pearson interactive science document demonstrates the close alignment between pearson interactive...

A Correlation of

Pearson Interactive Science

©2012

To the

Common Core State Standards for English Language Arts

Grades K-5

Pearson Interactive Science to the


Introduction

This document demonstrates the close alignment between Pearson Interactive Science, ©2012, and the Common Core State Standards for English Language Arts, Grades K-5. Correlation page references are to the Student Edition, Teacher’s Edition, and the Teacher’s Program Guide. Lessons in the Teacher’s Edition contain facsimile Student Edition pages. Pearson Education is pleased to introduce Interactive Science, a program that makes all students really want to learn more about science and the world. It helps students develop scientific literacy so they better understand the world we live in. Organized into three distinct pathways reading, inquiry, and digital, Interactive Science makes learning and teaching science personal, relevant, and engaging for both students and teachers. Reading Path

Target Reading Skills, continual vocabulary support, and graphic organizers help students develop critical reading skills and strategies to uncover meaning when they read.

Core Content in the Write-in Student Editions as well as below-, on-, and advanced-

Leveled Readers with built-in ELL support give students tools to become successful readers.

Inquiry Path

ABCs of Inquiry Activity Before Concept activities in the Write-in Student Edition engage students and set a purpose for reading.

Scaffolded inquiry activities consist of directed, guided, and open inquiry options to

allow students to move from teacher-directed to student-centered hand-on experiences.

Digital Path

Interactive Science goes digital at myscienceonline.com. Untamed Science and Got It? 60-Second Videos, I Will Know activities, and Virtual labs resources engage students in today’s digital world.

My scienceonline.com can be used for teacher-led instruction from a single computer, with an interactive whiteboard, or by students working at their own pace at school or at home.



Key: SE= Student Edition, TE = Teacher’s Edition, PG = Program Guide 3

Table of Contents Grade K Reading Standards for Literature .......................................................................................... 4 Reading Standards for Informational Texts .......................................................................... 5 Reading Standards for Foundational Skills............................................................................ 6 Writing Standards................................................................................................................. 8 Speaking and Listening Standards ........................................................................................ 9 Language Standards ........................................................................................................... 10 Grade 1 Reading Standards for Informational Texts ........................................................................ 13 Reading Standards for Foundational Skills.......................................................................... 16 Writing Standards............................................................................................................... 18 Speaking and Listening Standards ...................................................................................... 19 Language Standards ........................................................................................................... 21 Grade 2 Reading Standards for Informational Texts ........................................................................ 25 Reading Standards for Foundational Skills.......................................................................... 28 Writing Standards............................................................................................................... 31 Speaking and Listening Standards ...................................................................................... 33 Language Standards ........................................................................................................... 35 Grade 3 Reading Standards for Informational Texts ........................................................................ 40 Reading Standards for Foundational Skills.......................................................................... 45 Writing Standards............................................................................................................... 47 Speaking and Listening Standards ...................................................................................... 50 Language Standards ........................................................................................................... 52 Grade 4 Reading Standards for Informational Texts ........................................................................ 57 Reading Standards for Foundational Skills.......................................................................... 61 Writing Standards............................................................................................................... 64 Speaking and Listening Standards ...................................................................................... 68 Language Standards ........................................................................................................... 70 Grade 5 Reading Standards for Informational Texts ........................................................................ 76 Reading Standards for Foundational Skills.......................................................................... 79 Writing Standards............................................................................................................... 82 Speaking and Listening Standards ...................................................................................... 85 Language Standards ........................................................................................................... 87


Common Core State Standards for English Language Arts Grade K



Grade K

Interactive Science

©2012

Reading Standards for Literature

Key Ideas and Details Literature 1. With prompting and support, ask and answer questions about key details in a text.

TE: Integrate Your Day, Reading, 12, 42, 70; 98, 130, 162, 192, 220, Science to Literature, 89

Literature 2. With prompting and support, retell familiar stories, including key details.

This standard falls outside of the Interactive Science curriculum.

Literature 3. With prompting and support, identify characters, settings, and major events in a story.

TE: Integrate Your Day, Reading, 42 Related content: TE: Integrate Your Day, Reading, 12

Craft and Structure Literature 4. Ask and answer questions about unknown words in a text.


Literature 5. Recognize common types of texts (e.g., storybooks, poems).

The Teacher’s Edition provides a range of classroom reading sources. TE: Integrate Your Day, Reading, 12, 40, 70, 98, 130, 162, 192, 220; Rhyme, 13, 43, 71, 99, 131; 163, 193, 221; Science to Literature, 89

Literature 6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.


Integration of Knowledge and Ideas Literature 7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

See related content: TE: Integrate Your Day, Reading, 130, 162, 220

8. (Not applicable to literature) (Not applicable to literature) Literature 9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.


Range and Level of Text Complexity Literature 10. Actively engage in group reading activities with purpose and understanding.

TE: Integrate Your Day, Reading, 12, 42, 70, 98, 130, 162, 192, 220; Rhyme, 99, 131, 163, 193, 221; Extend the Lesson, 227





Grade K

Interactive Science

©2012

Reading Standards for Informational Texts

Key Ideas and Details Informational Text 1. With prompting and support, ask and answer questions about key details in a text.

See the following representative pages: SE: 5, 6, 7, 35, 36, 37, 50, 51, 52, 61, 62, 63, 73, 74, 75; The Big Question, 2, 12, 57, 68; Science in Your Backyard, 77 TE: Explain, Elaborate, 31, 54, 79, 143, 145, 147, 149, 229, 231; Read Aloud, 102, 134; Explore: 116, 180, 204, 206, 228, 230, 234

Informational Text 2. With prompting and support, identify the main topic and retell key details of a text.

See the following representative pages: SE: Let’s Read Science, Main Idea and Details: 59 TE: Explain, Unlock the Big Question, 21, 31, 53, 81, 87, 107, 115, 139, 171, 201, 209, 233, Apply the Big Question, 57, 89, 119, 151; 21st Century Learning, 169; Main Idea, 251

Informational Text 3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

See the following representative pages: SE: Science Careers, 12; Biography: 20, 43; Science in your Backyard: 32, 77, Big World My World: 55; STEM: 86; Activity 36 TE: Unlock the Big Question, 32, 33, 20, 43, 55, 77, 86; 21st Century Learning, 105, 137, 146

Craft and Structure Informational Text 4. With prompting and support, ask and answer questions about unknown words in a text.

See the following representative pages: TE: School to Home Letter, 14, 44, 72, 100, 132, 164, 194, 222; Vocabulary Smart Cards, 19, Word Wall, 22

Informational Text 5. Identify the front cover, back cover, and title page of a book.


Informational Text 6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.






Grade K

Interactive Science

©2012

Integration of Knowledge and Ideas Informational Text 7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

See the following representative pages: SE: 4, 5, 39, 40, 41, 74, 75, 82, 83, 84; Lesson Activities, 5, 6, 9, 15, 20, 28, 29, 62, 64, 65, Let’s Read Science Picture Clues: 4, Draw Conclusions, 47 TE: Explore, Activate Prior Knowledge, 114, 116, 119; Reading Strategy; Picture Clue, 19; Sequence, 105; Main Idea and Details, 169; Apply the Big Question, 89, 119, 151, 237; Unlock the Big Question, 211; Teach with Visuals, 119, 211, 151; ELL Support, 109, 111, 113

Informational Text 8. With prompting and support, identify the reasons an author gives to support points in a text.


Informational Text 9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).


Range of Reading and Level of Text Complexity Informational Text 10. Actively engage in group reading activities with purpose and understanding.

See the following representative pages: TE: Integrate Your Day, Reading, 12, 70, 98, 130, 162, 192, 220; Social Studies, 130, Additional Resources, Readers’ Theater: 11, 41, 69, 97, 129, 161, 191, 219; Explore: 144, 176, 180, 230

Reading Standards for Foundational Skills

Print Concepts Foundational Skills 1. Demonstrate understanding of the organization and basic features of print.

Interactive Science was designed to allow students to develop and use their understanding of the organization and basic features of print as they read and learn about science.





Grade K

Interactive Science

©2012

Phonological Awareness Foundational Skills 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Students demonstrate understanding of spoken words, syllables, and sounds in engaging lessons with an abundance of phonological support. Vocabulary Smart Cards, Integrate Your Day cross curricular activities, ELL Support, and Differentiated Instruction provide reading, writing, and rhyme opportunities.

Phonics and Word Recognition Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words.

Interactive Science supports the literacy curriculum and the skills students learn. Students utilize their word analysis skills to decode unfamiliar words, including science vocabulary introduced throughout the program. An engaging, write-in student edition makes reading and learning science personal. Lesson Activities and Home Activities accompany each lesson.

Fluency Foundational Skills 4. Read emergent reader texts with purpose and understanding.

The Interactive Science program is written on level. The Interactive Science curriculum provides a clear path of purpose and understanding throughout each lesson, chapter, and unit. Students are supported before, during, and after every lesson with features that set the purpose and review understanding. See the following representative pages: SE: 3, 4, 10, 11, 15, 16, 29, 30, 31; Lesson Activities, 3, 4, 10, 11, 15, 16, 29, 30, 31 TE: Integrate Your Day, Reading, 12, 42, 70; 98, 130, 162, 192, 220, Science to Literature, 89 Additionally, an important literacy component of the Interactive Science program is the Leveled Readers Library. Three content readers per chapter reinforce key science content at on and advanced levels. This classroom library allows students the opportunity to build relevant science content as they read for purpose





Grade K

Interactive Science

©2012

Continued and understanding. For example: Chapter 3 Leveled Readers On-Level: Living Things Advanced Level: All About Plants and Animals

Writing Standards

Text Types and Purposes Writing 1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is …).

See related content: SE: 77 TE: Science to Literature, 89; Science in Your Backyard, 211; Social Studies, 220

Writing 2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

See the following representative pages: SE: Activity, Draw: 8, 11, 44, 51, 75; Write: 39, 59, 67, 69 TE: Integrate Your Day, Writing, 13, 99, 131, 163, 221; Performance-Based Assessment, 126, 158, 244

Writing 3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

See the following representative pages: SE: 85; Activity, 15, 35, 37, 38, 54, 69, 78, 85; Let’s Read Science, Sequence, 35, Cause and Effect, 80 TE: Reading Strategy, Sequence, 105; Extend the Lesson, 105; Integrate Your Day, Writing, 131, 221; Cause and Effect, 227

Production and Distribution of Writing Writing 4. (Begins in Grade 3) (Begins in Grade 3) Writing 5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.






Grade K

Interactive Science

©2012

Writing 6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.


Research to Build and Present Knowledge Writing 7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).


Writing 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question

See the following representative pages: SE: Activity, 1, 2, 4, 5, 6, 8, 12, 14, 20, 22, 32, 33, 55, 56, 57, 67, 68, 77, 78 TE: Writing, 71, 131, 161

Writing 9. (Begins in Grade 4)

(Begins in Grade 4)

Range of Writing Writing 10. (Begins in Grade 3)

(Begins in Grade 3)

Speaking and Listening Standards

Comprehension and Collaboration Speaking/Listening 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

See the following representative pages: SE: Lesson Home Activities: 12, 25, 30, 41, 43, 44, 45; Inquiry Try It!, 3, 14 TE: 18, 88, 168, 182, 198; Explore, 78, 80, 82, 86, 106, 110, 112, 138, 140, 172, 174

Speaking/Listening 2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

See the following representative pages: TE: Integrate Your Day, Reading, 12, 70; Rhyme, 43

Speaking/Listening 3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

TE: 21st Century Learning, 19 ELL Support, 21





Grade K

Interactive Science

©2012

Presentation of Knowledge and Ideas Speaking/Listening 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.


Speaking/Listening 5. Add drawings or other visual displays to descriptions as desired to provide additional detail.


Speaking/Listening 6. Speak audibly and express thoughts, feelings, and ideas clearly.

TE: 21st Century Learning, 19

Language Standards

Conventions in Writing and Speaking Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Demonstrating standard grammar and usage conventions are critical language skills. Students are expected to utilize these conventions in Interactive Science, producing and engaging in communication appropriate to their grade level and abilities. These skills supported throughout the program are evident through a range of activities for a variety of purposes and audiences. The science process skill of communicating, giving oral and written explanations of observations, is embedded into every lesson. Writing and speaking features that support skill growth include: SE: ▪Lesson Questions ▪Lesson Activities ▪Home Activities ▪Lessons, The Big Questions ▪Try It!, Explore It, Apply It, and Investigate It! Inquiry Responses TE: ▪Chapter Opener Read Alouds, Explore Prior Knowledge Class Discussions ▪Unit Integrate Your Day Cross Curricula Activities ▪21st Century Learning Communication and Collaboration Activities





Grade K

Interactive Science

©2012

Continued ▪Differentiated Instruction for RTI, Below- Level, On-Level, and Advanced ▪ELL Support Levels Discussion ▪Unit Performance Based Assessments

Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

In Interactive Science, students are expected to produce written work demonstrating knowledge and appropriate application of writing principles. In this program, a range of writing activities provides an abundance of opportunities for students to develop and increase their writing mechanics. The science process skill of communicating, giving written explanations of observations, is embedded into every lesson. Writing features that promote skill growth include: SE: ▪Lesson Activities ▪Home Activities ▪Lessons, The Big Questions ▪Try It!, Explore It, Apply It, and Investigate It! Inquiry Responses TE: ▪Unit Integrate Your Day Cross Curricula Activities, Writing ▪Differentiated Instruction for RTI, Below- Level, On-Level, and Advanced ▪Unit Performance Based Assessments

Knowledge of Language Language 3. (Begins in Grade 2)

Vocabulary Acquisition and Use Language 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on kindergarten reading and content.

Vocabulary Smart Cards may be utilized to introduce vocabulary for every lesson. Prompts to place the cards on the Word Wall are included throughout the Teacher’s Edition. See also related pages: SE: 30, 37, 48, 50, 60, 81; Activity, 37, 48, 50, 60 TE: ELL Support, 31, 51, 79, 111, 139, 141, 143





Grade K

Interactive Science

©2012

Language 5. With guidance and support from adults, explore word relationships and nuances in word meanings.


Language 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Throughout the Interactive Science program, students’ science language is nurtured and enhanced through peer conversations, classroom discussions, reading, and a wide range of response opportunities. Carefully crafted lessons of Life, Earth, Physical, and STEM content presented at the appropriate level text, with vocabulary support, increase students’ language usage and proficiencies.


Common Core State Standards for English Language Arts Grade 1



Grade 1

Interactive Science

©2012


Key Ideas and Details Informational Text 1. Ask and answer questions about key details in a text.

See the following representative pages: SE: My Planet Diary, 6, 46, 86, 98, 116, 122, 212, 250, 272, 308; Main Idea and Details, 239, 241, 247, 251, 257, 267, 299, 301, 306, 309, 322; List, 279; Underline, 11, 15, 44, 51, 90, 99, 132, 165, 170, 180, 214, 257, 267, 301, 309, 322; The Big Question, 3, 39, 73, 113, 159, 205, 237, 269, 297 TE: Explore, 6, 46; List, 84, 170; 21st Century Learning: 6; Elaborate, Science Notebook: 9; Differentiated Instruction: 9; Words to Know: 9b; ELL Support: 75, 117; Understand By Design, Review the Big Question, 61, 109, 151, 229, 293, 321

Informational Text 2. Identify the main topic and retell key details of a text.

