligned to these instructional targets?


Direction Following: Ball Game Caramel Corn Following directions is inherent within most activities of the school day. This direction-following lesson serves multiple purposes. Simple food preparation builds life skills toward independence. Following a recipe is a real-world application of informational text (the recipe) and measurement tools. In this lesson, students will be making microwave caramel corn. Caramel corn is very similar to Cracker Jack®. Cracker Jack® is a snack typically found at the ballgame. Many people enjoy different snacks while cheering on their favorite teams. This lesson focuses on the 1 cup, ½ cup and ¼ cup measurement tools. Present the tools used to make caramel corn. Discuss the tools’ uses (measuring or preparing food). You will need (serves 12) • 4 qt popped popcorn • 1 C brown sugar • ½ C margarine • ¼ C light corn syrup • ½ t salt • 1 t vanilla extract • ½ t baking soda • 1 C peanuts (optional) • wax paper • microwaveable bowl • brown paper bag • spoon

Directions 1. Put the popped popcorn in a brown paper bag. 2. In a microwaveable bowl, mix the brown sugar, margarine, corn syrup, salt and vanilla. Heat for 3

minutes. Stir until well blended. 3. Put the bowl back in the microwave and heat for 1 ½ more minutes. 4. Remove the bowl from the microwave and add the baking soda. Stir until well blended. 5. Pour the mixture over the popcorn in the bag. Add the peanuts to the bag (optional). 6. Fold the top of the bag over 2 times and shake the bag. 7. Put the bag in the microwave for 1 minute and 10 seconds. Remove the bag and shake again. 8. Put the bag back in the microwave for 1 minute and 10 seconds. 9. Dump the popcorn out of the bag onto wax paper. 10. Let cool. Eat.

Recipes can be introduced for several days of instruction.

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

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


Level 3 Level 2 Level 1 • Students will use text to follow steps in a

direction-following activity. • Students will select and use appropriate

measurement tools for a purpose.

• Students will use text supported with pictures to follow steps in a direction-following activity.

• Students will use measurement tools for a specific task.

• Students will select a picture to identify a directional step (single option or errorless choice).

• Students will select a measurement tool for an activity.


Recipe Recipe cards Recipe review

recipe page

NEED Ball Game Caramel Corn Serves 12

snack

4 qt popped popcorn 1 C brown sugar ½ C margarine ¼ C light corn syrup

½ t salt 1 t vanilla extract ½ t baking soda 1 C peanuts (optional)

wax paper microwaveable bowl brown paper bag spoon


ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 26, Direction Following, Ball Game Caramel Corn

1. Put the popped popcorn in a brown paper bag.

2. In a microwaveable bowl, mix the brown sugar, margarine, corn syrup, salt and vanilla. Heat for 3 minutes. Stir until well blended.

5. Pour the mixture over the popcorn in the bag. Add peanuts to the bag (optional).

7. Put the bag in the microwave for 1 minute and 10 seconds. Remove the bag and shake again.

4. Remove the bowl from the microwave and add the baking soda. Stir until well blended.

6. Fold the top of the bag over 2 times and shake the bag.

8. Put the bag back in the microwave for 1 minute and 10 seconds.

9. Dump the popcorn out of the bag onto wax paper.

10. Let cool. Eat.



3. Put the bowl back in the microwave and heat for 1 ½ more minutes.

popped popcorn

margarine light corn syrup

salt vanilla extract

brown sugar



baking soda

microwaveable bowl

brown paper bag

spoon

peanuts



wax paper

Ball Game Caramel Corn



popped popcorn

baking soda

brown sugar

peanuts

margarine light corn syrup

salt vanilla extract

Recipe: _______________________________________________

Reviewed by: __________________________________________

recipe review

easy hard

yes

What was in it?

How did it taste?

How was it to make?

Was it healthy?

yuckyyummy OK

OK

OK no






Social Studies Standards for History • Identify events or objects from the past or present. Identify traditions of family, community or country. Which of your state standards are aligned to these instructional targets?


