Rosen Classroom Catalogue Fall 2020 by CrossCan Educational Solutions

TABLE OF CONTENTS Name of Program

Page Number

Print/eBook special offer....................................................................................................... 3 Rosen LevelUp Foundational Literacy �� 4-7 .Rosen-LightSail �� 8-11 Leveled Bookroom �� 12-13 Focus on Social and Emotional Learning ��14-15 Rosen Phonics Readers ��16-17 Computer Science for the Real World™ ��18-19 STEAM Leveled Readers ��20-21 Civics for the Real World™...........................................................................................22-23 Rosen Real Readers Social Studies........................................................................... 24-25 The Playful Classroom �� 26-27 Math for the Real World™ �� 28-29 Rosen Graphica �� 30 West 44 Books �� 31 epointplus eBooks................................................................................................Back cover

SOCIAL STUDIES

Myself, My Community, My World

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“Rosen LevelUp is a powerful adaptive literacy platform that allows teachers to easily sort texts to align to their instructional design as well as to their students’ instructional needs. It is the ability to flex the resource and to use it across the gradual release within the literacy block that makes it so special. The benefit to the student is immediate as texts are accessible in various formats and can be utilized in any classroom at any time. The ease of integration is a great strength of the platform.” —Amber Molloy, Program Administrator of Literacy in the Office of Professional Learning

for Montgomery County Intermediate Unit, Montgomery County, PA

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Rosen LevelUp is an adaptive reading platform that brings educators and students to one robust resource to foster students’ foundational literacy development. Supporting small group, whole class, and individualized practice, Rosen LevelUp provides a personalized experience to promote and track the successful acquisition of key reading skills. The adaptive platform includes over 2,400 high-interest authentic fiction and nonfiction titles and intuitive educator tools to motivate and engage students for skill-building and literacy growth. “Rosen’s LevelUp is a smooth, reader-friendly eBook platform…coupled with a broad set of instructional tools for teachers and utilities for classroom management and data reporting.” —School Library Journal

Hundreds of Spanish

and

Bilingual

titles available

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Interactive Phonics Titles The Rosen LevelUp interactive phonics titles provide systematic practice that builds studentsâ&#x20AC;&#x2122; skills in phonemic awareness. The state-of-the-art 3D animation program follows a complete scope and sequence, addressing topics from emergent letter-sound correspondence to multisyllabic and compound words. The 110 texts include audio, writing practice, and engaging activities that make learning fun for all students!

Engaging Student Gaming Environment LevelUp Landâ&#x20AC;&#x2122;s gaming environment maximizes student engagement without distracting from learning goals. Learners will be able to freely play and wander through an immersive 3D environment similar to the most popular gaming platforms of today.

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Robust Reporting for Analysis Rosen LevelUp offers robust, intuitive reporting for analysis. Educators have access to essential reporting at-a-glance or for download, plus the ability to drill down multiple data points to assess mastery in state ELA standards and key reading skills.

Reports illustrate individual, class, school, and district performance and allow for proper intervention to

improve performance

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Rosen-LightSail has three key features that match students with appropriate fiction and nonfiction titles while adding to the individualized reading experience. These features will close the gap for struggling students and help accelerate progress toward their literacy goals.

CONTENT BUILDER The Content Builder functionality empowers educators and curriculum developers to import relevant texts, create assessments across subject areas, and align to state curriculum standards.

PERSONALIZED READER Our Personalized Reader module includes 60+ options to personalize the reading experience for students with Dyslexia, ADHD, Autism, visual impairments, auditory impairments, and our mind-wandering students.

FLUENCY BUILDER The Fluency Builder module adds exciting new functionality to Rosen-LightSail for the quick and reliable creation of customized reading, writing, listening, and speaking tasks to accurately monitor literacy growth for each student.