See the following representative pages: SE: Main Idea and Details, 239, 241, 247, 251, 257, 267, 299, 301, 306, 309, 322; Conclude, 18, 19, 21, 22, 171, 209, 313; My Planet Diary, 6, 46, 86, 98, 116, 122, 212, 250, 272, 308 TE: Determine the Factors, 89, 173, 244, 249; Summarize, 15, 18, 25, 120, 132, 167, 175, 177, 186, 307, 314; Explore, 98, 116, 280; ELL Support: 247, 301, 309; My Planet Diary Worksheets, 9a, 49a, 91a, 135a, 167a, 193a, 245a, 253a, 311a

Informational Text 3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

See the following representative pages: SE: 45, 47, 51, 53, 55, 94, 120, 141, 256-257; Tell, 223, 248, Compare and Contrast, 115, 117, 135, 139, 161, 165, 172, 176, 202; STEM, 58; Field Trip, 104 TE: ELL Support, 141; Explain, Contrast: 165, 176; 21st Century Learning: 172; Differentiated Instruction: 138; My Planet Diary, 9a; Lesson Check, 45b, 49b, 55b





Grade 1

Interactive Science

©2012

Craft and Structure Informational Text 4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

See the following representative pages: SE: The Big Question, 3, 39, 73, 113, 159, 205, 237, 269, 297; Lesson Questions, 130, 174 TE: Evaluate, Response to Intervention; 49, 91, 215, 275, 287; ELL Support: 759, 291; Vocabulary Smart Cards, Play a Game, 31, 105, 197; Differentiated Instruction, 148

Informational Text 5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

See the following representative pages: SE: 16, Table of Contents; vi-xiv; Unit D Interactive Science; xvi-xxii; Unit A, 1; Unit B, 71; Unit C, 157; Chapter Intro, 268-269; 296-297, Glossary, EM2-EM26; Index, EM27-EM33; Study Guide & Chapter Review, 109-111, 151-153 TE: ELL Support, 21, 51, 281, 313

Informational Text 6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

See the following representative pages: SE: Picture Clues, 19; Circle, 78; Envision It!, 80-81; Tell, 88; Draw Conclusions, 110; Draw, 138; Compare and Contrast, 142; Color, 163; Match, 166-167 TE: Explain, Teach with Visuals, 16, ELL Support, 75; Teach with Visuals, 78; Activate Prior Knowledge, 81; Differentiated Instruction, 138; Science Notebook, 132

Integration of Knowledge and Ideas Informational Text 7. Use the illustrations and details in a text to describe its key ideas.

See the following representative pages: SE: 16-17, 218, 100-101, 171, 189, 219, 248-249, 283, 290; My Planet Diary, 86, 98, 240, 272; Let’s Read Science Picture Clues, 5, 19, 25, 36, 217; Sequence: 209, 210-211 TE: Science and Literature: 138; ELL Support: 43





Grade 1

Interactive Science

©2012

Informational Text 8. Identify the reasons an author gives to support points in a text.


Informational Text 9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).


Range of Reading and Level of Text Complexity Informational Text 10. With prompting and support, read informational texts appropriately complex for grade 1.

The Interactive Science curriculum of Life, Earth, Physical, and STEM units are appropriately sequenced in 9 chapters and made personal to students in an engaging, write-in edition. The program fosters successful readers and helps students develop scientific literacy using embedded target reading skills, continual vocabulary support, and graphic organizers. Interactivities on each page provide opportunities for students to demonstrate comprehension and mastery of science content. Concepts are scaffolded with meaningful illustrations and supported using small chunks of texts followed by a comprehension check for understanding. Features such as “Let’s Read Science” and “Got It?” focus on specific reading skills and science comprehension. Content addressing this standard is located throughout the program. See the following representative pages: See the following representative pages: SE: Lessons, 11-13, 77-79, 163-167, 240-245, 305-307; My Planet Diary, 6, 46, 86, 98, 116, 122, 162, 212, 240, 250, 272, 308; Unlock the Big Question, 7, 127, 189, 221, 285, 313, Let’s Read Science, 5, 41, 75, 115, 161, 207, 239, 271, 299; Vocabulary Smart Cards, 31-34, 105-108, 197-200, 261-264, 319-320; Science Careers, 226; Science in Your Backyard, 260, 318; Big World, My World, 30; Field Trip, 104; STEM, 196





Grade 1

Interactive Science

©2012

Continued TE: Explain, Unlock the Big Question, Build Background: 123, 185, 209; Activate Prior Knowledge: 21, 141, 273; Lesson Checks, 13b, 45b, 91b, 129b, 143b, 249b, 315b; My Planet Diary Worksheets, 9a, 49a, 91a, 135a, 167a, 193a, 245a, 253a, 311a


Print Concepts Foundational Skills 1. Demonstrate understanding of the organization and basic features of print.

Interactive Science was designed to allow students to develop and use their understanding of the organization and basic features of print as they read and learn about science.

Phonological Awareness Foundational Skills 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Students demonstrate understanding of spoken words, syllables, and sounds in engaging Interactive Science lessons, with an abundance of phonological support. Vocabulary Smart Cards, Integrate Your Day cross curricular activities, ELL Support, and Differentiated Instruction provide reading, writing, and rhyme opportunities.


Interactive Science supports the literacy curriculum and the skills students learn. Students utilize their word analysis skills to decode unfamiliar words, including science vocabulary introduced throughout the program. Representative pages that include skill building opportunities to develop fluent science readers include: SE: EM2-EM26; Vocabulary Smart Cards, 31-32, 59-60, 105-106, 261-264, 291-292, 319-320; STEM, 196 TE: Lesson Check, Words to Know, 13b, 27b, 79b, 101b, 167b, 193b, 245b, 257b, 303b, 315b; Science to Writing, 8; Science to Language Arts, 186; 236C; Science Notebook, 164, 176, 191, ELL Support, 31, 33, 197; School to home letter, 2E, 204E





Grade 1

Interactive Science

©2012

Fluency Foundational Skills 4. Read with sufficient accuracy and fluency to support comprehension.

The Interactive Science program is written on level, reflecting the grade readability. The Interactive Science curriculum provides a clear path of purpose and understanding throughout each lesson, chapter, and unit. This path includes the "I will know" statement at the beginning of each lesson with questions and inter-activities throughout. Students are supported before, during, and after every lesson with features that set the purpose and review understanding. Representative pages include: SE: My Planet Diary, Read Together, 6, 46, 86, 98, 116, 162, 188, 220, 240, 308; Unlock the Big Question, 7; Text Features, Cause and Effect: 271: Draw Conclusions: 128; Main Idea and Details: 267; Vocabulary Smart Cards: 59-60, 105-106, 291-292, 319-320 TE: Introduce the Big Question: 269; Unlock the Big Question: 123; Let’s Read Science, Reading Strategy: 299; Lesson Checks, Words to Know Worksheet: 13b, 27b, 79b, 101b, 167b, 193b, 245b, 257b, 303b, 315b; ELL Support, 59, 115; Response to Intervention: 60, 264; Differentiated Instruction: 176 An important literacy component of the Interactive Science program is the Leveled Readers Library. Three content readers per chapter reinforce key science content at below, on, and advanced levels. This classroom library offers opportunities for students to read prose and increase fluency as they read to each other or in small groups, while building science literacy. Chapter 6 Leveled Readers Below-Level: Earth and Weather On-Level: All About Weather Advanced Level: All About Clouds





Grade 1

Interactive Science

©2012

Writing Standards

Text Types and Purposes Writing 1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

TE: Integrate Your Day, Writing, 38C; Science and Language Arts: 314

Writing 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

SE: Performance Based Assessment, Write a Story, 326 TE: Integrate Your Day, 2C, 2D, 236D; Differentiated Instruction, 173; Science to Writing, 88, 101, 134; Science Notebook, 18 PG: Performance Based Assessment, 64

Writing 3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

Students learn sequence, a critical reading strategy, through Interactive Science instruction and practice. SE: Let’s Read Science, Sequence: 41, 44, 207, 209, 211, 230 TE: Science to Writing, 252; Reading Strategy, Sequence Practice It:, 207; Explain, Teach with Visual Sequence, 44; Question, 63; 21st Century Learning, 211; Response to Intervention: 211; ELL Support, 41

Writing 4. (Begins in Grade 3) (Begins in Grade 3)

Production and Distribution of Writing Writing 5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

See the following representative pages: TE: 21st Century Learning, 6, 86; Science Writing: 8, 118, 134, 218; ELL Support: 106

Writing 6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

TE: 21st Century Learning, 26 See also related content: 21st Century Learning, 86, 262, 283





Grade 1

Interactive Science

©2012

Research to Build and Present Knowledge Writing 7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

Interactive Science provides a wide range of resources that engage students in the participation of directed, guided, and open- inquiry activities. These inquiry projects require students to write observations, explanations, predictions, and conclusions. See the following representative pages: SE: Try It!, 40, 114, 160, 206, 270, Explore It!, 14, 168, 216, 276; Investigate It!, 28-29, 56-57, 144-145, 224-225, 288-289; Apply It!, 154-155, 232-233, 324-325; Performance Based Assessment, 326 TE: Science to Writing, 134 PG: Apply It!, 50-51, 56-57, 62-63

Writing 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

See the following representative pages: SE: 26-27; At-Home Lab, 13, 26, 135, 192, 252, 314 TE: Science Notebook, 27; Science to Writing, 88; At Home Lab, 79, 90, 139, 248, 257, 307

Writing 9. (Begins in grade 4) (Begins in grade 4)

Range of Writing Writing 10. (Begins in grade 3) (Begins in grade 3)


Comprehension and Collaboration Speaking/Listening 1. Participate in collaborative conversations about grade 1 topics and texts with peers and adults in small and larger groups.

See the following representative pages: SE: Lightning Lab, 8, 278, 303 TE: Read Aloud, 38, 72, 158, 268, 296; Elaborate, Science Notebook: 13; Lightning Lab, 8, 278, 303; Explain, Unlock the Big Question, 7, 11, 285; 21st Century Learning, 84, 97, 101, 133, 190, 196, 307; ELL Support, 105, 294; Differentiated Instruction, 23, 32, 176, 315





Grade 1

Interactive Science

©2012

Speaking/Listening 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

See the following representative pages: SE: Let’s Read Science, Cause and Effect: 185, 271, 273, 276, 277, 278, 283, 285, 313 TE: Differentiated Instruction, 9, 176; 21st Century Learning, 101, 223, 260; ELL Support: 147

Speaking/Listening 3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

TE: 21st Century Learning, 260

Presentation of Knowledge and Ideas Speaking/Listening 4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

See the following representative pages: SE: At Home Lab, 26; Write, 77; Tell, 248, 256 TE: Integrate Your Day, Art, 2C; 21st Century Learning, 26, 84, 181, 307; At Home Lab: 27; ELL Support: 5, 77, 305; Explain: 210, 256, 301

Speaking/Listening 5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

See the following representative pages: SE: Performance Based Assessment, 70, 156 TE: Integrate Your Day, Art, 2C; Reading, 236C; 21st Century Learning, 318; ELL Support, 221; Differentiated Instruction, 129;See also related activities; 21st Century Learning: 26, 181, 190; PG: Performance Based Assessment, 52, 58





Grade 1

Interactive Science

©2012

Speaking/Listening 6. Produce complete sentences when appropriate to task and situation.

Interactive Science provides students with a number of tasks in which they orally present information to the class, encouraging use of complete sentences appropriate to the situation. SE: 70, 156, 234 TE: Integrate Your Day, Art, 2C; Writing, 158D, 236D; ELL Support, 5, 15, 81, 99, 217, 277 PG: Performance Based Assessment, 52, 58, 65

Language Standards

Conventions of Standard English Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Demonstrating standard grammar and usage conventions are critical language skills. Students are expected to utilize these conventions in Interactive Science, producing and engaging in communication appropriate to their grade level and abilities. These skills supported throughout the program are evident through a range of activities for a variety of purposes and audiences. The science process skill of communicating, giving oral and written explanations of observations, is embedded into every lesson. Writing and speaking features that support skill growth include: SE: ▪Lesson Questions and Interactivities ▪Chapter Review Narrative Responses ▪Try It!, Explore It, Apply It, and Investigate It! Inquiry Responses ▪Unit Performance Based Assessments TE: ▪Science Notebook Tasks ▪Science to Writing Connections ▪Science to Language Arts Connections ▪Science to Social Studies Connections ▪Chapter Opener Read-Alouds ▪ Chapter Opener Big Question Discussion Prompts





Grade 1

Interactive Science

©2012

Continued ▪21st Century Learning Communication and Collaboration Activities ▪My Planet Diary Worksheets ▪Lesson Check Worksheets ▪Explore It! Worksheets ▪Differentiated Instruction for RTI, Below- Level, On-Level, and Advanced ▪ELL Support Activities


In Interactive Science, students are expected to produce written work demonstrating knowledge and appropriate application of writing principles. In this program, a range of writing activities provides an abundance of opportunities for students to develop and increase their writing mechanics. The science process skill of communicating, giving written explanations of observations, is embedded into every lesson. Writing features that promote skill growth include: SE: ▪ Lesson Questions and Interactivities ▪Chapter Review Narrative Responses ▪Try It!, Explore It, Apply It, and Investigate It! Inquiry Responses ▪Unit Performance Based Assessments TE: ▪Science Notebook Tasks ▪Science to Writing Connections ▪Science to Language Arts Connections ▪Science to Social Studies Connections ▪My Planet Diary Worksheets ▪Lesson Check Worksheets ▪Explore It! Worksheets ▪Differentiated Instruction for RTI, Below- Level, On-Level, and Advanced ▪21st Century Learning Communication Activities





Grade 1

Interactive Science

©2012

Knowledge of Language Language 3. (Begins in Grade 2) (Begins in Grade 2)

Vocabulary Acquisition and Use Language 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

See the following representative pages: SE: Vocabulary Smart Cards, 31-34, 59-60, 105-108, 147-150, 197-200, 227-228, 261-264, 291-292, 319-320; Play a Game: 59, 105, 291, 310 TE: Words to Know Worksheet: 13b, 27b, 79b, 101b, 167b, 193b, 245b, 257b, 303b, 315b; Play a Game, 31, 147, 227, 261; Response to Intervention: 148; ELL Support: 33, 42B, 47, 209, 213, 217, 291

Language 5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

See the following representative pages: SE: Vocabulary Smart Cards, 31-34, 59-60, 105-108, 147-150, 197-200, 227-228, 261-264, 291-292, 319-320 TE: Concept Map, 35, 61, 109, 151, 201, 265, 293, 321; ELL Support, 33, 59, 15, 117, 127, 131, 143, 207, 217, 221, 271; Differentiated Instruction, 120, 132, 228, 274

Language 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

Students acquire and use grade appropriate academic and domain-specific words and phrases in Interactive Science program through a variety of built-in language-building features. The program’s Reading Path targets reading skills with continual vocabulary support. Graphic organizers help students develop critical reading skills and strategies while helping uncover word meaning when they read. Every lesson provides student opportunities to use science language through task prompts such as Apply, Infer, Compare, Summarize, Explain, Predict, Analyze, Identify, and more. Students also learn and use science-specific vocabulary through the following features: SE: ▪Words to Know





Grade 1

Interactive Science

©2012

Continued ▪Interactive Vocabulary ▪Vocabulary Smart Cards ▪Unlock the Big Question ▪Apply the Big Question TE: ▪My Planet Diary Worksheets ▪Lesson Check Worksheets ▪Explore It! Worksheets ▪Academic Vocabulary ▪Differentiated Instruction for Language ▪ELL Levels Language Support ▪Response to Intervention Language Support ▪21st Century Learning Activities -Communication -Information & Media Literacy -Interpersonal & Collaborative Skills -Creativity and Intellectual Curiosity’ -Self-Direction -Critical Thinking & Systems Thinking -Problem Identification, Formulation, and Solution -Social Responsibility -Leadership & Responsibility -Accountability & Adaptability





Grade 2

Interactive Science

©2012


Key Ideas and Details Informational Text 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

See the following representative pages: SE: My Planet Diary, 6, 40, 76, 88, 122, 130, 168, 182, 220, 236, 248, 282, 324; Lesson Questions, 11-13, 45-49, 83-87, 127-129, 173-175, 215-219, 241-243, 289-293, 331-333; Biography, 30; Chapter Review, 34-35, 62-63, 116-117, 158-159, 202-203, 230-231, 306-307, 346-347 TE: Lesson Check Worksheets, 13b, 55b, 93b, 141b, 195b, 213b, 247b, 281b, 329b; Review the Big Question, 33, 61, 115, 157, 201, 229, 263, 305, 345; Chapter Test, 35a-35b, 63a-63b, 117a-117b, 159a-159b, 203a-203b, 231a-231b, 265a-265b, 307a-307b, 347a-347b

Informational Text 2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

See the following representative pages: SE: Main Idea and Details, 39, 42, 62, 167, 169, 173, 175, 183-184, 202, 237, 245; Chapter Review: 62, 116-117, 158-159, 202-203, 230-231, 264-265, 306-307, 346-347 TE: Reading Strategy, Main Idea and Details, 39, 167; Explain, Recall, 42, 169; Infer, 42, 245; Apply, 169; Restate, 173; Explain,173, 245; Classify, 184; Compare and Contrast, 184, 245; Science/Social Studies, 42; Common Misconception, 184; ELL Support, 167, 169, 173, 183, 202, 245, 237, 245; 21st Century Learning, 185