Related Content: Let’s Play Ball! Read the story Nice Hit! by Nick Fauchald (ISBN-13: 978-1404805101). This story explains how a baseball game might go and gives students a lot of information about how the game of baseball is played. Discuss with the students all of the aspects of baseball that they have learned through the different stories in this unit. Throughout the unit, the students have learned a little about the rules and terms of baseball. For this lesson, students will play baseball. • Use the checklist to determine what equipment is needed. If you need to borrow equipment, have students ask people. If you need to call

people, practice prior and then have students call. • Go over the different responsibilities of each position for each player. Use the baseball field map to help show students where players stand

on the baseball field. Go to a baseball field and identify where players would stand. • Go over baseball safety rules. Discuss how everyone needs to be a good sport. Encourage students to cheer for each other. • Model how to throw and swing a bat. Remind students of batting safety. Practice throwing and batting. Practice running around the bases. • After practicing, plan a day or evening to play a game of baseball. Depending on the number of students, more students may be invited to

participate in the baseball game. Some students may need a partner to help catch the ball and run around the bases. • Invite parents, family and friends to come watch the baseball game. Ask someone to be the umpire. Have students wear a certain color or a

baseball shirt the day of the game. Students may also make popcorn or Ball Game Carmel Corn (Lesson 26) to give out or sell at the baseball game.

• Before the game, play The Star-Spangled Banner. Then, have the umpire yell, “Play ball.” After the game, have students shake hands to show good sportsmanship.


Level 3 Level 2 Level 1 • Students will designate pictures of events

or objects as belonging to the present or the past.

• Students will share information about a tradition of the community or country (4th of July, national anthem, etc.).

• Students will identify an object as belonging to the world of today or to the world of long ago.

• Students will share something families like to do (tradition).

• Students will share an important personal event.

• Students will identify personal pictures from the past.


Equipment Checklist Baseball Field Map Baseball Safety Rules

Nice Hit! by Nick Fauchald (ISBN-13: 978-1404805101)

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 27, Related Content, Let’s Play Ball!


Equipment Checklist

Baseball

Baseball Bats

Helmets

Gloves

Catcher’s Gear

Tee

Bases

Water

Tennis Shoes



P2BLFB

PitcherSecond BasemanLeft FielderBatter

CSSCFU

CatcherShortstopCenter FielderUmpire

1B3BRF

First BasemanThird BasemanRight Fielder

LF

3BSS

RF

1B2B

CFOutfield

Infield

P

U

BC

Second base

First baseThird base

Batter’s box Pitcher’s mound

Home plate

Baseball Positions



Safety Rules1. Look at the person when they are throwing.

2. Don’t throw to someone who is not looking.

3. Practice swinging the bat in the batter’s circle.

4. Only one person at a time is allowed in the batter’s circle.

5. Make sure no one is around when you swing the bat.

6. Don’t walk behind someone who is swinging the bat.

7. After you hit the ball, drop the bat gently to the ground.

8. Listen to your coach or teacher.

9. Be a good teammate.

10. Have fun!




Standards for Scientific Inquiry • Observe and ask questions about the natural environment. Make simple observations and participate in simple investigations. Use senses

to learn about the natural environment. Use simple tools to gather data. Communicate with others about observations and investigations. Which of your state standards are aligned to these instructional targets?


Science Experiment: Dropping the Ball Scientific inquiry “refers to the activities of students in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world.” (National Science Education Standards) This lesson follows the steps of a scientific inquiry process to engage students in developing a hypothesis, conducting an experiment and arriving at a conclusion. In this science experiment, students will drop two different types of balls to find out which will hit the floor first. Before beginning the experiment, students will feel the balls. Discuss how some balls will feel heavier than others. Have students then predict which one they think will hit first by looking at and feeling the weight of the ball. Discuss the steps for the simplified scientific method that students will use. Explain the importance of using the senses when conducting a scientific experiment. After the experiment, discuss how gravity affects this experiment. To learn more about gravity, read the story, What Is Gravity?, located in the n2y Library. A science experiment involves these steps:

1. Ask a question. 2. Make a guess. 3. Do an experiment. 4. Organize data. 5. Find the conclusion.

You will need

• baseball • basketball • tennis ball • soccer ball • softball • kickball • partner

Directions 1. Hold the baseball in your hands. 2. Have your partner hold a basketball in their hands. 3. Hold your arms out in front of you at the same level as your partner. 4. Count to three and drop the balls. 5. Observe and chart which ball dropped to the ground first. 6. Repeat steps 1-5 with the rest of the balls.


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

process related to grades K–2 science topics.

• With support, students will follow steps of a scientific process related to grades K–2 science topics.

• Students will actively participate in a scientific process related to grades K–2 science topics.


Science experiment Science experiment cards

NEED Dropping the Ball

experiment page

Step 1: Ask a Question

What We Know:

• Which ball do you think is the heaviest?

• Which ball do you think is the lightest?

baseball basketball tennis ball soccer ball softball kickball


• We use different balls for different sports.

• Balls feel and weigh different.

• We can throw, drop, bounce and roll balls.