Reading just 30 minutes a day on Rosen-LightSail leads to 3.9x gains. Research by Johns Hopkins School of Education. Learn More

70L

EFFICACY STUDY 17 High Need NYC DOE Middle School

LEXILEÂŽ GROWTH VS. DAILY READING MINUTES

GROWTH WITH ROSEN-LIGHTSAIL

53L

35L

EXPECTED GROWTH

18L

0L < 15 min/day

15-30 min/day

30+ min/day

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TARGETED INSTRUCTION & LITERACY GROWTH Rosen-LightSail brings to students the best high-interest and curriculum-aligned titles, complete with embedded formative assessments that engage students and adapt their reading experience to build stamina and ensure growth. In-text formative assessments allow continuous progress monitoring in real time and provide information essential to schools’ data-driven, results-oriented commitment to individual student achievement.

EMBEDDED CLOZE ASSESSMENTS Rosen-LightSail provides students an authentic reading experience while also collecting data through embedded Cloze (fill-in-the-blank) assessments. Cloze assessments allow monitoring of a student’s Lexile® measure, helping identify where that student is on the spectrum of reading comprehension.

MULTIPLE CHOICE & SHORT ANSWER RESPONSE In addition to Cloze assessments, multiple choice and short answer response assessments provide teachers with additional insight into students’ reading comprehension abilities. Multiple choice assessments are graded automatically, and teachers can view student progress categorized by standards on the Reports page. Short answer response questions are graded by teachers using blind grading.

Rubrics Rosen-LightSail provides teachers with exemplar-based rubrics and rationales in order to facilitate grading and provide students with quality, actionable feedback. The tool helps teachers choose from a bank of rubric templates to assess students’ short response questions and fluency recordings. Teachers can also edit a template to make it their own.

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The complete leveled bookroom and professional learning solution for grades K-5. Provides whole school core content and standards-aligned instructional support.

Rosen Classroom Leveled Bookroom Leveled Reading Collections

BUILD FLUENCY AND COMPREHENSION SKILLS WITH ROSEN CLASSROOM LEVELED READERS

• 26 guided reading level collections to choose from • Nonfiction and fiction titles • 6 copies of each title in slipcases • Durable plastic bins for leveled storage • Spanish language titles available Professional Support • Customized professional learning support online or onsite

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Content-Based Balanced Literacy

READING

g➞ tin ra

Read Aloud/Model Reading Shared Reading Guided Reading Independent Reading

STANDARDS ALIGNED CONTENT WRITING

Write Aloud/Model Writing Shared Writing Guided Writing Independent Writing

➞ ng

WORD STUDY

Phonemic Awareness Vocabulary Instruction Spelling Phonics Sight Word Recognition

Criti c a l T hi n k i

➞ Liste ting nin n e s g re

ssing ➞ Co u c s lla Di bo ➞

Researching ➞

Rosen Classroom believes that blending content into the English language arts and the reading block allows students not only to work on their reading, writing, and word study skills, but also provides them the necessary content for their other academic studies. As emphasized in educational standards, the acquisition of knowledge and skills is strengthened by the application of language skills through a variety of content. Quality content stimulates inquiry, conceptual understanding, content-specific vocabulary, and independent thinking.

Guided reading instruction is an essential component of the literacy block for schools today. In order for guided reading to be successful, teachers must have access to a variety of text from various genres and at all reading levels to meet the needs of the students they serve. The Rosen Leveled Bookroom not only provides the text students need, but also the resources teachers must have to be successful with guided reading instruction.

We specialize in high-quality, high-interest, leveled, standards-aligned content. When these resources are combined with the foundational skills of reading, writing, and word study, this literacy approach increases comprehension of the content and the fluency of the reader. Teachers can differentiate learning using leveled texts and accompanying resources through a variety of instructional models, including guided reading, work stations or centers, small group instruction, inquiry-based learning, and more. As students build comprehension and fluency, they are then able to use the process skills of Listening, Discussing, Collaborating, Critical Thinking, Researching, and Presenting to become not just consumers of information, but creators!

Our Content Partners

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Teaching Social and Emotional Skills The Focus on Social and Emotional Learning program is intended for flexible implementation across 30 weeks of instruction in the school year. CASEL’s five (5) competencies provide the framework for each grade level’s books and lesson plans. Each competency is “kicked off” with an introductory lesson plan that showcases the concept and hooks the student into learning more about it. Each of the competencies is then broken down into CASEL’s suggested four to six (4–6) subcategories of skills and knowledge for student learning. In each of these subcategories, one (1) weekly lesson plan has been provided. For each lesson plan, one to two (1–2) age-appropriate fiction and/or nonfiction books have been provided to serve as the literacy anchor for the SEL skill. The lessons are 20–30 minutes in length. They have a modular design in “chunks” that can be pulled apart and implemented flexibly according to the needs of the students and teacher.

