Interactive Science CCSS GK-5
Interactive Science CCSS GK-5
Interactive Science CCSS GK-5
Pearson
Interactive Science
©2012
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.
Table of Contents
Grade K
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Literature 2. With prompting and support, This standard falls outside of the
retell familiar stories, including key details. Interactive Science curriculum.
Literature 3. With prompting and support, TE: Integrate Your Day, Reading, 42
identify characters, settings, and major Related content:
events in a story. TE: Integrate Your Day, Reading, 12
Literature 6. With prompting and support, This standard falls outside of the
name the author and illustrator of a story Interactive Science curriculum.
and define the role of each in telling the
story.
Integration of Knowledge and Ideas
Literature 7. With prompting and support, See related content:
describe the relationship between TE: Integrate Your Day, Reading, 130, 162,
illustrations and the story in which they 220
appear (e.g., what moment in a story an
illustration depicts).
8. (Not applicable to literature) (Not applicable to literature)
Literature 9. With prompting and support, This standard falls outside of the
compare and contrast the adventures and Interactive Science curriculum.
experiences of characters in familiar stories.
Range and Level of Text Complexity
Literature 10. Actively engage in group TE: Integrate Your Day, Reading, 12, 42, 70,
reading activities with purpose and 98, 130, 162, 192, 220; Rhyme, 99, 131,
understanding. 163, 193, 221; Extend the Lesson, 227
Informational Text 2. With prompting and See the following representative pages:
support, identify the main topic and retell key SE: Let’s Read Science, Main Idea and
details of a text. Details: 59
Informational Text 3. With prompting and See the following representative pages:
support, describe the connection between SE: Science Careers, 12; Biography: 20,
two individuals, events, ideas, or pieces of 43; Science in your Backyard: 32, 77, Big
information in a text. World My World: 55; STEM: 86; Activity 36
Informational Text 5. Identify the front This standard falls outside of the
cover, back cover, and title page of a book. Interactive Science curriculum.
Informational Text 6. Name the author and This standard falls outside of the
illustrator of a text and define the role of Interactive Science curriculum.
each in presenting the ideas or information in
a text.
Informational Text 8. With prompting and This standard falls outside of the
support, identify the reasons an author gives Interactive Science curriculum.
to support points in a text.
Informational Text 9. With prompting and This standard falls outside of the
support, identify basic similarities in and Interactive Science curriculum.
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 See the following representative pages:
group reading activities with purpose and TE: Integrate Your Day, Reading, 12, 70,
understanding. 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
Phonological Awareness
Foundational Skills 2. Demonstrate Students demonstrate understanding of
understanding of spoken words, syllables, spoken words, syllables, and sounds in
and sounds (phonemes). 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.
Fluency
Foundational Skills 4. Read emergent The Interactive Science program is
reader texts with purpose and understanding. 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
Writing Standards
Text Types and Purposes
Writing 1. Use a combination of drawing, See related content:
dictating, and writing to compose opinion SE: 77
pieces in which they tell a reader the topic or
the name of the book they are writing about TE: Science to Literature, 89; Science in
and state an opinion or preference about the Your Backyard, 211; Social Studies, 220
topic or book (e.g., My favorite book is …).
Writing 6. With guidance and support from This standard falls outside of the
adults, explore a variety of digital tools to Interactive Science curriculum.
produce and publish writing, including in
collaboration with peers.
Writing 8. With guidance and support from See the following representative pages:
adults, recall information from experiences or SE: Activity, 1, 2, 4, 5, 6, 8, 12, 14, 20,
gather information from provided sources to 22, 32, 33, 55, 56, 57, 67, 68, 77, 78
answer a question
TE: Writing, 71, 131, 161
Range of Writing
Writing 10. (Begins in Grade 3) (Begins in Grade 3)
Language Standards
Conventions in Writing and Speaking
Language 1. Demonstrate command of the Demonstrating standard grammar and
conventions of standard English grammar and usage conventions are critical language
usage when writing or speaking. 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
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)
Language 5. With guidance and support This standard falls outside of the
from adults, explore word relationships and Interactive Science curriculum.
nuances in word meanings.
Informational Text 2. Identify the main See the following representative pages:
topic and retell key details of a text. 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
Informational Text 5. Know and use See the following representative pages:
various text features (e.g., headings, tables SE: 16, Table of Contents; vi-xiv; Unit D
of contents, glossaries, electronic menus, Interactive Science; xvi-xxii; Unit A, 1;
icons) to locate key facts or information in a Unit B, 71; Unit C, 157; Chapter Intro,
text. 268-269; 296-297, Glossary, EM2-EM26;
Index, EM27-EM33; Study Guide & Chapter
Review, 109-111, 151-153
Informational Text 8. Identify the reasons This standard falls outside of the
an author gives to support points in a text. Interactive Science curriculum.
Phonological Awareness
Foundational Skills 2. Demonstrate Students demonstrate understanding of
understanding of spoken words, syllables, spoken words, syllables, and sounds in
and sounds (phonemes). 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.