Informational Text 3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

See the following representative pages: SE: What is Technology, 40-43; Explain, 21, 23, 53, 292, 323; Sequence, 89, 121, 123-124, 128, 132, 136, 143, 158 TE: ELL Support, 121, 143; Conclude, 124; Elaborate: Science Notebook, 128, Interpret, 132, Predict, 136





Grade 2

Interactive Science

©2012

Craft and Structure Informational Text 4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Interactive Science focuses on relevant science words and phrases, which are highlighted and defined in context, followed by related activities and investigations. Other embedded features support mastery of science words and phrases. See the following representative pages: SE: 7-9, 41-43, 101-103, 139-141, 177-181, 215-219, 237-238, 275-281, 313-316; Vocabulary Smart Cards, 31-32, 59-60, 111-114, 153-156, 197-200, 227-228, 261-262, 301-304, 341-344; Play a Game, 31, 59, 111, 153, 197, 227, 261, 301, 341 TE: Science to Language Arts, 277, 287, 332; Play a Game, 31, 59, 111, 153, 197, 227, 261, 301, 341; 21st Century Learning, 42, 47, 133, 146, 337; ELL Support, 31, 59, 111, 153, 197, 227, 261, 301, 341, 343; Response to Intervention, 31, 60, 112, 154, 198, 228, 262, 302, 342; Differentiated Instruction, 112, 154, 228, 262, 302, 342, 344

Informational Text 5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

See the following representative pages: SE: 7, 42-43, 45, 47, 89, 90, 91, 123, 124, 173, 175, 222, 241, 242, 283, 284, 286, 331; Picture Clue, 5, 7, 12, 25, 34, 207, 221, 231, 241, 246; Glossary EM2-EM27; Index, EM28-EM35; Table of Contents, vi-xiv TE: Explain: Define, 45, 47; Remember, 89; Recall, 90, 123, 241, 283; Restate, 173; Differentiate, 174; Identify, 222; Contrast, 242; Tell, 331; ELL Support, 5, 7

Informational Text 6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

See the following representative pages: SE: Let’s Read Science, 167, Main Idea and Details, 39, 42, 62, 169, 173, 175, 183-184, 202, 237, 245; Chapter Review: 62, 116-117, 158-159, 202-203, 230-231, 264-265, 306-307, 346-347 TE: ELL Support, 167, 169, 173, 183, 202,





Grade 2

Interactive Science

©2012

Continued 245, 237, 245; Reading Strategy: Main Idea and Details, 39, 167; Explain: Recall, 42, 169; Infer, 42, 245; Apply, 169; Restate: 173; Explain: 173, 245; Classify: 184; Compare and Contrast: 184, 245; Science/Social Studies, 42; Common Misconception, 184; 21st Century Learning: 185; ELL Support, 237, 245

Integration of Knowledge and Ideas Informational Text 7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

SE: Show Data, 27; Plan and Draw, 46; Picture Clue, 51, 52, 53, 246; See also related content, 42-43, 64-65, 124-125, 128-129, 132-133, 136-137; Performance Based Assessment, 70, 268 TE: Explain, Define, 51; Give an Example, 52; Demonstrate, 53; Differentiated Instruction, 52; Compare, 246; 21st Century Learning, 53

Informational Text 8. Describe how reasons support specific points the author makes in a text.

See related content SE: Big World, My World, 226 TE: Explain, 189

Informational Text 9. Compare and contrast the most important points presented by two texts on the same topic.

See the following representative pages: TE: Differentiated Instruction, 96, 129

Range of Reading and Level of Text Complexity Informational Text 10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

The Interactive Science curriculum of Life, Earth, Physical, and STEM units are appropriately sequenced in 9 chapters and made personal to students in an engaging, write-in edition. The program fosters successful readers and helps students develop scientific literacy using embedded target reading skills, continual vocabulary support, and graphic organizers. Interactivities on each page provide opportunities for students to demonstrate comprehension and mastery of science content. Concepts are scaffolded with meaningful illustrations and supported using small chunks of texts followed by a comprehension check for understanding.





Grade 2

Interactive Science

©2012

Continued Features such as “Let’s Read Science” and “Got It?” focus on specific reading skills and science comprehension. Content addressing this standard is located throughout the program. See the following representative pages: SE: Lesson Questions and Interactivities, 11-13, 50-55, 83-87, 135-137, 169-171, 209-213, 237-239, 295-297, 335-337; Let’s Read Science, 5, 39, 75, 121, 167, 207, 235, 273, 311; Explore It!, 14, 44, 94, 134, 182, 214, 244, 282, 324; Investigate It!, 28-29, 56-57, 108-109, 10-151, 194-195, 224-225, 258-259, 298-299, 338-339; Vocabulary Smart Cards, 31-32, 59-60, 111-114, 153-156, 227-228, 261-262, 301-304, 341-344; My Planet Diary, 6, 40, 76, 122, 130, 168, 220, 236, 248, 282, 324; NASA Biography, 30; STEM: 58, 226, 340, Careers, 110, Big World, My World, 196 TE: Science to Reading, 191, 238; Science to Language Arts, 254; Science and Social Studies, 174; Science and Writing, 86, 92, 216; 21st Century Learning, 79, 88, 133; Science Notebook, 8, 30, 58, 226; Review the Big Question, 115, Lesson Check Worksheets, 13b, 49b, 93b, 133b, 171b, 213b, 239b, 281b, 317; Explore It! Worksheets, 13a, 49a, 93a, 133a, 171a, 213a, 239a, 281a, 317a; Build Enduring Understanding, 2A, 36A, 72A, 118A, 164A, 204A,232A, 270A, 308A


Print Concepts Foundational Skills 1. (Not applicable to Grade 2)

(Not applicable to Grade 2)

Phonological Awareness Foundational Skills 2. (Not applicable to Grade 2)






Grade 2

Interactive Science

©2012


Interactive Science supports the literacy curriculum and the skills students learn. Students utilize their word analysis skills to decode unfamiliar words, including science vocabulary introduced throughout the program. Representative pages that include skill building opportunities to develop fluent science readers include: SE: EM2-EM27; Vocabulary Smart Cards, 31-32, 59-60, 111-114, 153-156, 197-200, 227-228, 261-262, 301-304, 341-344 TE: Lesson Check Worksheets, Words to Know, 9b, 13b, 19b, 23b, 27b, 43b, 59b, 55b, 81b, 87b, 93b, 103b, 107b, 125b, 133b, 149b, 171b, 175b, 181b, 193b, 213b, 219b, 239b, 243b, 251b, 257b, 281b, 287b, 283b, 297b, 317b, 323b, 329b, 333b; Science to Language Arts, 254, 277, 332; ELL Support, 111, 147, 153, 221, 295, 343, 341


The Interactive Science program is written on level, with Lexile scores reflecting the grade readability. The Interactive Science curriculum provides a clear path of purpose and understanding throughout each lesson, chapter, and unit. This path includes the "I will know" statement at the beginning of each lesson with questions and inter-activities throughout. Students are supported before, during, and after every lesson with features that set the purpose and review understanding. Representative pages include: SE: Unlock the Big Question, 7, 21, 41, 77, 89, 95, 109, 135, 139, 183, 189, 195, 215, 221, 241, 245, 259, 289, 295, 319, 325, 339; Circle, 9, 19, 47, 52, 103, 159, 278, 280, 315, 331; Tell, 15, 17, 41-43, 46-47, 52, 54-55, 62, 73, 85, 87, 92, 110, 132, 137, 139-140, 182, 186, 189-190, 192-





Grade 2

Interactive Science

©2012

Continued

193, 245, 271, 276-295, 320-323, 325-326, 329, 331, 337; Main Idea and Details: 39, 42, 62, 167, 169, 173, 175, 183-184, 202, 237, 245; Draw Conclusions, 20, 74, 104, 172, 176, 273, 291, 307; Let’s Read Science, 5, 39, 75, 121, 167, 207, 235, 273, 311; Review the Big Question, 34, 62, 116, 158, 202, 230, 264, 306, 346; Vocabulary Smart Cards, 31-32, 59-60, 111-114, 153-156, 197-200, 227-228, 261-262, 301-304, 341-344; Play a Game, 59-60, 111-114, 197-200, 261-262, 301-304 TE: Introduce the Big Question, 3, 37, 73, 119, 165, 205, 233, 271, 309; Explain, Unlock the Big Question, 7, 15, 25, 29, 51, 57, 77, 83, 89, 101, 105, 127, 131, 139, 143, 151, 169, 195, 209, 215, 221, 253, 275, 295, 299, 313, 319, 335, 339; Review the Big Question, 34, 62, 116, 158, 202, 230, 264, 306, 346; Lesson Check Worksheets, 9b, 13b, 19b, 23b, 27b, 43b, 81b, 129b, 133b, 137b, 141b, 149b, 193b, 213b, 219b, 223b, 257b, 287b, 283b, 297b, 317b, 333b; ELL Support, 7, 11, 15, 21, 39, 51, 77, 121, 123, 127, 139, 143, 167, 169, 173, 177, 197, 207, 209, 215, 221, 235, 237, 245, 273, 275, 283, 295, 311, 325; Chapter Tests, 35a-35b, 159a-159b, 203a-203b, 347a-347b, 347a-347b Additionally, an important literacy component of the Interactive Science program is the Leveled Readers Library. Three content readers per chapter reinforce key science content at below, on, and advanced levels. This classroom library allows students the opportunity to build relevant science content as they read for purpose and understanding. For example: Chapter 6 Leveled Readers Below-Level: Earth’s Place in Space On-Level: Studying Earth and Space Advanced Level: Constellations





Grade 2

Interactive Science

©2012

Writing Standards

Text Types and Purposes Writing 1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

SE: Go Green, 97 TE: Integrate Your Day, Writing, 308D; Science Writing: 90; Go Green, 97

Writing 2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Opportunities for students to write informative and explanatory text as they respond to investigations are abundant throughout the Interactive Science write-in student edition. See the following representative pages: SE: Try It!, 4, 38, 74, 120, 166, 206, 234, 272, 310; Explore It!, 14, 44, 94, 134, 182, 214, 244, 282, 324; Apply It!, 160-161, 266-267, 348-349; Investigate It!, 28-29, 56-57, 108-109, 10-151, 194-195, 224-225, 258-259, 298-299, 338-339; My Planet Diary, 130, 168, 220, 248, 282, 324; Design It, 64-69; Performance-Based Assessment, 268 TE: Science and Writing, 48, 96, 292, 328; Science Notebook, 297; Writing, 36D, 204D, 232D, 308D; Explore It! Worksheets 19a, 49a, 99a, 187a, 229a, 287a, 329a; My Planet Diary Worksheets, 9a, 81a, 93a, 125a, 133a, 287a, 329a PG: Apply It!, 50-51, 56-57, 62-63





Grade 2

Interactive Science

©2012

Writing 3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

See the following representative pages: SE: Write a Song, 70; Put on a Play, 162; Write a Fable, 350 TE: Practice It: 121; Reading Strategy, Sequence: 121; Differentiated Instruction: 125, 129; Elaborate, Science Notebook: 132; Integrate Your Day, Writing: 36D, 72D, 118C, 164D, 204D, 308D, Science Writing, 144, 210; ELL Support, 89, 121, 123 PG: Performance Based Assessment, 46, 58, 64

Production and Distribution of Writing Writing 4. (Begins in Grade 3) (Begins in Grade 3)

Writing 5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

See the following representative pages: TE: Integrate Your Day, Writing, 2D; Science and Social Studies, 42, Science to Writing, 48, 90, 92, 144, 210, 218, 292, 328

Writing 6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.


Research to Build and Present Knowledge Writing 7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

See the following representative pages: TE: 21st Century Learning, 337; Integrate Your Day, Reading, 2C, 36C, 72C, 118C, 164C, 204C, 232C, 270C, 308C; Integrate Your Day, Writing, 36D; Differentiated Instruction, 55, 96, 213

Writing 8. Recall information from experiences or gather information from provided sources to answer a question.

See the following representative pages: SE: Underline, 8, 23, 42, 53, 62, 95-86, 98, 107, 170, 189, 202, 236, 245, 283, 315; Draw, 9, 15, 17, 46-37, 51, 128, 136, 145-148, 158, 217-218, 241-242, 247, 264-265, 292-293, 314, 321-322, 331, 333, 336, 346-347; Tell, 3, 6, 41-43, 46-47, 52, 54-55, 62, 80, 85, 87, 92, 99, 107,





Grade 2

Interactive Science

©2012

Continued 132, 137, 139-140, 152, 189-190, 241, 247, 276-277, 313, 316, 320-323, 325-326, 337; Circle, 9, 19, 47, 52, 103, 159, 278, 280, 315, 331; Write: 13, 174, 180, 169 TE: Explain: Recall, 13, 26, 42, 55, 90, 96, 123, 144, 169, 174, 190, 239, 253, 289, 291; Science Notebook, 174, 314; 21st Century Learning, 13, 146, 180, 210, 213; Teach with Visuals, 96; For Professional Development Note, 328; Common Misconception, 78, 87, 90, 148, 281, 314; Science/Writing, 144, 292; ELL Support, 41, 43, 169, 173, 209, 237; Differentiated Instruction, 140, 149, 239; Evaluate, Response to Intervention, 13 Interactive Science Untamed Science Videos, wild and weird online science experiments, provide additional student informational resources.

Writing 9. (Begins in grade 4)

(Begins in grade 4)

Range of Writing Writing 10. (Begins in grade 3)

(Begins in grade 3)


Comprehension and Collaboration Speaking/Listening 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

See the following representative pages: TE: Explain, Unlock the Big Question, 7, 11, 15, 21, 25, 29, 41, 45, 51, 57, 77, 83, 89, 95, 101, 105, 109, 123, 127, 131, 135, 139, 143, 151, 169, 173, 177, 183, 189, 195, 209, 215, 221, 225, 237, 241, 245, 249, 253, 259, 275, 283, 289, 295, 299, 313, 319, 325, 331, 335, 339; Differentiated Instruction, 55, 96, 213; 21st Century Learning, 99, 337, Integrate Your Day: Reading, 2C, 36C, 72C, 118C, 164C, 204C, 232C, 270C, 308C See also myscienceonline.com, Envision It! for lesson interactivities to stimulate science discussion.





Grade 2

Interactive Science

©2012

Speaking/Listening 2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

See the following representative pages: SE: 2-3, 36-37, 72-73, 118-119, 164-165, 204-205, 232-233, 270-271, 308-309 TE: Read Aloud, 2, 36, 72, 118, 164, 204, 232, 270, 308; Talk About the Picture, 2, 36, 72, 118, 164, 204, 232, 270, 308; Predict, 3, 37, 73, 119, 165, 205, 233, 271, 309 Interactive Science Untamed Science Videos, wild and weird online science experiments, provide additional student informational resources.

Speaking/Listening 3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

See the following representative pages: TE: 21st Century Learning, 9, Response to Intervention, 9; see also related content: 21st Century Learning, 226

Presentation of Knowledge and Ideas Speaking/Listening 4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.


Speaking/Listening 5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.