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The term “social emotional learning” was coined at a meeting of educators, scholars, and child care stakeholders held at the Fetzer Institute in 1994, out of a concern for the lack of coordination among the multiple social health school programs of the time. From that meeting also emerged The Collaborative for Academic, Social and Emotional Learning (CASEL), whose work deeply informs our lessons. Since that meeting, two decades of research on SEL have proven both its short-term and longterm benefits for our youth.

CASEL defines five interrelated competencies, or domains, of social emotional learning SELF-AWARENESS SELF-MANAGEMENT SOCIAL AWARENESS RELATIONSHIP SKILLS RESPONSIBLE DECISION-MAKING Self-awareness (Weeks 1-6)

Self-awareness is the degree to which a child knows her inner world: her hopes, dreams, fears, and goals; her strengths and challenges; and how her feelings and thoughts influence her actions. Self-management is the set of skills and attitudes required in order for a child to manage his emotions, meet challenges, and set his sights on an outcome. Social awareness involves the ability of a child to feel empathy for others, to take the perspective of someone other than herself, and understand social norms in a given situation. Relationship skills provide a child with the means to live and work fruitfully with others by communicating effectively, working collaboratively, and negotiating conflict. Responsible decision-making requires a child to be able to accurately assess the consequences of his actions, and to take safety, ethics, and the health of himself and others into account when making decisions. Self-management (Weeks 7-13)

Social awareness (Weeks 14-18)

Relationship skills (Weeks 19-23)

Responsible decision-making (Weeks 24-30)

Content of a typical SEL lesson plan We employ the activities of thinking, reading, speaking, and writing in each lesson, which allows students to master and apply the content through multiple access points. Essential Questions: Essential questions encourage deep thinking and are central to social and emotional learning. Students demonstrate their knowledge by answering these questions and related “I can” statement that serves as the learning target for the lesson. Focus Activities: The focus activity provides a quick, yet thorough dive into the main social and emotional learning concept. Writing Prompts: The writing prompts serve as a method by which students can apply the targeted SEL concept to their own contexts and lives.

Extension Activities: Extension activities are a series of suggestions for deepening and broadening student interactions with the SEL concepts through multiple methods of engagement and differentiation. Each lesson will have four extension suggestions: • To Reinforce: to give extra practice in the SEL concept • To Accelerate: to increase learning for those who have mastered the SEL concept • School/Home Connection: to share the SEL concept with the family of the student • Classroom Management Connection: to strengthen classroom management via incorporation of the SEL concept

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Rosen Phonics Readers Grades Pre K–2 (A–D)

Rosen Phonics Readers is a complete and comprehensive classroom program created with both quality of instruction and economy of time in mind. Rosen Phonics Readers provide authenticity in linguistic context to contribute to a complete learning experience for students, while also providing educators with an easy go-to program for either primary or supplemental use. Phonics is the method of teaching children to “sound out”, or decode, words. Children learn to recognize each of the phonemes in the English language and their associated graphemes, and how those sounds and letters combine to form whole words. Phonics therefore can be seen as a set of rules about letter-sound correspondences that readers must learn to recognize and use automatically. Phonics as a method of teaching English has been subject to some valid criticisms in the past. The Rosen Phonics Readers program is designed to address those criticisms, most importantly the authenticity of instructional materials. The best educational experiences are authentic—those that place the skills, rules, or ideas being taught in real context. To be most successful, beginning readers need the opportunity to immediately place phonics rules in context of real, relatable stories. Each Rosen Phonics Reader does just that, providing essential explicit phonics instruction with the benefits of embedded phonics (the Whole Language approach). Concise and easy-to-reference suggestions for whole class and small group instruction are included in the back of each book. All readers are also leveled using Fountas and Pinnell levels (A-D), for easy integration into any Guided Reading or literacy intervention program. Educators can thus differentiate instruction and implement the program in the way they feel best benefits their unique learners or classrooms.