Experiment

baseball basketball tennis ball soccer ball

softball kickball partner

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 28, Science Experiment, Dropping the Ball




Step 2: Make a Guess / Hypothesis

I think...

baseball basketball

soft ball kickball

tennis ball soccer ball

baseball tennis ball

basketball kickball

If two balls are dropped at the same time from the same height, which ball do you think will hit the ground fi rst? Will the balls hit the fl oor at the same time?

same time

same time

same time

same time

same time

Step 3: Do an Experiment

1. Hold the baseball in your hands.

4. Count to three and drop the balls.

2. Have your partner hold a basketball in their hands.

5. Observe and chart which ball dropped to the ground first.

3. Hold your arms out in front of you at the same level as your partner.

6. Repeat steps 1-5 with the rest of the balls.



Step 4: Organize Data



baseball basketball

soft ball kickball


baseball tennis ball

basketball kickball

Record results of the experiment. Which ball dropped fi rst, or was it at the same time?

same time

same time

same time

same time

same time

Step 5: Find the Conclusion

Which ball was the heaviest?


Which ball was the lightest?


Did the balls hit the ground at the same time?

yes no



What did we learn?

Balls of different sizes hit the ground at the same time because of gravity. Gravity is a force that pulls things to the ground. Gravity is the reason we can stand on the ground. Without gravity, we would fl oat around. The gravity pulls the balls down to the ground at the same speed.

Were your guesses correct?

yes no



To learn more about gravity, read the story What Is Gravity?, located in the n2y Library.

What would make this experiment not work?

This experiment would not work if people dropped the balls at different times and at different heights. Some things also fall faster because of air resistance.

baseball


softball kickball

basketball



partner






Reading Standards for Informational Text • Key Ideas and Details: Answer questions about key details in a text. Social Studies Standards for History • Organize a sequence of events or dates on a timeline. Which of your state standards are aligned to these instructional targets?


History Timeline: Baseball History Historical thinking begins with a clear sense of time–past, present and future–and becomes more precise as students progress. Through this thinking process, students can begin to understand the relationships among events and draw conclusions. • Baseball has changed over the years with different players and different rules. Many people enjoy playing and watching baseball. Today,

baseball is known as “America’s Favorite Pastime.” Read aloud the captions with the pictures. Have students arrange the pictures in order. First Baseball was played with a stick. Second Baseball uniforms did not have numbers. Third People listened to baseball games on the radio. Fourth More baseball teams were added. Baseball players could ride on airplanes instead of buses or trains. Fifth Today, many people watch baseball on TV or buy tickets and go to baseball games.


Level 3 Level 2 Level 1 • Students will describe individuals, events

or ideas from informational text. • Students will place a sequence of events

or dates on a timeline.

• Students will use picture supports to identify individuals or events from informational text.

• Students will sequence days related to events.

• Students will select a picture to identify an individual or object from informational text (single option or errorless choice).

• Students will match a day with an event.


Five timeline cards funschool.kaboose.com/fun-blaster/baseball/interactive/index.html

http://funschool.kaboose.com/fun-blaster/baseball/interactive/index.html

First

More baseball teams were added. Baseball players could ride on

airplanes instead of buses or trains.

People listened to baseball games on the radio.

Baseball uniforms did not have numbers.

Baseball was played with a stick.

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 29, History Timeline, Baseball History


Second

Third

Fourth

Fifth Today, many people watch baseball on TV or buy tickets and go to

baseball games.

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 29, History Timeline, Baseball History





Standards for Language • Knowledge of Language: Apply conventions of language to communicate (begins in grade 2). Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan Journal Writing: Monthly Topics

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

For K–2 students, the writing process begins as an emerging communication process. Students are encouraged to dictate, draw, pretend write or use any other method that helps them see the connection between spoken ideas and written text. Teacher modeling of writing is critical to the process. Additional early writing strategies for writing instruction are provided in the ULS Instructional Guides: Writing.

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

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

date. Continue by writing two or three sentences about the day’s events. Encourage students to suggest events to record in the entry. Entry 2 What Do You Hear? What Do You See?

• In this journal entry, students will tell about what they hear and/or see at a baseball game. Entry 3 A Famous Sports Star

• In this unit, students have learned about some famous baseball players. There are many famous sports stars. In this journal entry, students will write about a sports star.

Entry 4 My Favorite Part About Summer • In this journal entry, students will write about what they like to do in the summer.

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

use correct capitalization and punctuation.

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

Differentiated Tasks Level 3 Level 2 Level 1 • Students will use language structures to

express spoken or written sentences. • Students will use language structures

when speaking or writing. • Students will use language structures to

express an idea.