Speaking/Listening 6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

See the following representative pages: SE: Performance Based Assessment, 62; Tell, 15, 17, 52, 85, 87, 92, 110, 132, 137, 182, 186, 192-193, 245, 247, 329, 337 TE: Record and Share, 68-69; ELL Support, 11, 41, 62, 212; Differentiated Instruction, 43, 55; Science Notebook, 291





Grade 2

Interactive Science

©2012

Language Standards


Demonstrating standard grammar and usage conventions are critical language skills. Students are expected to utilize these conventions in Interactive Science, producing and engaging in communication appropriate to their grade level and abilities. These skills supported throughout the program are evident through a range of activities for a variety of purposes and audiences. The science process skill of communicating, giving oral and written explanations of observations, is embedded into every lesson. Writing and speaking features that support skill growth include: SE: ▪Lesson Questions and Interactivities ▪Chapter Review Narrative Responses ▪Try It!, Explore It, Apply It, and Investigate It! Inquiry Responses ▪Unit Performance Based Assessments TE: ▪Science Notebook Tasks ▪Science to Writing Connections ▪Science to Language Arts Connections ▪Science to Social Studies Connections ▪Chapter Opener Read-Aloud Discussion Prompts ▪21st Century Learning Communication and Collaboration Activities ▪My Planet Diary Worksheets ▪Explore It Worksheets ▪Lesson Check Worksheets ▪Differentiated Instruction for RTI, Below- Level, On-Level, and Advanced ▪ELL Support Levels Discussion





Grade 2

Interactive Science

©2012

Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

In Interactive Science, students are expected to produce written work demonstrating knowledge and appropriate application of writing principles. In this program, a range of writing activities provides an abundance of opportunities for students to develop and increase their writing mechanics. The science process skill of communicating, giving written explanations of observations, is embedded into every lesson. Writing features that promote skill growth include: SE: ▪Lesson Questions and Interactivities ▪Chapter Review Narrative Responses ▪Try It!, Explore It, Apply It, and Investigate It! Inquiry Responses ▪Unit Performance Based Assessments TE: ▪Science Notebook Tasks ▪Science to Writing Connections ▪Science to Language Arts Connections ▪Science to Social Studies Connections ▪21st Century Learning Communication Activities My Planet Diary Worksheets ▪Explore It Worksheets ▪Lesson Check Worksheets ▪Differentiated Instruction for RTI, Below- Level, On-Level, and Advanced ▪ELL Support Tasks





Grade 2

Interactive Science

©2012

Knowledge of Language Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Using language and its conventions appropriately are critical to successful communication. Throughout Interactive Science, students are immersed in all facets of communication, engaging in a wide range of activities for a variety of purposes. Formal language instruction falls outside of the program scope and sequence, however, an abundance of rich, science literacy materials presented with carefully sequenced student tasks in all areas of communication lead students to success. Carefully crafted Interactive Science lessons built upon a foundation of scientific methods and process skills, include the following features that build and support language development and its conventions: SE: ▪Lesson Questions and Interactivities ▪Let’s Read Science! ▪Explore It! Inquiry Communicate Activities ▪Chapter Review Narrative Responses ▪Inquiry Activities: Lightning Labs, Try It!, Explore It!, Apply It!, and Investigate It! ▪Graphic Images with Inquiry Activities ▪Chapter STEM Lessons ▪Chapter Vocabulary Smart Cards ▪Unit Performance Based Assessments TE: ▪Chapter Opener Read Aloud Discussion Prompts ▪Science Notebook Tasks ▪Science to Writing Connections ▪Science to Language Arts Connections ▪Science to Social Studies Connections ▪My Planet Diary Worksheets ▪Explore It Worksheets ▪Lesson Check Worksheets ▪Differentiated Instruction for Below- Level, On-Level, and Advanced ▪ELL Support ▪Response to Intervention Support ▪21st Century Learning Activities





Grade 2

Interactive Science

©2012

Continued -Communication -Information & Media Literacy -Interpersonal & Collaborative Skills -Creativity and Intellectual Curiosity’ -Self-Direction -Critical Thinking & Systems Thinking -Problem Identification, Formulation, and Solution -Social Responsibility -Leadership & Responsibility -Accountability & Adaptability

Vocabulary Acquisition and Use Language 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

See the following representative pages: SE: Vocabulary Smart Cards, 31-32, 59-60, 111-114, 153-156, 197-200, 227-228, 261-262, 301-304, 341-344; Play a Game, 31-32, 59-60, 111-114, 153-156, 197-200, 227-228, 261-262, 301-304, 341-344 TE: Play a Game, 31-32, 59-60, 111-114, 153-156, 197-200, 227-228, 261-262, 301-304, 341-344; Response to Intervention, 31, 60, 112, 154, 198, 228, 262, 302, 342; Differentiated Instruction, 112, 154, 228, 262, 302, 342, 344; ELL Support, 59, 227

Language 5. Demonstrate understanding of word relationships and nuances in word meanings.

See the following representative pages: SE: 93, 131, 221, 295 TE: Differentiated Instruction, 93; ELL Support: 131, 221, 295

Language 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Students acquire and use grade appropriate academic and domain-specific words and phrases in Interactive Science program through a variety of built-in language-building features. The program’s Reading Path targets reading skills with continual vocabulary support. Graphic organizers help students develop critical reading skills and strategies while helping uncover word meaning when they read. Every lesson provides student opportunities to use science language through task prompts such as Apply, Infer, Compare, Summarize,





Grade 2

Interactive Science

©2012

Continued Explain, Predict, Analyze, Identify, and more. Students also learn and use science-specific vocabulary through the following features: SE: ▪Words to Know ▪Interactive Vocabulary ▪Vocabulary Smart Cards ▪Unlock the Big Question ▪Apply the Big Question TE: ▪Chapter Opener Read Aloud Discussion Prompts ▪My Planet Diary Worksheets ▪Explore It Worksheets ▪Lesson Check Worksheets ▪Academic Vocabulary ▪Differentiated Instruction for Language ▪ELL Levels Language Support ▪Response to Intervention Language Support ▪21st Century Learning Activities -Communication -Information & Media Literacy -Interpersonal & Collaborative Skills -Creativity and Intellectual Curiosity’ -Self-Direction -Critical Thinking & Systems Thinking -Problem Identification, Formulation, and Solution -Social Responsibility -Leadership & Responsibility -Accountability & Adaptability




Common Core State Standards

for English Language Arts Grade 3

Interactive Science

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Key Ideas and Details Informational Text 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

See the following representative pages: SE: My Planet Diary, 6, 50, 90, 146, 296, 324, 376, 408; Text Features, 43, 108, 240; Got It!, 9, 27, 59, 65, 97, 103, 145, 237, 255, 301, 333, 391, 421; Lesson Questions, 23-27, 51-53, 111-115, 155-161, 185-189, 221-223, 289-295, 363-367, 409-413; Biography, 45, 258, 304, 428; Chapter Review, 42-43, 130-131, 170-171, 266-267, 348-349, 400-401; 434-435; Benchmark Practice, 44, 132, 172, 268, 350, 436 TE: Evaluate, Response to Intervention, 9, 367; Lesson Check Worksheets, 33b, 59b, 103b, 121b, 189b, 237b, 301b, 327b, 425b; Review the Big Question, 41, 73, 129, 205, 265, 347; Chapter Test, 45b, 131a-131b, 269b, 313b, 351b, 437b

Informational Text 2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

See the following representative pages: SE: Main Idea and Details, 49, 52, 55, 75, 151, 273, 275, 276, 279, 285, 289, 301, 311, 366, 412, 416; Chapter Review, 75; Got It!, 279; Unlock the Big Question, 9, 67, 103, 183, 237, 331, 421 TE: Reading Strategy, Main Idea and Details, 49, 273; Explain, Describe, 52, 366; Science/Social Studies, 49, 276, Define, 55, 366; Summarize, 55, 416; Apply, 55, 416; List, 276; Explain, 276; Analyze, 276; Categorize, 285; Identify, 289, 416; Differentiate, 366; Recall, 412; Interpret, 52, 412; Elaborate, Science Notebook; 52, 151, 285; Common Misconception, 276, 366; Evaluate, Got It!, 279; ELL Support, 49, 55, 151, 273, 275, 289; Response to Intervention, 161, 279






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Informational Text 3. Describe the relationship between a series of historical events, scientific, as concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

See the following representative pages: SE: What is Technology, 50-53; Summarize, 21, 27, 59, 112, 193, 243; Cause and Effect, 177, 183, 189, 191, 207, 249, 355, 357, 381, 400; Explain, 20, 25, 30, 186, Sequence, 229, 254 TE: Generalize, 112; Understand, 114; Cause and Effect, 222; Explain, 229; 21st Century Learning, 235; Differentiated Instruction, 241

Craft and Structure Informational Text 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

Interactive Science focuses on relevant science words and phrases, which are highlighted and defined in context, followed by related activities and investigations. Other embedded features support mastery of science words and phrases. See the following representative pages: SE: 7-8, 55-57, 111-113, 139-143, 185-186, 233-237, 325-327, 357-361, 409; Vocabulary Smart Cards, 37-40, 69-72, 125-128, 165-168, 201-204, 259-264, 305-308, 343-346, 395-398, 429-432; Interactive Vocabulary: Make a Word Wheel, 38, 70, 202, 344; Make a Word Frame, 126, 166; Make a Word Magnet, 260, 396, 430; Make a Word Question, 306 TE: Play a Game, 37, 69, 125, 165, 201, 259, 305, 343, 395, 429; 21st Century Learning, 40, 260, 397ELL Support, 37, 69, 125, 165, 201, 204, 259, 262, 305, 343, 345, 395, 431; Differentiated Instruction, 39, 71, 126, 202, 261, 306, 344, 396, 429; Academic Vocabulary, 38, 70, 126, 166, 202, 260, 306, 344, 396, 430; Response to Intervention, 38, 71, 126, 165, 202, 261, 306, 345, 397, 431






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Informational Text 5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

See the following representative pages: SE: Text Features, 5, 7, 17, 43, 89, 91, 92, 99, 108, 112, 117, 119, 130, 240 TE: ELL Support, 5, 7; Explain: Define, 92, 112; Differentiate, 92; Evaluate, 92; Identify, 108; Determine, 108; Contrast, 108; Generalize, 112; Sequence, 119; 21st Century Learning, 9, 27, 96, 115, 220, 235, 295; Differentiated Instruction, 102, 331; Science Notebook, 291; Science and Social Studies, 95

Informational Text 6. Distinguish their own point of view from that of the author of a text.

See related content: TE: 21st Century Learning, 178, 193, 243; Differentiated Instruction, 189

Integration of Knowledge and Ideas Informational Text 7. Use information gained from illustrations (e.g., maps, photographs), and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

The Got It! feature at the end of every lesson provides opportunities for students to demonstrate their understanding of lesson objectives presented in text and images. See representative pages 9, 27, 59, 65, 97, 103, 121, 145, 197, 237, 255, 301, 333, 391, 421. Other features and activities throughout Interactive Science support students’ comprehension of lesson images and text. See the following representative pages: SE: Text Features, 5, 7, 43, 89, 108, 240; Observe, 11; Predict, 12-13; Analyze, 17; Infer, 23; Explain, 25, 418; Recall, 26; Compare, 30-31, 109; Predict, 53, 111, 181; Identify, 56; Apply, 57, 179; Determine, 63; Contrast, 65; Compare and Contrast, 93; Distinguish, 95; Categorize, 96; Classify, 14, 143, 162-163, 187; Describe, 114, 181, 360; Illustration, 118, 152, 154-155, 156-157, 186-187, 188, 299, 358-359; Suggest, 139; List, 141; Sequence, 121, 144, 155; Read a Graph, 25, 64, 145, 193, 242






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Continued TE: Professional Development Note, 25; Explain: Recall, 30; Compare, 56; Interpret, 93; Contrast, 94; Define, 95; Tell, 100-101; Sequence, 118-119; ELL Support, 30, 139, 145, 147, 185; Elaborate: Science Notebook, 31, 119, 158; Explain, 96, 108, 114; Differentiated Instruction, 97, 156, 181, 182; Common Misconceptions, 109, 114, 119, 141; Visual Impaired, 112

Informational Text 8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/ second/third in a sequence).

See the following representative pages: SE: 118-119; Sequence, 137, 155, 221, 219, 248, 254; Cause and Effect, 177, 189, 191, 249, 355, 357, 381; Compare, 121, 160, 284, 295, 390 TE: Science to Reading, 18; ELL Support, 177, 191, 355, 357, 381; Reading Strategy: Cause and Effect, 177, 355; Evaluate: Response to Intervention, 249; Explain: Summarize, 191; Infer, 191; Recall, 381; Differentiated Instruction, 249

Informational Text 9. Compare and contrast the most important points and key details presented in two texts on the same topic.

The following related citations prepare students to meet this standard: SE: Compare and Contrast, 93, 147, 189, 233, 249, 277, 287, 323, 325; Contrast, 65, 375 TE: Activate Prior Knowledge, 133; 21st Century Learning, 299

Range of Reading and Level of Text Complexity

Informational Text 10. By the end of the year, read and comprehend informational texts, including history/ social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

The Interactive Science curriculum of Life, Earth, Physical, and STEM units are appropriately sequenced in 10 chapters and made personal to students in an engaging, write-in edition. The program fosters successful readers and helps students develop scientific literacy using embedded target reading skills, continual vocabulary support, and graphic organizers. Interactivities on each page provide opportunities for students to






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Continued demonstrate comprehension and mastery of science content. Concepts are scaffolded with meaningful illustrations and supported using small chunks of texts followed by a comprehension check for understanding. Features such as “Let’s Read Science” and “Got It?” focus on specific reading skills and science comprehension. Content addressing this standard is located throughout the program. See the following representative pages: SE: Lesson Questions and Interactivities, 11-15, 110-115, 185-189, 281-287, 369-375, 409-413; Let’s Read Science, 49, 137, 177, 219, 273, 323, 355, 407; Text Features, 5, 7, 89, 240; Got It!, 9, 27, 59, 103, 145, 183, 237, 279, 333, 421; Explore It!!, 28, 60, 98, 138, 274, 380, 414; Investigate It!, 66-67, 122-123, 198-199, 392-393; Vocabulary Smart Cards, 37-40, 69-72, 125-128, 165-168, 201-204, 259-264, 305-308, 343-346, 395-398, 429-432; STEM, 68, 164, 313, 342, 437; Big World, My World, 77, 351; Biography, 45, 258, 304, 428; My Planet Diary, 6, 50, 146, 178, 244, 296, 356; Careers, 124, 209, 394; Go Green, 241 TE: Explain, 23, 51, 91, 139, 245, 281, 335, 415; Science to Reading, 18; Science to Language Arts, 282, 336; Science and Social Studies, 182, 330, 378; 21st Century Learning, 40, 96, 164, 143, 153, 235, 339, 365, 371, 383; Science Notebook, 93, 114, 278, 424; Review the Big Question, 41, 73, 129, 205, 265, 347; Lesson Check Worksheets, 9b, 59b, 97b, 153b, 231b, 287b, 327b, 375b; Explore It!! Worksheets, 33a, 103a, 279a; ELL Lesson Plan, 10B, 138B, 296B, 408B; Differentiated Instruction, 229, 359, 413






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Interactive Science supports the literacy curriculum and the skills students learn. Students utilize their word analysis skills to decode unfamiliar words, including science vocabulary introduced throughout the program. Representative pages that include skill building opportunities to develop fluent science readers include: SE: EM2-EM13; Vocabulary Smart Cards, 37-40, 69-72, 125-128, 165-168, 201-204, 259-264, 305-308, 343-346, 395-398, 429-432; Make a Word Wheel, 38, 70, 202, 344; Make a Word Frame, 126, 166; Make a Word Magnet, 260, 396, 430; Make a Word Question, 306 TE: Lesson Check Worksheets, Words to Know, 9b, 15b, 21b, 33b, 59b, 65b, 97b, 103b, 109b, 115b, 145b, 153b, 161b, 189b, 197b, 231b, 243b, 249b, 255b, 279b, 287b, 301b, 327b, 361b, 375b, 413b, 425b; Academic Vocabulary, 38, 70, 126, 166, 202, 260, 306, 344, 396, 430; Science to Language Arts, 7, 100, 112, 254, 420; Science Notebook, 187; Science Writing, 222; ELL Support, 7, 111, 185, 191, 194, 221, 225, 245, 297, 369, 409, 415, 418






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The Interactive Science program is written on level, with Lexile scores reflecting the grade readability. The carefully planned curriculum provides a clear path of purpose and understanding throughout each lesson, chapter, and unit. This path includes the "I will know" statement at the beginning of each lesson with questions and inter-activities throughout. Students are supported before, during, and after every lesson with features that set the purpose and review understanding. Representative pages include: SE: Unlock the Big Question, 6, 50, 90, 138, 221, 409; Review the Big Question, 130, 266, 434; Apply the Big Question, 131, 267, 435; Text Features, 5, 7, 43, 89, 108, 240; Got It!, 9, 27, 59, 97, 103, 145, 255, 333, 391, 421; Main Idea and Details, 49, 55, 75, 151, 275, 285, 289, 301, 366, 416; Draw Conclusions, 9, 53, 409, 415; Let’s Read Science, 49, 137, 177, 219, 273, 323, 407; Summarize, 21, 27, 59, 112, 193, 243; Cause and Effect, 177, 191, 207, 249, 355, 381, 400; Vocabulary Smart Cards, 37-40, 305-308, 343-346, 429-432; Play a Game, 37, 69, 125, 395, 429; Interactive Vocabulary: Make a Word Pyramid, Make a Word Wheel, 70, 202, 344; Make a Word Frame, 126, 166; Make a Word Magnet, 260, 396, 430; Chapter Tests, 42-43, 206-207, 434-435; Benchmark Practice, 132, 312, 436 TE: Introduce the Big Question, 3, 47, 87, 135, 217, 405; Explain, Unlock the Big Question, 5, 51, 91, 139, 221, 409; Evaluate: Unlock the Big Question, 9; Review the Big Question, 131, 266, 434; Apply the Big Question, 131, 267, 435; Science to Reading, 234; Lesson Check Worksheets, 9b, 15b, 21b, 52b, 59b, 97b, 103b, 109b, 223b, 231b, 327b, 333b, 413b, 421b; Interactive & Academic






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Continued

Vocabulary: 38, 70, 126, 166, 202, 256, 306, 344, 396, 430; ELL Support, 49, 61, 89, 91, 185, 219, 251, 273; Differentiated Instruction, 103, 241, 419; Chapter Tests, 45b, 133b, 209b, 313b, 403b, 437b Additionally, an important literacy component of the Interactive Science program is the Leveled Readers Library. Three content readers per chapter reinforce key science content at below, on, and advanced levels. This classroom library allows students the opportunity to build relevant science content as they read for purpose and understanding. For example: Chapter 3 Leveled Readers Below-Level: Plants On-Level: Growing and Changing Plants Advanced Level: A Tree’s Life

Writing Standards

Text Types and Purposes Writing 1. Write opinion pieces on familiar topics or texts, supporting a point of view with reasons.