SAMPLE INSTRUCTIONAL GUIDE INCLUDED WITH EACH BOOK 16

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Rosen Phonics Readers Each complete collection includes:

• 47 titles, each devoted to one phoneme • Complete instructional guide for each title • Support for ELA standards in fiction and nonfiction literacy

• Complete lesson plans are easy to implement and adapt to meet your classroom needs • Offer group and individual activities • Extended Activity for easy modification

FICTION

NONFICTION

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Computer Science leveled FICTION and NONFICTION readers for Grades K–5 in ENGLISH and SPANISH

LEVELED READERS THAT TEACH COMPUTATIONAL THINKING

Correlated to ISTE, CSTA, & K–12 CS Standards

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In today’s world, computer science literacy is as important as reading, writing, and math. Computer science will be a part of every student’s future career, regardless of the discipline, and is therefore an essential part of college and career readiness. At school districts throughout the country, and in conjunction with parents’ wishes, computer science instruction is beginning in the earliest grades where computational thinking and concepts of digital citizenship can be cultivated across the curriculum. COMPUTER SCIENCE FOR THE REAL WORLDTM is a new program created specifically to embed core concepts and core practices from the new K-12 CS Framework into high-interest nonfiction and fiction leveled texts that deal with mandated grade-appropriate subjects in science and social studies. The subtitle of each title indicates the concept or practice from the K-12 CS Framework and ISTE Curriculum made accessible to the target audience. The back cover indicates the GRL as well as the exact concept or practice from the Framework.

AMONG THE CORE CONCEPTS COVERED ARE: • Computing Systems

• Data and Analysis

• Networks and the Internet

• Algorithms and Programming

• Impacts of Computing

AMONG THE CORE PRACTICES COVERED ARE: •

Fostering an Inclusive Computing Culture

•

Recognizing and Defining Computational Problems

•

Testing and Refining Computational Artifacts

•

Collaborating Around Computing

•

Developing and Using Abstractions

•

Communicating About Computing

•

Creating Computational Artifacts

Each book contains Teacher Notes to use across the curriculum, extending whole class and individual instruction with a special emphasis on “unplugged” activities (i.e., activities that foster computational thinking without a computer). Selected activities also foster best practices around communicative and social skills in real-world problem solving. COMPUTER SCIENCE FOR THE REAL WORLDTM not only fosters proficient readers but also computationally literate creators.

SAMPLE

Instructional Guide

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Explore STEAM concepts in relatable, real-life contexts with paired fiction and nonfiction leveled readers

Leveled Readers for Grades K-3

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Rosen Real Readers: STEAM allows students to explore science, technology, engineering, arts, and mathematics (STEAM) concepts in relatable, real-world contexts. A comprehensive program comprised of paired fiction and nonfiction leveled readers, Rosen Real Readers: STEAM provides students with quality, relatable content, while also providing educators with an easy go-to program to bring vital content-area learning into the classroom. This program focuses on grades K–3 with progressive Guided Reading Levels (GRL) A-H. Rosen REAL Readers: STEAM addresses dozens of science topics, allowing for strong correlation to state and national standards by exploring the disciplinary core ideas in physical, earth and space, and life sciences as well as engineering and technology, in a highly accessible format. It expands on the Next Generation Science Standards crosscutting concepts by introducing the arts and how they relate to STEM (science, technology, engineering, and math). Most importantly, they make scientific thinking and knowledge accessible to the youngest learners. For the exploration of each paired fiction and nonfiction titles, instructors may: one of the titles in a text pair to introduce the concept through whole class instruction and the second title • tousereinforce learning through small group guided reading instruction; • promote discussion by having students compare texts and how concepts were explored in each; • differentiate instruction for advanced learners by allowing independent exploration of the second text; • differentiate for struggling readers by allowing one-on-one instruction with the second text; and a cyclical approach to reinforce learning, circling back to previously studied concepts • apply by introducing the second text later on.

The fiction and nonfiction pairs included in this program support science and arts in all domains; their interconnected nature makes for easy implementation into existing curricula as primary or supplemental resources. Many titles can support multiple domains, including technology, math, and the arts, allowing for maximal differentiation and customization.