Resources and Materials Notes Writing templates Template A: one picture before sentence, period at end of sentence Template B: pictures and symbols on sentence, no period at end of sentence Template C: starter sentence, lines Picture/Word cards and Word cards Standards Connection Lesson 30






Standards for Writing • Production and Distribution of Writing: With guidance and support, revise writing to add details that strengthen writing. Standards for Language • Conventions of Standard English: Identify and use beginning capitalization and capitalization of names. Identify and use

ending punctuation. Correctly spell words with common spelling patterns.

Differentiated Tasks Level 3 Level 2 Level 1 • With support, students will create and add

details and descriptions to strengthen written sentences.




• With support, students will add pictures and text to extend a written sentence idea.



• Given errorless choices of pictures, students will select a picture to extend a sentence idea.

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


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

Do I have a capital letter at the beginning of the sentence? Do I have a period at the end of the sentence? Does my sentence make sense when I say it out loud? Are there any spelling words to check?

Journal WritingS

umm

er 2013

This journal belongs to:

____________________________________

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 30, Journal Writing, Monthly Topics


Date: _________________Journal



Journal 2 Picture Options

cheeryell boo scream clap bat crack

music

diamond

loud

umpire call

souvenirs

fun

players

fi eld

exciting

team

scoreboard

boring

ball

pitcher

awesome

fans

catcher

Date: _________________Journal



Journal 2 Word Options

yell

scream

umpire call

team

souvenirs

scoreboard

fun

boring

cheer

clap

music

ball

diamond

pitcher

loud

awesome

boo

bat crack

players

fans

fi eld

catcher

exciting

Date: _________________Journal



Alex Rodriguez


Novak Djokovic

Derek Jeter Andy Murray Rory McIlroyTiger Woods

Kobe Bryant LeBron James Usain Bolt Peyton Manning

Tim TebowMichael Phelps

David Beckham

baseball tennisbasketballin the Olympics

Cristiano Ronaldo

golf

swim fast score

a great player

football

serve fast

kick far

a winner

soccer

win

kick goals

an athlete

hit

hit the ball far

hit home runs

awesome

catch

dunk

run fast

throw far

my hero

Date: _________________Journal




Alex Rodriguez

Novak Djokovic

Kobe Bryant

Michael Phelps

David Beckham

basketball

Derek Jeter

Tiger Woods

LeBron James

Peyton Manning

Cristiano Ronaldo

baseball

Andy Murray

Rory McIlroy

Usain Bolt

Tim Tebow

in the Olympics

soccer

run fast

hit the ball far

score

hit home runs

a great player

awesome

tennis

golf

hit

serve fast

kick far

dunk

a winner

football

catch

win

throw far

kick goals

my hero

an athlete swim fast

Date: _________________Journal




with my friends

campsite

lake pond

beach pool park amusement park

fi shing

air conditioning

boating outside inside

campfi resswimming the weather going for walks

riding my bike

with my family

mountain

Date: _________________Journal




swimming

riding my bike

fi shing

inside

beachamusement park

the weather

campfi res

boating

with my friends

pool

campsite

going for walks

air conditioning

outside

with my family

park

mountain

lake pond



Illustration:

Date: _________________Journal #1



Date: _________________Journal #2

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 30, Journal Writing, Monthly Topics, Template A


I can hear many things at a baseball game.

I can hear the fans ______________.

I can hear the ______________.

I see many things at a baseball game.

I can see the ______________.

I can see the ______________.

Baseball games are ______________.

Date: _________________Journal #3



_____________ is a famous sports star.

He plays ______________.

He can ______________.

He is _____________.

Date: _________________Journal #4



It is summer time.

My favorite part is ______________.

I like to play ______________.

I like to go to the _____________ in the summer.

I can hear many things at a baseball game.

I can hear the fans ______________

I can hear the ______________

I see many things at a baseball game

I can see the ______________

I can see the ______________

Baseball games are ______________

Date: _________________Journal #2

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 30, Journal Writing, Monthly Topics, Template B


Date: _________________Journal #3



_____________ is a famous sports star.

He plays ______________

He can ______________

He is _____________

Date: _________________Journal #4



It is summer time.

My favorite part is ______________

I like to play ______________

I like to go to the _____________ in the summer

I can hear and see many things at a baseball game.

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

Date: _________________Journal #2

ELEM, Summer Unit, History and Physical Science, Take Me Out to the Ball GameLesson 30, Journal Writing, Monthly Topics, Template C


______________ is a famous sports star.

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

Date: _________________Journal #3



It is summer time.

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

Date: _________________Journal #4



grade band: elementary summer unit history and …€¢ organize a sequence of events or dates on a...

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