TE: Science to Reading, 8; Science Notebook, 9 Also see related content: SE: Go Green, 21, 62, 113, 300, 364 TE: Differentiated Instruction, 8

Writing 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Opportunities for students to write informative and explanatory text as they respond to investigations are abundant throughout the Interactive Science write-in student edition. See the following representative pages: SE: Try It!, 4, 48, 88, 136; Explore It!!, 98, 138, 362, 414; Investigate It!, 122, 162, 256; Apply It!, 210-213, 314-317, 438-441; My Planet Diary, 6, 50, 116, 146, 178, 220, 244, 296, 324, 356, 376, 408; Performance Based Assessment, 318 TE: Science/Writing, 143, 156, 247;






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Continued

Science Notebook, 57, 93, 149, 151, 181, 326, 364, 383, 417; Differentiated Instruction, 101, 102, 156, 192, 391; Explore It!! Worksheets, 21a, 27a, 33a, 161a, 189a, 255a; My Planet Diary Worksheets, 9a, 53a, 121a, 153a, 183a, 223a, 249a, 301a, 327a, 361a, 413a PG: Performance Based Assessment, 62; Apply It! 50-53, 58-61, 66-69

Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

SE: Animals and Seasons, 214; Rock Fantasy, 318; Write a Poem, 442 TE: Science to Writing, 26, 152, 195, 382; Science Notebook, 13, 151, 437 PG: Performance Based Assessment, 54, 62, 70

Production and Distribution of Writing Writing 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade specific expectations for writing types are defined in standards 1–3 above.)

See the following representative pages: TE: Science to Writing, 26, 247, 382; Science Notebook, 13, 57, 93, 149, 151, 181, 326, 364, 383, 417; 21st Century Learning, 9, 21; Differentiated Instruction, 156, 192, 364, 391 See also a range of writing tasks in which the instructor provides lab support. SE: Try It!, 4, 48, 88, 136; Explore It!!, 98, 138, 362, 414; Investigate It!, 122, 162, 256; Apply It!, 210-213, 314-317, 438-441






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Writing 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)

Students’ knowledge of the writing process allows them to be successful in the wide variety of writing tasks throughout the program. See related content: SE: Go Green, 21 TE: Science and Writing, 152, 156; Science Notebook, 326; ELL Support, 24; 189 192; Differentiated Instruction, 102, 192; 21st Century Learning, 19, 21, 33, 193, 279, 365

Writing 6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

See related content: TE: 21st Century Learning, 31, 96, 193, 279; Differentiated Instruction, 102, 192, 359

Research to Build and Present Knowledge Writing 7. Conduct short research projects that build knowledge about a topic.

See the following representative pages: SE: Try It!, 4, 48, 88, 136, 218; Explore It!!, 10, 16, 22, 98, 138, 224, 362, 414; Investigate It!, 122, 162, 256; Apply It!, 210-213, 314-317, 438-441 TE: Differentiated Instruction, 18, 52; 21st Century Learning, 59, 96, 153, 235, 279, 365, 383; Science to Language Arts, 282; Science to Social Studies, 378 PG: Apply It, 50-53, 58-61, 66-69; Lab Support, 51, 59, 67, 68; Extensions, 53, 61, 69

Writing 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

SE: Text Features, 91, 99, 162-163 TE: Science Notebook, 140, 149, 277, 298, 358; 21st Century Learning, 27, 96, 157; Differentiated Instruction, 97, 106, 142, 156, 192, 371, 391; ELL Support, 105, 191, 281; Soil Studies, 269; Go Green, 390 Interactive Science Untamed Science Videos, wild and weird online science experiments, provide additional student informational resources.






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Writing 9. (Begins in grade 4) (Begins in grade 4) Range of Writing Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

See the following representative pages: SE: My Planet Diary, 6, 50, 90, 116, 146, 178, 220, 296, 356; Got It!, 21, 65, 97, 103, 223, 231, 361, 367, 391, 413, 425; Chapter Opener Predict, 3, 47, 87, 135, 175, 217, 271, 353; Explore It!!, 54, 60, 138, 154, 190, 224, 232, 280, 328, 334; Investigate It!, 162-163, 198-199, 302-303, 392-393; Apply the Big Question, 43, 75, 131, 171, 267, 311, 401 TE: My Planet Diary Worksheet, 9a, 53a, 97a, 121a, 153a, 183a, 223a, 301a, 361a; Explore It! Worksheet, 15a, 21a, 27a, 33a, 59a, 65a, 115a, 161a, 189a, 197a, 237a; Lesson Check Worksheets, Apply Concepts, 9b, 21b, 33b, 97b, 121b, 183b, 197b, 255b, 287b, 301b; Science to Social Studies, 52, 378; ELL Support, 37, 69; Science to Language Arts, 229, 282, 336; Differentiated Instruction, 18, 52, 391


Comprehension and Collaboration

Speaking/Listening 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

SE: Explore It!!, Communicate, 138, 322; Tell, 334, Go Green, 364 TE: Read Aloud, Predict/Explain, 2, 46, 86, 134, 174, 216, 270, 320, 352, 404; Engage/Explore, 6, 50, 90, 116, 178, 220, 244, 296, 324, 356, 376, 408, 422; Differentiated Instruction, 18, 65, 182, 231; 21st Century Learning, 150, 160, 230, 244; Explain, Unlock the Big Question, 11, 17, 55, 99, 105, 111, 139, 147, 155, 185, 191, 221, 239, 245, 251, 275, 281, 289, 297, 325, 328, 363, 369, 377, 415, 423 See also myscienceonline.com, Envision It! for lesson interactivities to stimulate science discussion.






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Speaking/Listening 2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

See the following representative pages: SE: 25, 30, 31; My Planet Diary, 6, 50, 90, 116, 146, 178, 220, 296, 324, 376, 408, 456; Do the Math, 14, 64, 412 TE: Read Aloud, Predict, 2, 46, 86, 134, 174, 216, 270, 320, 352, 404; Explore, 6, 50, 90, 116, 146, 178, 220, 296, 324, 376, 408, 456; Explain, Teach with Visuals, 30, 31, 94, 100, 118, 240-241, 246-247, 358-359, 366, 410-411 Interactive Science Untamed Science Videos, wild and weird online science experiments, provide additional student informational resources.

Speaking/Listening 3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

TE: 21st Century Learning, 9, 397

Presentation of Knowledge and Ideas Speaking/Listening 4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

See the following representative pages: TE: Elaborate, Science Notebook, 119, 240, 372; 21st Century Learning, 150, 187, 230, 242, 244, 373; Differentiated Instruction, 8, 65, 182, 231, 253, 255, 278, 282, 361; ELL Support, 20, 93, 117, 155, 191, 195, 233, 239, 363

Speaking/Listening 5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

See related content that contributes to meeting the standard: SE: 318, 442 TE: Science to Writing, 382, 388 PG: Performance Based Assessment, 62, 70

Speaking/Listening 6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

See the following representative pages: TE: Differentiated Instruction, 231; ELL Support, 69, 130, 206, 259, 262, 345, 434






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Language Standards


Demonstrating standard grammar and usage conventions are critical language skills. Students are expected to utilize these conventions in Interactive Science, producing and engaging in communication appropriate to their grade level and abilities. These skills supported throughout the program are evident through a range of activities for a variety of purposes and audiences. The science process skill of communicating, giving oral and written explanations of observations, is embedded into every lesson. Writing and speaking features that support skill growth include: SE: ▪Chapter Opener Predict Responses ▪Lesson Questions and Interactivities ▪Chapter Review Narrative Responses ▪Try It!, Explore It!, Apply It, and Investigate It! Inquiry Responses ▪Unit Performance Based Assessments TE: ▪Science Notebook Tasks ▪Science to Writing Connections ▪Science to Language Arts Connections ▪Science to Social Studies Connections ▪Chapter Opener Read-Alouds ▪Predict Chapter Opener Discussion Prompts ▪21st Century Learning Communication and Collaboration Activities ▪My Planet Diary Worksheets ▪Explore It! Worksheets ▪Lesson Check Worksheets ▪Differentiated Instruction for RTI, Below- Level, On-Level, and Advanced ▪ELL Support Levels Discussion






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In Interactive Science, students are expected to produce written work demonstrating knowledge and appropriate application of writing principles. In this program, a range of writing activities provides an abundance of opportunities for students to develop and increase their writing mechanics. The science process skill of communicating, giving written explanations of observations, is embedded into every lesson. Writing features that promote skill growth include: SE: ▪Chapter Opener Predict Responses ▪ Lesson Questions and Interactivities ▪Chapter Review Narrative Responses ▪Try It!, Explore It!, Apply It, and Investigate It! Inquiry Responses ▪Unit Performance Based Assessments TE: ▪Science Notebook Tasks ▪Science to Writing Connections ▪Science to Language Arts Connections ▪Science to Social Studies Connections ▪Differentiated Instruction for RTI, Below- Level, On-Level, and Advanced ▪21st Century Learning Communication Activities ▪My Planet Diary Worksheets ▪Explore It! Worksheets ▪Lesson Check Worksheets


Using language and its conventions appropriately are critical to successful communication. Throughout Interactive Science, students are immersed in all facets of communication, engaging in a wide range of activities for a variety of purposes. Formal language instruction falls outside of the program scope and sequence, however, an abundance of rich, science literacy materials presented with carefully sequenced student tasks in all areas of communication lead students to






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Continued

success. Carefully crafted Interactive Science lessons built upon a foundation of scientific methods and process skills, include the following features that build and support language development and its conventions: SE: ▪Chapter Opener Predict Responses ▪Lesson Questions and Interactivities ▪Let’s Read Science! ▪Explore It! Inquiry Communicate Activities ▪Chapter Review Narrative Responses ▪Inquiry Activities: Lightning Labs, Try It!, Explore It!, Apply It!, and Investigate It! ▪Graphic Images with Inquiry Activities ▪Chapter STEM Lessons ▪Chapter Vocabulary Smart Cards ▪Unit Performance Based Assessments TE: ▪Chapter Opener Read Alouds ▪Science Notebook Tasks ▪Science to Writing Connections ▪Science to Language Arts Connections ▪Science to Social Studies Connections ▪Predict Chapter Opener Discussion Prompts ▪My Planet Diary Worksheets ▪Explore It! Worksheets ▪Lesson Check Worksheets ▪Differentiated Instruction for Below- Level, On-Level, and Advanced ▪ELL Support ▪Response to Intervention Support ▪21st Century Learning Activities -Communication -Information & Media Literacy -Interpersonal & Collaborative Skills -Creativity and Intellectual Curiosity’ -Critical Thinking & Systems Thinking -Problem Identification, Formulation, and Solution -Social Responsibility -Leadership & Responsibility -Accountability & Adaptability






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Vocabulary Acquisition and Use Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

See the following representative pages: SE: Vocabulary Smart Cards, 37-40, 69-72, 125-128, 165-168, 201-204, 259-264, 305-308, 343-346, 395-398, 429-432; Interactive Vocabulary: Make a Word Wheel, 38, 70, 202, 344; Make a Word Frame, 126, 166; Make a Word Magnet, 260, 396, 430; Make a Word Question, 306 TE: Explain, Teach with Visuals, 30, 31, 94, 100, 118, 240-241, 246-247, 358-359, 366, 410-411; Academic Vocabulary, 38, 70, 126, 166, 202, 260, 306, 344, 396, 430; Science/Language Arts, 112, 229; Lesson Check Worksheets, Words to Know, 9b, 15b, 21b, 27b, 33b, 53b, 59b, 65b, 97b, 103b, 109b, 115b, 121b, 145b, 153b, 161b, 189b, 197b, 231b, 237b, 243b, 249b, 255b, 279b, 287b, 301b, 339b, 361b, 367b, 375b, 379b, 385b, 413b, 421b; ELL Support, 37, 55, 69, 125, 165, 201, 204, 259, 262, 305, 343, 345, 395, 431; Differentiated Instruction, 39, 71, 126, 202, 261, 306, 344, 396, 429

Language 5. Demonstrate understanding of word relationships and nuances in word meanings.

See the following representative pages: SE: 94, 140-143, 240, 358-361, 370; TE: Play a Game, 37, 69, 125, 165, 201, 259, 305, 343, 395; Academic Vocabulary, 38, 70, 126, 166, 202, 260, 306, 344, 396, 430; 21st Century Learning, 40, 260, 397; Elaborate, Science Notebook, 114; ELL Support, 37, 69, 125, 165, 201, 204, 225, 245, 259, 305, 343, 345, 355, 369, 395, 431; Differentiated Instruction, 39, 71, 126, 166, 202, 261, 306, 344, 396, 429; Response to Intervention, 39, 71, 127, 167, 203, 261, 306, 345, 397, 431






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Language 6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Students acquire and use grade appropriate academic and domain-specific words and phrases in Interactive Science program through a variety of built-in language-building features. The program’s Reading Path targets reading skills with continual vocabulary support. Graphic organizers help students develop critical reading skills and strategies while helping uncover word meaning when they read. Every lesson provides student opportunities to use science language through task prompts such as Apply, Infer, Compare, Summarize, Explain, Predict, Analyze, Identify, and more. Students also learn and use science-specific vocabulary through the following features: SE: ▪Words to Know ▪Interactive Vocabulary ▪Vocabulary Smart Cards ▪Unlock the Big Question ▪Apply the Big Question TE: ▪My Planet Diary Worksheets ▪Explore It! Worksheets ▪Lesson Check Worksheets ▪Academic Vocabulary ▪Differentiated Instruction for Language ▪ELL Levels Language Support ▪Response to Intervention Language Support ▪21st Century Learning Activities -Communication -Information & Media Literacy -Interpersonal & Collaborative Skills -Creativity and Intellectual Curiosity’ -Self-Direction -Critical Thinking & Systems Thinking -Problem Identification, Formulation, and Solution -Social Responsibility -Leadership & Responsibility -Accountability & Adaptability





Grade 4

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Key Ideas and Details Informational Text 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

See the following representative pages: SE: Text Features, 5, 13, 19, 26, 83, 98; Recall, 175, 269, 327, 411; Infer, 28, 33, 53, 56, 58, 59, 94, 96, 99, 101, 113, 116, 143, 147, 148, 149, 150, 155, 171, 173, 227, 229, 234, 241, 272, 282, 377, 397, 403, 438; Main Idea and Details, 141, 143, 144, 160, 169, 177, 188, 331, 351, 353, 362, 387; Underline, 8, 17, 55, 58, 94, 103, 109, 113, 122, 123, 149, 163, 223, 228, 262, 269, 311, 361, 402, 415, 439, 440, 445; Circle, 307, 355; Recognize, 91; Show, 158; Clarify, 231; Explain, 268, 273, 371, 445; Science in Your Backyard, 380; NASA Field Trip, 389; Go Green!, 431; STEM, 253, 347, 452 TE: Recall, 12, 60, 86, 108, 116, 150, 156, 216, 261, 333, 364; Explain, Infer, 61, 150, 163, 169, 215, 234, 273, 280, 361; Explain, Analyze, 60, 110, 171, 175, 448; Explain, Paraphrase, 56; Explain, Distinguish, 374, 403; Explain, Differentiate, 404; 21st Century Learning, 171; Science Notebook, 137, 215, 222