Text-Dependent and Open-Ended Questions included for each title!

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Leveled Readers for Grades K-3 Civics encompasses the processes and rules by which people in a society make decisions, govern, and deal with public problems. Today, more than ever, it is crucial for students to learn and practice basic civic principles to ensure a fair, just, and liberated society. Through paired fiction/nonfiction leveled readers, this collection introduces young readers to five key elements of the C3 Framework for Social Studies State Standards for Civics.

CREATE ACTIVE, ENGAGED, AND INFORMED CITIZENS WHILE DEVELOPING PRACTICED, FLUENT READERS. 22

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Civics for the REAL World™ adheres to Rosen Classroom’s mission to provide quality, content-rich leveled readers for every classroom. These innovative fiction and nonfiction collections address the current English language arts and social studies needs of today’s educators and learners. The books provide rigorous, standards-aligned social studies content within an easy-to-use, leveled reading program while also addressing and celebrating the diversity of the modern American student body. The collections encompass all fundamental disciplines within the social studies concept of civics, including titles spanning Guided Reading Levels (GRL) A-L. The texts give students from kindergarten through third grade a solid start to becoming engaged, 21st-century citizens. The titles in Civics for the REAL World™, such as I Share with Friends (GRL A), We Are Equal (GRL A), I Am a Leader (GRL D), and I Improve My Community (GRL L) explore the core civics principles of civic virtue and civic action in an accessible, familiar way. Other titles such as What Happens at City Hall? (GRL F) and My Community Rules (GRL G) take it a step further by introducing readers to roles in their community and government, as well as the foundations of citizenship. Through both fiction and nonfiction texts, children are given the opportunity to experience stories to which they can directly relate. For the exploration of paired fiction and nonfiction titles, instructors may: • use one of the titles in a text pair to introduce the concept through whole class instruction (using instruction suggestions at the front and back of the book if desired), and the second title to reinforce learning through small group guided reading instruction; • promote discussion by having students compare texts and explain how concepts were explored in each; • differentiate instruction for advanced learners by allowing independent exploration of the second text; • differentiate for struggling readers by allowing one-on-one instruction with the second text; and • apply a cyclical approach to reinforce learning, circling back to previously studied concepts by introducing the second text later on.

SAMPLE Instructional Guide GRL: A

GRL: A

We Can Share

I Share with Friends

Author: Rory McCallum ISBN: 9781508139348

Author: Vanessa Flores ISBN: 9781538363089

Civic Virtues: Apply civic virtues when participating in government, communities, or school settings.

Civic Virtues

Vocabulary

Whole Class Activity

Vocabulary

tablet

Choose an object in your classroom or from your desk that is of interest or that the students would consider a novelty. Perhaps grab a magnifying glass and a stone, a magnet wand and some paper clips, bubbles, a spinning top, or a special rubber bouncy ball. Talk the item up so that everyone will want to use it. Ask the students to raise a hand if they want to see it for themselves. Restate that there is only one item. Ask them to come up with a sharing plan so that everyone may see it. Have the students execute their plan. If the plan goes awry, sit the students back down and take the object back. Ask them, “How can we share this better?” Try the sharing plan again if necessary.

juice box

Background Knowledge Civic virtues are ways of acting like a good citizen. Students can practice acting like a good citizen in school, in their communities, and even in their government. They can share, act fairly toward others, and show respect. Remind students that civic virtues are familiar to them and can be used in daily life. In this book, classmates act like good citizens by sharing one tablet with the entire class. Ask students to remember a time when they had to share one thing between everyone in class. What were the challenges of sharing? How is sharing helpful?

Independent Activity Tell your students to practice sharing today. Ask them to think about when they can share at recess, playtime, or free time. Ask the students to draw a picture of them sharing something.

Are there enough tablets for everyone in the class?

Does everyone want to see the tablet?

What does the class decide to do?

In what way is the tablet shared?