Informational Text 2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

See the following representative pages: SE: Main Idea and Details, 141, 143, 144, 160, 169, 177, 188, 331, 351, 353, 362, 387; Got It!, 15, 23, 31, 53, 71, 99, 153, 167, 207, 223, 229, 235, 265, 283, 309, 317, 377, 409, 419, 451; Summarize, 105, 115, 117, 164, 179, 215, 241, 371, 375, 398, 448; Paraphrase, 120, 399; Apply the Big Question, 126, 286; Review the Big Question, 182; Explain, 53, 58, 86, 107, 161, 275, 371, 413, 417, 443; Identify, 61, 95; Determine, 64, 354; My Planet Diary, 174, 224, 258 TE: Explain, Summarize, 28, 95, 104, 120, 165, 177, 313, 321, 412, 416, 417, 446;





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Continued

21st Century Learning, 235; Explain, Identify, 356, 370, 418; Explain, Synthesize, 373; Explain, Distinguish, 374, 403; Review the Big Question, 39, 67, 133, 187, 249, 343, 385, 455

Informational Text 3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

See the following representative pages: SE: What Is Technology?, 48-53; Summarize, 117, 164, 215, 371, 398, 419; Cause and Effect, 47, 49, 52, 58, 257, 259, 260, 267, 277, 281, 323, 393, 396, 399, 401, 405; Explain, 261, 308, 329, 365, 367, 368, 399, 413; Analyze, 21, 25, 96, 205, 237, 265, 311, 333, 359, 363; Conclude, 26, 27, 165; Hypothesize, 34; Challenge, 152, 159, 221, 327, 419 TE: Engage & Explore, 48, 306; 21st Century Learning, 144; Science to Writing, 261; Explain, 164, 210, 332, 441; Explain, Analyze, 107, 233, 328, 371, 403; Explain, Cause and Effect, 126, 164, 170, 220, 240, 277, 308, 440; Explain, Determine the Factors, 405, 416

Craft and Structure Informational Text 4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Interactive Science focuses on relevant science words and phrases, which are highlighted and defined in context, followed by related activities and investigations. Other embedded features support mastery of science words and phrases. See the following representative pages: SE: 7, 8, 17, 18, 49, 55, 85, 149, 150, 169, 203, 219, 237, 277, 307, 325, 353, 361, 373, 401, 411, 437, 445; Vocabulary Smart Cards, 35-38, 65-66, 127-132, 183-186, 245-248, 287-339-342, 381-382, 423-426, 453-454 TE: Differentiated Instruction, 12, 57, 89, 94, 108, 127, 150, 238, 275, 317, 405, 424; ELL Support, 6B, 11, 37, 40, 49, 85, 101, 113, 142B, 143, 155, 208B, 237, 319, 407, 415, 443; Response to





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Continued

Intervention, 37, 111, 129, 179, 207, 247, 271, 341, 425; 21st Century Learning, 56, 87, 159, 280, 327, 453

Informational Text 5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

See the following representative pages: SE: Process, 55-59; Cause and Effect, 47, 49, 52, 57, 257, 260, 267, 277, 281, 322, 323, 396, 399, 401, 402, 405, 408, 440; Compare, 29, 57, 93, 109, 176, 203, 213, 228, 275, 205, 313, 319, 322, 328, 335, 362, 398, 412; Sequence, 280, 435, 437, 439, 449, 456; Identify, 61, 232; Show, 158; Design, 161; Explain, 241; Diagram, 272; My Planet Diary, 276; Arrange, 321 TE: Decide, 58; Cause and Effect, 228, 322; Determine, 13, 228; Sequence, 368, 417; Science Notebook, 56, 176, 279, 327, 412; Differentiated Instruction, 57, 59, 275, 416; ELL Support, 47, 228, 257, 259, 277; 21st Century Learning, 176, 327, 408

Informational Text 6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

See the following representative pages: SE: 13, 380; Judge, 15; Predict, 19; Analyze, 21; Explore It!!, 24, 100, 218, 266, 372; Interpret Data, 31; Investigate It! 180-181, 450-451; Lightning Lab, 261; Try It!, 434 TE: Apply Concepts, 15b; Lab Support, 24; See also related inquiries, 106, 256, 444

Integration of Knowledge and Ideas Informational Text 7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

See the following representative pages: SE: 27, 50-53, 55, 57, 60, 83, 86, 87, 90, 94-95, 98, 103, 144-145, 151, 156-157, 170-171, 178, 204-205, 208, 210-211, 215, 216, 227, 234, 238-239, 262-263, 268, 271, 272-273, 275, 278-279, 280-281, 314-316, 323, 326-327, 354-355, 358, 360, 362, 363, 368, 375, 395, 403, 404, 412, 415, 431, 446-447; Do the Math, 152, 228, 362, 448 TE: Apply the Big Question, 182; Science to Math, 313, 412; Science Notebook, 316, 327, 375; Lightning Lab, 326





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Informational Text 8. Explain how an author uses reasons and evidence to support particular points in a text.

SE: 163-167, 168-173, 174-179, 182 TE: Lesson Plan, 162A-162B, 168A-168B, 174A-175B; Engage, Activate Prior Knowledge, 162, 168, 174; Common Misconception, 165, 166, 178; Elaborate, Science Notebook, 164, 170, 176; Evaluate, Got It!, 167, 173, 179; Inquiry Explore It! Worksheet, 167a; My Planet Diary Worksheet, 173a, 179a; Lesson Check Worksheets, 167b, 173b, 179b; 21st Century Learning, 171, 173, 176

Informational Text 9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

TE: 21st Century Learning, Interpersonal and Collaborative Skills, 357; See other opportunities to integrate information, Differentiated Instruction, 403, 412; 21st Century Learning, 142, 371, 406; Elaborate, Science Notebook, 164

Range of Reading and Level of Text Complexity Informational Text 10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

The Interactive Science curriculum of Life, Earth, Physical, and STEM units are appropriately sequenced in 10 chapters and made personal to students in an engaging, write-in edition. The program fosters successful readers and helps students develop scientific literacy using embedded target reading skills, continual vocabulary support, and graphic organizers. Interactivities on each page provide opportunities for students to demonstrate comprehension and mastery of science content. Concepts are scaffolded with meaningful illustrations and supported using small chunks of texts followed by a comprehension check for understanding. Features such as “Let’s Read Science” and “Got It?” focus on specific reading skills and science comprehension. Content addressing this standard is located throughout the program. See the following representative pages: SE: Lesson Questions and Interactivities, 7-9, 11-15, 17-23, 25-31, 34; Let’s Read





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Continued

Science, 5, 47, 83, 103, 143, 201, 257, 305, 351, 435; Text Features, 5, 13, 19, 26, 83, 98; Got It?, 15, 23, 31, 53, 71, 99, 153, 167, 207, 223, 229, 235, 265, 283, 309, 317, 377, 409, 419, 451; Explore It!!, 16; Vocabulary Smart Cards, 35-38; Observing Plants, 43 TE: ELL Lesson Plan, 6B, 10B, 16B, 24B; 21st Century Learning, 8; Elaborate, Science Notebook, 8; Evaluate, 9, 15, 23, 31; Lesson Check Worksheets, 9b, 23b, 31b; Explain 11, 12, 14, 17, 18-19, 20, 22, 25, 26, 28, 30; Differentiated Instruction, 18; Lesson Check Worksheets, 23a, 31a; Response to Intervention 9, 15, 23, 40; ELL Support 25, 37, 40; Review the Big Question, 39







Interactive Science supports the literacy curriculum and the skills students learn. Students utilize their word analysis skills to decode unfamiliar words, including science vocabulary introduced throughout the program. Representative pages that include skill building opportunities to develop fluent science readers include: SE: EM2-EM15; Vocabulary Smart Cards, 35-38, 65-66, 127-132, 183-184, 245-248, 287-290, 339-342, 381-384, 423-426, 453-454; Interactive Vocabulary, Make a Word Pyramid, 36, 128, 424; Make a Word Square, 66, 288; Make a Word Wheel, 183, 246, 382; Make a Word Frame, 340; Make a Word Magnet, 454 TE: Lesson Check Worksheets, Words to





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Continued Know, 9b, 15b, 23b, 31b, 53b, 61b, 91b, 99b, 105b, 111b, 118b, 123b, 147b, 153b, 161b, 167b, 173b, 207b, 217b, 229b, 235b, 241b, 265b, 269b, 283b, 317b, 323b, 335b, 359b, 365b, 371b, 377b, 399b, 405b, 409b, 413b, 419b, 443b, 449b; Academic Vocabulary, 36, 66, 128, 183, 246, 288, 340, 382, 424, 454; Elaborate, 211, 215, 222, 369; Word Structure, 150; Science to Reading, 90; Science to Language Arts, 220, 322; Science Notebook, 86, 151, 102, 211, 369, 376; ELL Support, 25, 37, 61, 85, 101, 107, 113, 117, 128, 169, 184, 203, 237, 247, 259, 267, 277, 331, 367, 415, 440


The Interactive Science program is written on level, with Lexile scores reflecting the grade readability. The Interactive Science curriculum provides a clear path of purpose and understanding throughout each lesson, chapter, and unit. This path includes the "I will know" statement at the beginning of each lesson with questions and inter-activities throughout. Students are supported before, during, and after every lesson with features that set the purpose and review understanding. Representative pages include: SE: 7-8, 17-18, 49, 55, 85, 149-150, 169, 203, 325, 373, 445; Unlock the Big Question, 7, 49, 85, 101, 203, 231, 259, 353, 395, 411, 437, 445; Text Features, 5, 13, 19, 26, 98; Cause and Effect, 49, 52; Draw Conclusions, 123, 367, 405; Main Idea and Details, 141, 169, 177, 188, 331, 353, 387; Got It?, 15, 31, 53, 105, 117, 161, 223, 241, 269, 377, 419, 449; Summarize, 105, 115, 179, 375, 398, 448; Let’s Read Science, 5, 47, 83, 103, 201, 257, 305, 435; Vocabulary Smart Cards, 35-38, 127-132, 287-290, 453-454; Play a Game, 35, 183, 245, 423, 453; Make a Word Pyramid, 36, 128, 424; Make a Word





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Continued

Square, 66, 288; Make a Word Wheel, 183, 246, 382; Make a Word Frame, 340; Make a Word Magnet, 454; Chapter Review/ Benchmark Practice, 40-42, 134-136, 250-252 TE: Introduce the Big Question, 3, 45, 81, 139, 255, 303, 391, 433; Review the Big Question, 39, 67, 133, 187, 291, 343, 385, 427; Lesson Check Worksheets, 16b, 23b, 61b, 105b, 111b, 161b, 173b, 207b, 235b, 265b, 309b, 317b, 335b, 365b, 377b, 449b; Interactive & Academic Vocabulary, 36, 66, 128, 183, 288, 340, 382, 424, 454; ELL Support, 47, 83, 143, 305, 351, 393; Response to Intervention, 9, 53, 117, 223, 371; Differentiated Instruction, 12, 35, 89, 123, 161, 240, 245, 287, 424; ELL Support, 37, 66, 128, 184, 247, 341, 454; Response to Intervention, 37, 66, 129, 184, 341, 383, 454; Chapter Tests, 41a-41b, 429a-429b Additionally, an important literacy component of the Interactive Science program is the Leveled Readers Library. Three content readers per chapter reinforce key science content at below, on, and advanced levels. This classroom library allows students the opportunity to build relevant science content as they read for purpose and understanding. For example: Chapter 3 Leveled Readers Below-Level: Plants and Animals On-Level: Animal and Plant Classification Advanced Level: Strange Plants?





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Writing Standards

Text Types and Purposes Writing 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

SE: Performance-Based Assessment: 78, 196 TE: Science/Social Studies, 51; Science Notebook, 50, 56, 145; Science Writing, 355, 370; 21st Century Learning, 144, 158, 355 PG: Performance-Based Assessment: Conduct a Survey, 46; Make a Presentation, 54


Opportunities for students to write informative and explanatory text as they respond to investigations are abundant throughout the Interactive Science student write-in edition. See the following representative pages: SE: Try It!, 4, 82, 304, 352, 434; Explore It!!, 10, 112, 208, 400; Investigate It!, 124-125, 180-181, 336-337, 378-379; My Planet Diary, 92, 202, 224, 406, 436; Performance-Based Assessment: Write a Report, 78, 196, 300, 464 TE: Science Notebook, 26, 50, 56, 156, 164, 170; Science/Social Studies, 51, 166, 363, 403; Science/Writing, 102, 114, 122, 151, 158, 205, 242, 370; Differentiated Instruction, 15, 18, 57, 59, 150, 234, 268, 275, 403, 405, 412; 21st Century Learning, 50, 64, 144, 159, 173, 206, 226, 235, 327, 353, 371, 376, 406, 408; My Planet Diary Worksheets, 99a, 123a, 147a, 173a, 179a, 207a, 229a, 283a, 309a, 329a, 359a, 409a, 443a; Explore It!! Worksheets, 15a, 23a, 31a, 61a, 71a, 105a, 111a, 117a, 217a, 161a, 223a, 235a, 241a, 269a, 275a, 317a, 335a, 371a, 377a, 399a, 405a, 413a, 419a, 449a PG: Performance-Based Assessment: Write a Report, 46; Write a Biography, 54; Make





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Continued

a Presentation, 54; Write Historical Fiction, 62; Cooking up Science, 70


SE: Performance-Based Assessment, 196, 300, 464 TE: Science/Writing, 96, 122, 151, 158, 164, 177, 239, 272, 321, 370; Science Notebook, 26, 56, 96, 439, 440; Differentiated Instruction, 127 PG: Performance-Based Assessment: Make a Presentation, 54; Write Historical Fiction, 62; Cooking Up Science, 70

Production and Distribution of Writing Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

See the following representative pages: SE: Try It!, 4, 82, 304, 352, 434; Explore It!!, 10, 112, 208, 400; Investigate It!, 124-125, 180-181, 336-337, 378-379; My Planet Diary, 92, 202, 224, 406, 436; Performance-Based Assessment: Write a Report, 78, 196, 300, 464 TE: Science Notebook, 26, 50, 56, 122, 164, 170, 213, 215, 223, 260, 261, 268, 440; Science to Social Studies, 166, 363, 403; Science to Writing, 95, 96, 102, 114, 122, 126, 151, 158, 172, 177, 204, 205, 239, 261, 262, 272, 308, 321, 355, 364, 370, 441; 21st Century Learning, 50, 144, 159, 206, 235, 353, 371, 376, 406, 408; Differentiated Instruction, 15, 18, 59, 234, 324, 403, 448 PG: Performance-Based Assessment: Conduct a Survey, 46; Write a Report, 46; Design a Package, 46; Write a Biography, 54; Make a Presentation, 54; Write Historical Fiction, 62; Height and Potential Energy, 70; Cooking up Science, 70; Write a Poem, 70





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Writing 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

Students’ knowledge of the writing process allows them to be successful in the wide variety of writing tasks throughout the program. SE: Go Green, 281; Performance-Based Assessment, 78, 196 TE: Differentiated Instruction, 15, 412; Science Notebook, 96; Science/Writing, 321; 21st Century Learning, 50, 64, 206, 226, 327, 357, 406, 408 PG: Performance-Based Assessment: Conduct a Survey, 46; Write a Biography, 54

Writing 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

See related citations: SE: My Planet Diary, Let’s Blog, 142 TE: Science Notebook, 8, 56; Differentiated Instruction, 23, 57; 21st Century Learning, 8, 64, 104, 142, 173, 206, 226, 357, 406, 408

Research to Build and Present Knowledge Writing 7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.