Read Llama Llama Time to Share by Anna Dewdney to the class. Ask the class if Llama wanted to share in the beginning. What is the result of the tug-of-war with Fuzzy Llama? Can sharing be hard sometimes? What happens as a result of sharing? Print simple coloring pages for the class. Pair students up into partners in their own areas. Give everyone a coloring page. Each student should receive two crayons that are different colors than their partner’s crayons. Have them practice asking one another if they would like to share the blue crayon. The red crayon? The yellow? Have students practice saying: “Yes, thank you” or “No, but thank you for asking.”

Background Knowledge Civic virtues are ways of acting like a good citizen. Students can practice acting like good citizens in school, in their communities, and even in their government. They can share, act fairly toward others, and show respect. Remind students that civic virtues are familiar to them and can be used in daily life. In this book, the narrator acts like a good citizen by sharing what she has with others. Ask students to remember a time when they noticed that someone didn’t have something they needed at lunch, during recess, or in class. What could they have done to make the situation better?

Independent Activity Have students draw a picture of a sharing experience. Have them indicate in their drawing the friendship that comes from sharing, perhaps by emphasizing big smiles. As an extension, they may share their picture and experience with the class.

Text-Dependent Questions

Text-Dependent Questions 1.

Whole Class Activity pencil

1. What problem did the narrator notice with the pencils?

Paired Fiction Book

2. What did the narrator do to solve the pencil problem?

I Share with Friends

3. What problem did the narrator notice with the juice boxes?

Civic Virtues

4. What did the narrator do to solve the juice box problem?

Author: Vanessa Flores ISBN: 9781538363089

Paired Nonfiction Book

We Can Share Civic Virtues

Author: Rory McCallum ISBN: 9781508139348

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SOCIAL STUDIES

Myself, My Community, My World

Leveled Readers for Grades K-3

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SOCIAL STUDIES

Myself, My Community, My World

Rosen Real Readers: Social Studies adhere to Rosen Classroom’s mission to provide quality, content-rich leveled readers for every classroom. These innovative fiction and nonfiction collections address the current English language arts and social studies needs of today’s educators and learners. The books provide rigorous, standards-aligned social studies content within an easy-touse, leveled reading program while also addressing and celebrating the diversity of the modern American student body. The collections encompass all fundamental disciplines within social studies, including titles spanning Guided Reading Levels (GRL) A-H. The texts give students from kindergarten through third grade a solid start to becoming engaged, 21st-century citizens.

The titles in Rosen Real Readers: Social Studies, such as A River Runs Through This Valley (GRL B), Children Have Basic Rights (GRL D), Constitution Day (GRL B), and We Buy Vegetables from Mr. Owens (GRL B), explore the core disciplines of social studies, geography, civics, history, and economics through an accessible lens. Other titles like My Dad Takes a Train to Work (GRL A) and My Mother Was Born in Mexico (GRL A) take it a step further by ensuring a range of American experiences are explored. Through both fiction and nonfiction texts, children are given the opportunity to experience stories to which they can directly relate. For the exploration of paired fiction and nonfiction titles, instructors may: • use one of the titles in a text pair to introduce the concept through whole class instruction (using instruction suggestions at the back of the book if desired), and the second title to reinforce learning through small group guided reading instruction; • promote discussion by having students compare texts and explain how concepts were explored in each; • differentiate instruction for advanced learners by allowing independent exploration of the second text; • differentiate for struggling readers by allowing one-on-one instruction with the second text; and • apply a cyclical approach to reinforce learning, circling back to previously studied concepts by introducing the second text later on. By weaving social studies content into diverse and relatable fiction and nonfiction narratives and offering varied opportunities for instructional use, Rosen Real Readers: Social Studies has developed a reputation of being a remarkable resource for helping educators meet their classroom needs. Text-Dependent and Open-Ended Questions included for each title!

My grandfather plays the guitar.

My father plays the drums.

• Text-dependent and open-ended questions at the back of each book • Evaluate students’ reading comprehension and understanding of core content area concepts

• Ideal for small group and independent study • Perfect jump-start activities for whole class lessons

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The Playful Classroom Games and Books for Play-Based Learning!

Grades PreK-2

PLAY TOGETHER READ ALOUD READ ALONG READ ALONE

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Games and Books for Play-Based Learning! These highly engaging games, which are integrated into early childhood curriculum topics, now include new read aloud picture books with artwork taken directly from the game; this is done to help maintain students’ attention as they transition from game to book. Read aloud nonfiction titles within each topic extend the learning around concepts from the games. Teacher planning materials include lessons, extension activities, reproducibles, movement activities, and more. Full learning packages focus on meaningful play.

Teacher Planning Excerpt

PRICES START AT $149.95 Orchard and Book Collection (1 game, 1 copy each of 3 fiction titles and 3 nonfiction titles, 18 themed take-home books, 1 planning guide, 1 professional book: The Playful Classroom ) Flower Fairy and Book Collection (1 game, 1 copy each of 3 fiction titles and 3 nonfiction titles, 18 themed take-home books, 1 planning guide, 1 professional book: The Playful Classroom ) Teddy’s Colors and Shapes and Book Collection (1 game, 1 copy each of 3 fiction titles and 3 nonfiction titles, 18 themed take-home books, 1 planning guide, 1 professional book: The Playful Classroom ) Monza and Book Collection (1 game, 1 copy each of 3 fiction titles and 3 nonfiction titles, 18 themed take-home books, 1 planning guide, 1 professional book: The Playful Classroom ) Eeny Meeny Moo and Book Collection (1 game, 1 copy each of 3 fiction titles and 3 nonfiction titles, 18 themed take-home books, 1 planning guide, 1 professional book: The Playful Classroom ) Magic Feathers and Book Collection (1 game, 1 copy each of 3 fiction titles and 3 nonfiction titles, 18 themed take-home books, 1 planning guide, 1 professional book: The Playful Classroom )

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From: Try It with Triangles

Math for the REAL World Improve Math Literacy for Grades K-7

FLUENCY

• Meet NCTM focal points • Connect computation and application • Integrate math, science, and social studies • Multiple assessment opportunities • Address skills in: • Numbers & operations • Geometry & measurement • Algebra • Problem solving • Data Analysis & probability

Math Lesson 2: Grouping Arrangement—Pairs Materials Needed: Notebook paper.

AMAZING ANIMALS Multiplying Multidigit Numbers by One-Digit Numbers with Regrouping Orli Zuravicky

Activity: Have students work in pairs. Ask each student to create problems involving multiplication of multidigit numbers by one-digit numbers and write the problems on a sheet of paper without the solutions. Students should then trade problem sets with their partner. Before solving the problems, students should make an estimate and write it down, along with an explanation. Have students solve their problems and compare their solutions with their estimates. Math Lesson 3: Grouping Arrangement—Large group Materials Needed: Chalkboard; wingbeat data.

MATH CONTENT STRAND: Numbers and Operations MATH OBJECTIVES: Compute fluently and make reasonable estimates. Develop fluency with basic number combinations for multiplication. Develop fluency in multiplying whole numbers. Develop and use strategies to estimate the results of whole-number computations and to judge the reasonableness of such results. DESCRIPTION: Amazing Animals describes examples of the remarkable physical abilities of some animals. Students use data from the book to solve problems involving multiplication of multidigit numbers by one-digit numbers.

MATH VOCABULARY:

digit, product, regrouping

Have students find the above words in the text and discuss their meanings. Have students write and solve the following problem: 16 x 3.Then have students label the problem with the vocabulary words. Ask students to circle in red where regrouping took place, draw a blue line under an example of a digit, and draw a green box around the product. CONTENT VOCABULARY:

ASSESSMENT: WRITING ABOUT MATH:

amphibian, arachnid, cold-blooded, insect, mammal, molt, reptile, stretch, tropical, warm-blooded

Discuss these vocabulary words and their definitions. Ask students to work with a partner to sort vocabulary words into at least three distinct groups. Have students volunteer to share their groupings and the rationale behind the groupings. (For example: Warm-blooded and cold-blooded are opposites; Insect, arachnid, mammal, reptile, and amphibian are types of animals.) Pose the following questions: Why are animals different from each other? Why does a bird look different from a bear? Why does an ostrich look different from a hawk? Have students turn to a neighbor and share their ideas. Explain that this book describes some adaptations, which are characteristics of an animal that help it survive. Adaptations make animals different from each other, because different animals are adapted to live in different environments and fill different roles.