See the following representative pages: SE: 72-77, 166, 192-195, 296-299, 460-463; Performance-Based Assessment, 78, 196, 300, 464 TE: Science/Writing, 158, 204, 262; Science/Social Studies, 166; Science Notebook, 234; Differentiated Instruction, 15, 57, 150, 268, 275; 21st Century Learning, 50, 64, 104, 144, 171, 173, 206, 226, 235, 274, 312, 327, 357, 376, 408 PG: Inquiry Apply It!, 50, 58, 66; Possible Extensions, 53, 61, 69; Performance-Based Assessment: Conduct a Survey, 46; Write a Report, 46; Design a Package, 46; Write a Biography, 54; Make a Presentation, 54; Write Historical Fiction, 62; Plan an Investigation, 62; Height and Potential Energy, 70





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Writing 8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

SE: Performance-Based Assessment, 78 TE: Science Notebook, 8; Science to Writing, 262 PG: Performance-Based Assessment: Conduct a Survey, 46; Write a Report, 46 Interactive Science Untamed Science Videos, wild and weird online science experiments, provide additional student informational resources.

Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

SE: Performance-Based Assessment, 78, 196, 300 TE: Science to Social Studies, 403; Science Notebook, 126, 234; Science to Writing, 204, 262; Differentiated Instruction, 57, 150, 226, 357, 371, 403, 412; 21st Century Learning, 50, 64, 104, 144, 173, 206, 235, 406, 408 PG: Performance-Based Assessment: Conduct a Survey, 46; Write a Report, 46; Write a Biography, 54; Make a Presentation, 54; Write Historical Fiction, 62





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Range of Writing Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

See the following representative pages: SE: My Planet Diary, 92, 118, 142, 174, 202, 406; Got It!, 15, 23, 31, 53, 71, 99, 153, 167, 207, 223, 229, 235, 265, 283, 309, 317, 377, 409, 419, 451; Explore It!!, 54, 84, 100, 106, 112, 142, 154, 162, 208, 218, 230, 266, 270, 310, 330, 366, 372, 394, 400, 410, 444; Chapter Opener, Predict, 3, 45, 81, 139, 155, 163, 255, 349, 433; Investigate It!, 32-33, 62-63, 124-125, 180-181, 242-243, 378-379, 420-421, 450-451 TE: My Planet Diary Worksheets, 99a, 123a, 147a, 173a, 179a, 207a, 229a, 265a, 283a, 309a, 329a, 359a, 409a, 443a; Explore It!! Worksheets, 15a, 23a, 31a, 61a, 71a, 105a, 111a, 117a, 217a, 161a, 223a, 235a, 269a, 275a, 317a, 335a, 371a, 377a, 399a, 405a, 413a, 419a, 449a; Lesson Check Worksheets, Apply Concepts, 9b, 15b, 16b, 23b, 31b, 53b, 61b, 91b, 99b, 105b, 153b, 167b, 207b, 235b, 265b, 275b, 309b, 317b, 323b, 335b, 359b, 377b, 399b, 409b, 443b


Comprehension and Collaboration Speaking/Listening 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

See the following representative pages: SE: 72-77, 109, 166; Lightning Lab, 8, 13, 29, 98, 103, 116, 239, 309; Explore It!!, Communicate, 54, 100 TE: Read Alouds, Predict/Explain, 2, 44, 80, 138, 198, 254, 302, 348, 390, 432; Engage/Explore, 118, 142, 168, 202, 324, 352; Explain, 14, 22, 85, 102, 119, 160, 328, 398; Science/Social Studies, 109, 212; Science Notebook, 58, 116; My Planet Diary, 147a; Go Green, 60, 166, 179, 281; 21st Century Learning, 56, 87, 122, 171, 173, 183, 206, 232, 327, 406,





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Continued 453; ELL Support, 93, 209, 219, 319, 332, 397; Differentiated Instruction, 34, 108, 146, 161, 238, 240, 245, 381, 412; See also myscienceonline.com, Envision It! for lesson interactivities to stimulate science discussion.

Speaking/Listening 2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

See related citations: SE: 120, 399 TE: 21st Century Learning, 173, 206, 327, 406

Speaking/Listening 3. Identify the reasons and evidence a speaker provides to support particular points.

See related citations: SE: Go Green, 166; Voices from History, 406 TE: Read Alouds, Predict/Explain, 2, 44, 80, 138, 198, 254, 302, 348, 390, 432; My Planet Diary, 409a; Explain, 25; Science Notebook, 380; 21st Century Learning, 26, 173, 206; Differentiated Instruction, 35, 145, 223

Presentation of Knowledge and Ideas Speaking/Listening 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SE: 72-77, 100, 142, 176, 380; At Home Lab, 110, 121; Lightning Lab, 103, 364 TE: Explore It!! 105a, 117a, 269a; Science Notebook, 14; ELL Support, 163, 271; Differentiated Instruction, 35, 108, 238, 260, 268, 369, 403, 412; 21st Century Skills, 26, 50, 64, 171, 206, 232, 327, 376, 406; Science to Writing, 122, 261

Speaking/Listening 5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

See related content: SE: Lightning Lab, 116 TE: 21st Century Learning, 26, 171, 173, 206, 226, 232, 406; ELL, 163, 271; Differentiated Instruction, 18, 164, 238, 268





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Speaking/Listening 6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

See related content: SE: Vocabulary Smart Cards, 35-38, 65-66, 127-132, 183-184, 245-248, 287-290, 339-342, 381-384, 423-426, 453-454 TE: Explore, 6, 92, 174, 258, 324, 406; Interactive & Academic Vocabulary, 36, 66, 128, 184, 246, 288, 340, 382, 424, 454; ELL Support, 11, 85, 93, 117, 128, 149, 155, 203, 209, 277, 367; Differentiated Instruction, 34, 150, 215, 223, 245, 260; Response to Intervention, 117, 129, 167, 289; Science to Social Studies, 109, 403

Language Standards


Demonstrating standard grammar and usage conventions are critical language skills. Students are expected to utilize these conventions in Interactive Science, producing and engaging in communication appropriate to their grade level and abilities. These skills supported throughout the program are evident through a range of activities for a variety of purposes and audiences. The science process skill of communicating, giving oral and written explanations of observations, is embedded into every lesson. Writing and speaking features that support skill growth include: SE: ▪Chapter Opener Predict Responses ▪Lesson Questions and Interactivities ▪Chapter Review Narrative Responses ▪Try It!, Explore It!, Apply It, and Investigate It! Inquiry Responses ▪Unit Performance Based Assessments TE: ▪Science Notebook Tasks ▪Science to Writing Connections ▪Science to Language Arts Connections ▪Science to Social Studies Connections ▪Chapter Opener Read-Alouds





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Continued

▪Predict Chapter Opener Discussion Prompts ▪21st Century Learning Communication and Collaboration Activities ▪My Planet Diary Worksheets ▪Explore It! Worksheets ▪Lesson Check Worksheets ▪Differentiated Instruction for RTI, Below- Level, On-Level, and Advanced ▪ELL Support Levels Discussion







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Using language and its conventions appropriately are critical to successful communication. Throughout Interactive Science, students are immersed in all facets of communication, engaging in a wide range of activities for a variety of purposes. Formal language instruction falls outside of the program scope and sequence, however, an abundance of rich, science literacy materials presented with carefully sequenced student tasks in all areas of communication lead students to success. Carefully crafted Interactive Science lessons built upon a foundation of scientific methods and process skills, include the following features that build and support language development and its conventions: SE: ▪Chapter Opener Predict Responses ▪Lesson Questions and Interactivities ▪Let’s Read Science! ▪Explore It! Communicate Questions ▪Chapter Review Narrative Responses ▪Inquiry Activities: Lightning Labs, Try It!, Explore It!, Apply It!, and Investigate It! ▪Graphic Images with Inquiry Activities ▪Chapter STEM Lessons ▪Chapter Vocabulary Smart Cards ▪Unit Performance Based Assessments TE: ▪Chapter Opener Read Alouds ▪Science Notebook Tasks ▪Science to Writing Connections ▪Science to Language Arts Connections ▪Science to Social Studies Connections ▪Predict Chapter Opener Discussion Prompts ▪My Planet Diary Worksheets ▪Explore It! Worksheets ▪Lesson Check Worksheets ▪Differentiated Instruction for Below- Level, On-Level, and Advanced ▪ELL Support





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Continued

▪Response to Intervention Support ▪21st Century Learning Activities -Communication -Information & Media Literacy -Interpersonal & Collaborative Skills -Creativity and Intellectual Curiosity’ -Self-Direction -Critical Thinking & Systems Thinking -Problem Identification, Formulation, and Solution -Social Responsibility -Leadership & Responsibility -Accountability & Adaptability


See the following representative pages: SE: Interactive Vocabulary, 36, 66, 184, 246, 288, 340, 382; Vocabulary Smart Cards, 35-38, 65-67, 127-132, 183-186, 245-248, 287-290, 339-342, 381-382, 423-426, 453-454 TE: Explain, Teach with Visuals, 94, 144, 146, 212, 232, 262, 272, 278, 354, 356, 446; Lesson Check Worksheets, Words to Know, 15b, 31b, 53b, 99b, 105b, 118b, 123b, 167b, 217b, 229b, 265b, 283b, 377b, 409b, 419b, 443b, 449b; 21st Century Learning, 183, 339, 435; Academic Vocabulary, 36, 128, 184, 246, 289, 340, 382, 424, 454; Vocabulary Activities for Differentiated Instruction Students, 35, 127, 245, 287, 381, 424; ELL Vocabulary Support, 7, 11, 17, 55, 85, 93, 101, 107, 113, 119, 143, 175, 184, 203, 209, 237, 247, 259, 277, 307, 353, 361, 367, 373, 382, 395, 407, 411, 415, 423, 454; Vocabulary Activities for Response to Intervention Students, 37, 66, 129, 184, 247, 289, 341, 382, 425





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Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

See the following representative pages: SE: 22, 51, 83, 94, 150, 269, 356, 375 TE: Explain, 328, 353; STEM Healthcare Technology 34; Elaborate, 52, 222, 369; Academic Vocabulary 66, 246, 382; Science Notebook, 86, 102, 151, 155, 156, 211, 417, 452; Science to Reading, 90; Teacher Background, 138C; Differentiated Instruction, 268, 448; Science to Writing, 272, 441; Teach with Visuals, 272-273; Science to Language Arts, 220, 322, ELL Support, 7, 25, 61, 105, 119, 143, 203, 209, 215, 231, 237, 267, 271, 277, 307, 311, 325, 353, 361, 375, 386, 395, 397, 415; Response to Intervention, 37, 66, 129, 185, 247, 289, 377, 425, 437, 454

Language 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Students acquire and use grade appropriate academic and domain-specific words and phrases in the Interactive Science program through a variety of built-in language-building features. The program’s Reading Path targets reading skills with continual vocabulary support. Graphic organizers help students develop critical reading skills and strategies while helping uncover word meaning when they read. Every lesson provides student opportunities to use science language through task prompts such as Apply, Infer, Compare, Summarize, Explain, Predict, Analyze, Identify, and more. Students also learn and use science-specific vocabulary through the following features: SE: ▪Words to Know ▪Interactive Vocabulary ▪Vocabulary Smart Cards ▪Unlock the Big Question ▪Apply the Big Question TE: ▪My Planet Diary Worksheets ▪Explore It! Worksheets





Grade 4

Interactive Science

©2012

Continued

▪Lesson Check Worksheets ▪Academic Vocabulary ▪Differentiated Instruction for Language ▪ELL Levels Language Support ▪Response to Intervention Language Support ▪21st Century Learning Activities -Communication -Information & Media Literacy -Interpersonal & Collaborative Skills -Creativity and Intellectual Curiosity’ -Self-Direction -Critical Thinking & Systems Thinking -Problem Identification, Formulation, and Solution -Social Responsibility -Leadership & Responsibility -Accountability & Adaptability





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Key Ideas and Details Informational Text 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

See the following representative pages: SE: Summarize, 57, 287, 373; Describe, 6, 11, 180; Analyze, 10; Main Idea and Details, 91; Identify, 305, 312; Infer, 65; Explain, 11, 67, 145, 471; Evaluate, 31; Compare and Contrast, 105; Compare, 433 TE: Identify, 7; Explain, 8, 103, 271; Recognize, 10, 307; List, 306; Infer, 306, 433; Unlock the Big Question, Explain, 309b, 315b; Elaborate, Science Notebook, 312

Informational Text 2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

SE: Main Idea and Details, 47, 49, 89, 91, 92, 207, 209, 463, 465, 494; Got It!, Explain, 11, 19, 423; Describe, 27; Recognize, 309; Summarize, 57, 165, 235, 315, 447; Unlock the Big Question, 327, 343, 429; Compare, 333; Classify, 339; Interpret, 435; Predict, 441 TE: Lesson Check, Unlock the Big Question, Explain, 11b, 19b, 95b, 101b, 423b, 429b, 435b, 441b

Informational Text 3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

SE: Analyze, 50; Predict, 51; Infer, 129, 136; Suggest, 131; Apply, 49, 133; Compare and Contrast, 137, 233; Summarize, 273; Compare, 333 TE: Engage & Explore, 48; Elaborate, 131; Response to Intervention, 133, 343; Cause and Effect, 137; Determine, 137; Compare, 209; Describe, 217; Contract, 218, 440; Infer, 218; Compare and Contrast, 517





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Craft and Structure Informational Text 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

Interactive Science focuses on relevant science words and phrases, which are highlighted and defined in context, followed by related activities and investigations. Other embedded features support mastery of science words and phrases. See the following representative pages: SE: 57, 210, 212-213, 217,364, 367, 466, 471, 480-481; Vocabulary Smart Cards, 35-38, 71-72, 109-112, 149-150, 193-198, 239-242, 291-294, 347-352, 397-400, 451-454, 489-492, 525-528 TE: Differentiated Instruction, 35, 71, 109, 193, 239, 291, 397, 451, 489, 525; Play the Game, 35, 71, 109, 149, 193, 239, 291, 347, 397, 451, 489, 525; 21st Century Learning, 124, 347, 372, 386, 489; Interactive Vocabulary, 36, 72, 100, 150, 194, 240, 292, 348, 398, 452, 490, 526; Academic Vocabulary, 36, 72, 100, 150, 194, 240, 292, 348, 398, 452, 490, 526; Science Notebook, 124, 419; ELL Support, 37, 72, 111, 150, 195, 241, 292, 348, 399, 453, 491, 527

Informational Text 5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

See related citations: TE: 21st Century Learning, 30, 177, 228, 308, 372, 386, 507; Differentiated Instruction, 8, 314, 326, 422

Informational Text 6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

SE: Try It!, 120; Explore It!!, 178; 301, 302, 305, 308, 309 TE: Read Aloud, 300; Predict, 300; Inquiry Try It, 302; Lab Support, 302; Differentiated Instruction, 307





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Integration of Knowledge and Ideas Informational Text 7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

TE: 21st Century Learning, 6, 30, 308, 386, 440; Differentiated Instruction, 314, 509

Informational Text 8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

See representative pages: SE: 264-267, 268-275, 276-281, 299 TE: Science to Social Studies, 278; Do the Math, 271; Elaborate, Science Notebook, 266, 270; Professional Development Note, 14, 132, 267, 278, 280, 477; ELL Support, 265; Evaluate, Response to Intervention, 267, 275, 281

Informational Text 9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

TE: 21st Century Learning, 6, 308, 372, 386, 440; Differentiated Instruction, 509

Range of Reading and Level of Text Complexity Informational Text 10. By the end of the year, read and comprehend informational texts, including history/ social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

The Interactive Science curriculum of Life, Earth, Physical, and STEM units are appropriately sequenced in 12 chapters and made personal to students in an engaging, write-in edition. The program fosters successful readers and helps students develop scientific literacy using embedded target reading skills, continual vocabulary support, and graphic organizers. Interactivities on each page provide opportunities for students to demonstrate comprehension and mastery of science content. Concepts are scaffolded with meaningful illustrations and supported using small chunks of texts followed by a comprehension check for understanding. Features such as “Let’s Read Science” and “Got It?” focus on specific reading skills and science comprehension. Content addressing this standard is located throughout the program. See the following representative pages: SE: Lesson Questions and Interactivities,





Grade 5

Interactive Science

©2012

Continued

2-11, 90-95, 185-189, 258-263, 304-309; 413-423; 499-509; Let’s Read Science, Cause and Effect, 121, 123; Let’s Read Science, Compare and Contrast, 414, 417; Text Features, 5, 7; Vocabulary Smart Cards, 35-37, 149-150, 347-352; Got It?, 11, 19, 177, 267, 387, 521; STEM, 43 TE: Elaborate, Science Notebook, 8; Lesson Checks, 11b, 27b, 183b, 263b, 435b; Differentiated Instruction, 18; Response to Intervention, 11, 19, 27, 31; ELL Support 7, 13, 21, 29; Review the Big Question, 39, 151, 353; ELL Lesson Plan, 6B, 166B, 382B, 516B;







Interactive Science supports the literacy curriculum and the skills students learn. Students utilize their word analysis skills to decode unfamiliar words, including science vocabulary introduced throughout the program. Representative pages that include skill building opportunities to develop fluent science readers include: SE: EM2-EM18; Vocabulary Smart Cards, 35-38, 71-72, 109-112, 149-150, 193-198, 239-242, 291-294, 347-352, 397-400, 451-454, 489-492, 525-528; Interactive Vocabulary, Make a Word Pyramid, 490; Make a Word Square, 37, 100; Make a Word Wheel, 240, 398; Make a Word Frame, 72, 194, 292, 452; Make a Word Magnet, 348, 526 TE: Lesson Check Worksheets, Words to Know, 11b, 27b, 53b, 95b, 105b, 127b, 171b, 231b, 281b, 327b, 373b, 429b,





Grade 5

Interactive Science

©2012

Continued

469b, 509b; Academic Vocabulary, 36, 72, 110, 150, 194, 240, 292, 347, 398, 452, 490, 526; ELL Support, 37, 72, 111, 150, 195, 241, 292, 348, 399, 453, 491, 527


The Interactive Science program is written on level, with Lexile scores reflecting the grade readability. The Interactive Science curriculum provides a clear path of purpose and understanding throughout each lesson, chapter, and unit. This path includes the "I will know" statement at the beginning of each lesson with questions and inter-activities throughout. Students are supported before, during, and after every lesson with features that set the purpose and review understanding. Representative pages include: SE: Unlock the Big Question, 7, 21,91, 103, 161, 185, 465; Text Features, 5, 7, 17, 22, 159, 165; Cause and Effect, 131, 391, 501, 530; Draw Conclusions, 269, 278; Main Idea and Details, 262; Got It?, 11, 19, 53, 59, 95, 101, 127, 133, 145, 165, 171, 215, 223, 235, 469, 477, 509, 515; Let’s Read Science, 5, 47, 89, 121, 159, 207, 257, 303, 361, 415, 463, 501; Vocabulary Smart Cards, 35-38, 71-72, 109-112, 149-150, 193-198, 239-242, 291-294, 347-352, 397-400, 451-454, 489-492, 525-528; Interactive Vocabulary, Make a Word Pyramid, 490; Make a Word Square, 37, 100; Make a Word Wheel, 240, 398; Make a Word Frame, 72, 194, 292, 452; Make a Word Magnet, 348, 526 Chapter Review/ Benchmark Practice, 202-203, 298-299, 458-459 TE: Introduce the Big Question, 3, 45, 87, 119, 157, 205, 255, 301, 359, 413, 461, 499; Unlock the Big Question, 4, 7, 88, 91, 120, 123, 206, 209, 256, 259, 302, 317, 360, 383, 414, 435; Review the Big Question, 113, 151, 199, 295, 353, 493,





Grade 5

Interactive Science

©2012

Continued

529; Let’s Read Science: Reading Strategy; 5, 47, 89, 121, 159, 207, 257, 303, 361, 415, 463, 501; Lesson Plan: Lesson Check Worksheets, 11b, 27b, 53b, 95b, 105b, 127b, 171b, 231b, 281b, 327b, 373b, 429b, 469b, 509b; Academic Vocabulary, 36, 72, 110, 150, 194, 240, 292, 347, 398, 452, 490, 526; ELL Support, 5, 37, 47, 72, 89, 111, 121, 159, 207, 257, 303, 361, 415, 463, 501, 527; Response to Intervention, 11, 27, 59, 105, 133, 275, 339; Differentiated Instruction, 8, 16, 125, 473; Chapter Tests, 153a-153b, 297a-297b, 495a-495b Additionally, an important literacy component of the Interactive Science program is the Leveled Readers Library. Three content readers per chapter reinforce key science content at below, on, and advanced levels. This classroom library allows students the opportunity to build relevant science content as they read for purpose and understanding. For example: Chapter 1 Leveled Readers Below Level: Practice of Science On Level: Today’s Technology Advanced Level: Cars: Yesterday, Today, and Tomorrow





Grade 5

Interactive Science

©2012

Writing Standards

Text Types and Purposes Writing 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Students incorporate their opinions with supportive reasoning and information as they engage in the design process of a product and respond to lesson interactivities. SE: 60-67, 69; Design It! 78-83 TE: Science Notebook, 29, 290; 21st Century Learning, 192


Opportunities for students to write informative and explanatory text as they respond to investigations are abundant throughout the Interactive Science write-in student edition. See the following representative pages: SE: Lesson Questions, 61-66; Got It!, 67, 95, 145; Apply It!, 248-251; Performance-Based Assessment, 252; Try It!, 360, 414; Investigate It!, 190, 236; My Planet Diary, 6, 122 TE: Science Notebook, 52, 365, 474; Differentiated Instruction, 57; My Planet Diary Worksheets, 231a, 469a; Science to Writing, 377; Investigate It!, 191b, 237b, 237c; Lesson Check Worksheets, Apply Concepts, 105b, 139b, 381b, 477b, 485b PG: Apply the Big Question, 56; Soil Survival, 56; Your New Job in the Circulatory System, 56; Animals Keeping Warm, 56





Grade 5

Interactive Science

©2012


See the following representative pages: SE: Performance-Based Assessment, 84, 252 TE: Science to Writing, 93, 326, 364, 507 PG: Apply the Big Question, 48; Write a Story, 48; Science to Writing, 144

Production and Distribution of Writing Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

See the following representative pages: SE: Performance-Based Assessment: Write a Story, 84, 252 TE: Differentiated Instruction, 52, 101, 379; Science Notebook, 18, 124, 220, 341; Science/Writing, 174, 320, 326, 384; 21st Century Learning, 315 PG: Performance-Based Assessment: Make a Graph, 48; Write a Story, 48; Make a Model, 48; Soil Survival, 56; Your Job in the Circulatory System, 56; Animals Keeping Warm, 56

Writing 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Students’ knowledge of the writing process allows them to be successful in the wide variety of writing tasks throughout the program. See the following representative pages: SE: Performance Based Assessment, 252 TE: Science to Writing, 144, 174, 315, 326, 466, 507; 21st Century Learning, 6, 124,





Grade 5

Interactive Science

©2012

Writing 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

See related citations: SE: My Planet Diary, Let’s Blog, 502 TE: 21st Century Learning, 6, 58, 308, 315

Research to Build and Present Knowledge Writing 7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

See the following representative pages: SE: 248-251, 406-409, 534-537 TE: 52-55, 60-63; 21st Century Learning, 30, 262; Science/Writing, 466, 520; Science/Social Studies, 62; Science Notebook, 508, 513 PG: Apply It!, 52-56, 60-63, 68-71

Writing 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

TE: Elaborate: Science Notebook, 8 Related content: 21st Century Learning, 70 Interactive Science Untamed Science Videos, wild and weird online science experiments, provide additional student informational resources.

Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

See the following representative pages: SE: 299; Analyze, 10, 429; Infer, 325, 357; Challenge, 104, 260; Exemplify, 333 TE: Apply the Big Question, 148; Unlock the Big Question, 155, 192; 21st Century Learning, 262, 308, 327, 372, 386, 481, 507; Differentiated Instruction, 136, 482, 506





Grade 5

Interactive Science

©2012

Range of Writing Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

See the following representative pages: SE: My Planet Diary, 6, 54, 90, 122, 208, 258, 334, 368, 416, 502; Got It!, 95, 127, 215, 309, 367, 423; Explore It!!, 20, 48, 216, 264, 310, 362, 430, 470; Chapter Opener, Predict, 3, 119, 205, 301, 413, 499; Investigate It!, 32, 68, 146, 236, 395, 449; Biography, 45, 155, 192, 346 TE: My Planet Diary Worksheets, 11a, 127a, 169a, 263a, 339a, 373a, 469a, 509a; Explore It! Worksheets, 19a, 129a, 343a, 477a; Investigate It!, 33b-33d, 147b-147d, 345b-345d, 487b-487d; Lesson Check Worksheets, Apply Concepts, 19b, 59b, 145b, 235b, 263b, 373b, 423b, 485b, 509b


Comprehension and Collaboration Speaking/Listening 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

See the following representative pages: SE: Try It!, 46, 276, 310; Go Green, 9; At-Home Lab, 444, 468 TE: 21st Century Learning, 6, 124, 213, 336; Elaborate, Science Notebook, 56, 62; Lab Support, 88; ELL Support, 89, 185, 209, 233, 303, 417, 445, 501; Response to Intervention, 333; Differentiated Instruction, 109, 136, 144, 261, 307, 315; 21st Century Learning, 336, 481

Speaking/Listening 2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

See the following representative pages: SE: Summarize, 17, 57, 165, 171, 177, 187, 235, 273, 278, 315, 321, 355, 369, 373, 403, 447, 456, 530 TE: Explain: Unlock the Big Question, 7, 13, 21, 29, 49, 55, 61, 91, 97, 103, 123, 129, 135, 141, 161, 167, 173, 179, 185, 209, 217, 225, 233, 259, 265, 269, 277, 283, 305, 311, 317, 323, 329, 335, 341, 363, 369, 375, 383, 389, 417, 425, 431, 437, 443, 465, 471, 479, 503, 511, 517; Activate Prior Knowledge, 129, 135, 179,





Grade 5

Interactive Science

©2012

Continued

265, 335, 465, 471; Build Background, 13, 21, 49, 55, 61, 141, 161, 167, 173, 209, 217, 363, 375, 389, 425, 431, 437, 443, 225, 269, 283, 503, 511

Speaking/Listening 3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.


Presentation of Knowledge and Ideas Speaking/Listening 4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Continued

See the following representative pages: SE: My Planet Diary, 6, 54, 90, 160, 208, 224, 258, 334, 366, 368, 373, 416, 464, 502 TE: Explore, 6, 12, 54, 90, 160, 208, 224, 258, 334, 368, 416, 464, 502; 21st Century Learning, 366; Differentiated Instruction, 373

Speaking/Listening 5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

See related content: TE: 21st Century Learning, 6, 65, 228, 327, 386, 507;Differentiated Instruction, 171, 187, 235, 314, 320

Speaking/Listening 6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

A range of speaking and listening activities give students opportunities to adapt their speech to each task. TE: 21st Century Learning, 287, 327, 386; Differentiated Instruction, 314, 320





Grade 5

Interactive Science

©2012

Language Standards

Conventions of Standard English Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Demonstrating standard grammar and usage conventions are critical language skills. Students are expected to utilize these conventions in Interactive Science, producing and engaging in communication appropriate to their grade level and abilities. These skills supported throughout the program are evident through a range of activities for a variety of purposes and audiences. The science process skill of communicating, giving oral and written explanations of observations, is embedded into every lesson. Writing and speaking features that support skill growth include: SE: ▪Chapter Opener Predict Responses ▪Lesson Questions and Interactivities ▪Chapter Review Narrative Responses ▪Try It!, Explore It!, Apply It, and Investigate It! Inquiry Responses ▪Unit Performance Based Assessments TE: ▪Science Notebook Tasks ▪Science to Writing Connections ▪Science to Language Arts Connections ▪Science to Social Studies Connections ▪Chapter Opener Read-Alouds ▪Predict Chapter Opener Discussion Prompts ▪21st Century Learning Communication and Collaboration Activities ▪My Planet Diary Worksheets ▪Explore It! Worksheets ▪Lesson Check Worksheets ▪Differentiated Instruction for RTI, Below- Level, On-Level, and Advanced ▪ELL Support Levels Discussion





Grade 5

Interactive Science

©2012




Using language and its conventions appropriately are critical to successful communication. Throughout Interactive Science, students are immersed in all facets of communication, engaging in a wide range of activities for a variety of purposes. Formal language instruction falls outside of the program scope and sequence, however, an abundance of rich, science literacy materials presented with carefully sequenced student tasks in all areas of communication lead students to





Grade 5

Interactive Science

©2012

Continued

success. Carefully crafted Interactive Science lessons built upon a foundation of scientific methods and process skills, include the following features that build and support language development and its conventions: SE: ▪Chapter Opener Predict Responses ▪Lesson Questions and Interactivities ▪Let’s Read Science! ▪Explore It!! Inquiry Communicate Activities ▪Chapter Review Narrative Responses ▪Inquiry Activities: Lightning Labs, Try It!, Explore It!!, Apply It!, and Investigate It! ▪Graphic Images with Inquiry Activities ▪Chapter STEM Lessons ▪Chapter Vocabulary Smart Cards ▪Unit Performance Based Assessments TE: ▪Chapter Opener Read Alouds ▪Science Notebook Tasks ▪Science to Writing Connections ▪Science to Language Arts Connections ▪Science to Social Studies Connections ▪Predict Chapter Opener Discussion Prompts ▪My Planet Diary Worksheets ▪Explore It! Worksheets ▪Lesson Check Worksheets ▪Differentiated Instruction for Below- Level, On-Level, and Advanced ▪ELL Support ▪Response to Intervention Support ▪21st Century Learning Activities -Communication -Information & Media Literacy -Interpersonal & Collaborative Skills -Creativity and Intellectual Curiosity’ -Critical Thinking & Systems Thinking -Problem Identification, Formulation, and Solution -Social Responsibility -Leadership & Responsibility -Accountability & Adaptability





Grade 5

Interactive Science

©2012


See the following representative pages: SE: Vocabulary Smart Cards, 35-38, 71-72, 109-112, 149-150, 193-198, 239-242, 291-294, 349-352, 397-400, 451-454, 489-492, 525-528 TE: Science to Language Arts, 64, 219; Differentiated Instruction, 35, 71, 109, 193, 196, 239, 291, 397, 451, 525; 21st Century Learning, 347, 489; Play a Game, 35, 71, 109, 149, 193, 239, 291, 347, 397, 451, 489, 525; Interactive Vocabulary, 36, 72, 110, 150, 194, 240, 292, 348, 398, 452, 490, 526; Academic Vocabulary, 36, 72, 110, 150, 194, 240, 292, 348, 398, 452, 490, 526; ELL Support, 111, 150, 195, 241, 269, 292, 349, 399, 453, 491, 527; Response to Intervention, 111, 150, 195, 241, 292, 349, 399, 453, 491, 527

Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

See the following representative pages: SE: 91, 97, 173, 218, 420; Interactive Vocabulary, Make a Word Magnet, 348; Make a Word Pyramid, 490 TE: Science and Reading, 314, 332; Science Notebook, 168, 307, 324; 21st Century Learning, 386; ELL Support, 141, 511; Interactive Vocabulary, Make a Word Magnet, 348; Science and Social Studies, 475; Academic Vocabulary, 194, 348, 490





Grade 5

Interactive Science

©2012

Language 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Students acquire and use grade appropriate academic and domain-specific words and phrases in Interactive Science program through a variety of built-in language-building features. The program’s Reading Path targets reading skills with continual vocabulary support. Graphic organizers help students develop critical reading skills and strategies while helping uncover word meaning when they read. Every lesson provides student opportunities to use academic and domain-specific words and phrases through task prompts such as Apply, Infer, Compare, Summarize, Explain, Predict, Analyze, Identify, and more. Students also learn and use science-specific vocabulary through the following features: SE: ▪Words to Know ▪Interactive Vocabulary ▪Vocabulary Smart Cards ▪Unlock the Big Question ▪Apply the Big Question TE: ▪Lesson Check Worksheets ▪My Planet Diary Worksheets ▪Explore It! Worksheets ▪Academic Vocabulary ▪Differentiated Instruction for Language ▪ELL Levels Language Support ▪Response to Intervention Language Support ▪21st Century Learning Activities -Communication -Information & Media Literacy -Interpersonal & Collaborative Skills -Creativity and Intellectual Curiosity’ -Critical Thinking & Systems Thinking -Problem Identification, Formulation, and Solution -Social Responsibility -Leadership & Responsibility -Accountability & Adaptability

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