Ask students to imagine that a sick classmate has missed several days of school and doesn’t know how to multiply a multidigit number by a one-digit number. Have students write an explanation for their classmate that includes a sample problem with its solution. Students should write out a clear, easy-to-follow explanation of the steps involved. Display the steps as a checklist, poster, or diagram. ADDITIONAL ACTIVITIES RELATED TO CONTENT AREAS: Science: Animals’ unique adaptations may improve their chances of survival. Have students select an animal and research its physical adaptations. Ask students to draw a detailed illustration of their animal and label its physical adaptations. (For example: Owls have fringed feathers for silent flight, sharp talons for catching prey, large eyes to gather light, and flexible necks to improve their range of vision.) Social Studies: Using the social studies curriculum as a guide, select three different regions of the state, country, or world. Create a class chart comparing adaptations that aid animals’ survival in each of the three areas. Across the top of the chart, list the three regions. Label the rows of the chart as follows: Climate and Other Factors, Useful Adaptations, Animals That Live There. (For example: Sahara desert, very dry and hot/be able to tolerate heat and go without water/camel.) Work together as a class to fill in three or more of the blanks on the chart, then have students work in small groups to complete the chart. Have students use this information to individually write a brief analysis of the information on the chart.

NUMBERS AND OPERATIONS ACTIVITIES: Math Lesson 1: Grouping Arrangement—Large group/pairs Materials Needed: Chalkboard or chart paper; paper; pencils. Activity: As a review, select examples of problems from the text and solve them with the class. Model the use of estimation. Encourage students to estimate what the answer will be and to use this estimate to check the reasonableness of their answer after completing their computations. For example, if the problem asks students to multiply 12 x 8, students may round the 12 to 10 and the 8 to 10. Since 10 x 10 is 100, the answer to 12 x 8 should be close to 100. Another way to solve this problem would be to multiply 10 x 8 and add 2 x 8. If the problem is 172 x 8, students may estimate that the answer will be somewhat less than 1,720 (which would be the answer if the problem were 172 x 10). Ask students to select another problem from the text, use a strategy to estimate the answer, compute the answer, and share their work with a partner. www.rosenclassroom.com

Activity: On the chalkboard, create a chart listing the following birds and their wing beats per 10 seconds: crow, 20; robin, 23; pigeon, 30; starling, 50; chickadee, 270; hummingbird, 800. Have students stand far enough apart that they can spread their arms without bumping each other.Time them while they flap their arms for 30 seconds, having them count how many times they flap in that amount of time. Ask them how to determine how many times they can flap in one minute (multiply by 2).Then ask students how to determine how many times each bird listed on the chalkboard can flap in one minute (multiply by 6). Have students determine the wing beats per minute for the birds and compare those with their own “wing beats” per minute.

Language Arts

ADDITIONAL RESOURCES: Books:

Assessment

Amos, Janine and Andrew Solway. Animals and Nature. New York: Scholastic, Inc., 2000. Appelt, Kathi A. Bats on Parade. New York: HarperCollins Children’s Book Group, 1999.

Writing

Web sites:

Art

Animals Kids Website Links http://www.ryde.nsw.gov.au/library/animals.htm KidsClick! Animals http://sunsite.berkeley.edu/KidsClick!/midanim.html

Social Studies Science

www.rosenclassroom.com

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Each Classroom Collection Includes: FLUENCY

Big Books

FLUENCY AMAZING ANIMALS

ouping Multiplying Multidigit Numbers by One-Digit Numbers with Regrwith Regrouping t Numbers ANIMALS by One-Digi AMAZING Numbers g Multidigit MultiplyinOrli Zuravicky vicky Orli Zura

• Explicit math instruction • Connect math with science or social studies content • Reinforce academic vocabulary

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Art idanim.html Animals idsClick!/m s Writing KidsClick! ite.berkeley.edu/K Social Studie Web sites: http://suns ssroom.com Art Animals Kids Website Links www.rosencla Science http://www.ryde.nsw.gov.au/library/animals.htm Social Studies KidsClick! Animals Science http://sunsite.berkeley.edu/KidsClick!/midanim.html www.rosenclassroom.com

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