Fluency
Foundational Skills 4. Read with sufficient The Interactive Science program is
accuracy and fluency to support written on level, reflecting the grade
comprehension. 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
Writing Standards
Text Types and Purposes
Writing 1. Write opinion pieces in which TE: Integrate Your Day, Writing, 38C;
they introduce the topic or name the book Science and Language Arts: 314
they are writing about, state an opinion,
supply a reason for the opinion, and provide
some sense of closure.
Writing 3. Write narratives in which they Students learn sequence, a critical reading
recount two or more appropriately sequenced strategy, through Interactive Science
events, include some details regarding what instruction and practice.
happened, use temporal words to signal SE: Let’s Read Science, Sequence: 41, 44,
event order, and provide some sense of 207, 209, 211, 230
closure.
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 6. With guidance and support from TE: 21st Century Learning, 26
adults, use a variety of digital tools to See also related content: 21st Century
produce and publish writing, including in Learning, 86, 262, 283
collaboration with peers.
Writing 8. With guidance and support from See the following representative pages:
adults, recall information from experiences or SE: 26-27; At-Home Lab, 13, 26, 135, 192,
gather information from provided sources to 252, 314
answer a question.
TE: Science Notebook, 27; Science to
Writing, 88; At Home Lab, 79, 90, 139,
248, 257, 307
Range of Writing
Writing 10. (Begins in grade 3) (Begins in grade 3)
Language Standards
Conventions of Standard English
Language 1. Demonstrate command of the Demonstrating standard grammar and
conventions of standard English grammar usage conventions are critical language
and usage when writing or speaking. 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
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
Knowledge of Language
Language 3. (Begins in Grade 2) (Begins in Grade 2)
Language 5. With guidance and support See the following representative pages:
from adults, demonstrate understanding of SE: Vocabulary Smart Cards, 31-34, 59-60,
word relationships and nuances in word 105-108, 147-150, 197-200, 227-228,
meanings. 261-264, 291-292, 319-320
Language 6. Use words and phrases Students acquire and use grade appropriate
acquired through conversations, reading and academic and domain-specific words and
being read to, and responding to texts, phrases in Interactive Science program
including using frequently occurring through a variety of built-in language-
conjunctions to signal simple relationships building features. The program’s Reading
(e.g., because). 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
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
Informational Text 2. Identify the main See the following representative pages:
topic of a multi-paragraph text as well as SE: Main Idea and Details, 39, 42, 62, 167,
the focus of specific paragraphs within the 169, 173, 175, 183-184, 202, 237, 245;
text. Chapter Review: 62, 116-117, 158-159,
202-203, 230-231, 264-265, 306-307,
346-347
Informational Text 5. Know and use See the following representative pages:
various text features (e.g., captions, bold SE: 7, 42-43, 45, 47, 89, 90, 91, 123, 124,
print, subheadings, glossaries, indexes, 173, 175, 222, 241, 242, 283, 284, 286,
electronic menus, icons) to locate key facts 331; Picture Clue, 5, 7, 12, 25, 34, 207,
or information in a text efficiently. 221, 231, 241, 246; Glossary EM2-EM27;
Index, EM28-EM35; Table of Contents, vi-
xiv
Informational Text 6. Identify the main See the following representative pages:
purpose of a text, including what the author SE: Let’s Read Science, 167, Main Idea and
wants to answer, explain, or describe. 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
Phonological Awareness
Foundational Skills 2. (Not applicable to (Not applicable to Grade 2)
Grade 2)
Fluency
Foundational Skills 4. Read with The Interactive Science program is
sufficient accuracy and fluency to support written on level, with Lexile scores
comprehension. 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:
Writing Standards
Text Types and Purposes
Writing 1. Write opinion pieces in which SE: Go Green, 97
they introduce the topic or book they are
writing about, state an opinion, supply TE: Integrate Your Day, Writing, 308D;
reasons that support the opinion, use Science Writing: 90; Go Green, 97
linking words (e.g., because, and, also) to
connect opinion and reasons, and provide a
concluding statement or section.
Writing 3. Write narratives in which they See the following representative pages:
recount a well-elaborated event or short SE: Write a Song, 70; Put on a Play, 162;
sequence of events, include details to Write a Fable, 350
describe actions, thoughts, and feelings,
use temporal words to signal event order, TE: Practice It: 121; Reading Strategy,
and provide a sense of closure. 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
Writing 5. With guidance and support from See the following representative pages:
adults and peers, focus on a topic and TE: Integrate Your Day, Writing, 2D;
strengthen writing as needed by revising Science and Social Studies, 42, Science to
and editing. Writing, 48, 90, 92, 144, 210, 218, 292,
328
Writing 6. With guidance and support from This standard falls outside of the
adults, use a variety of digital tools to Interactive Science curriculum.
produce and publish writing, including in
collaboration with peers.
Range of Writing
Writing 10. (Begins in grade 3) (Begins in grade 3)
Language Standards
Conventions in Writing and Speaking
Language 1. Demonstrate command of Demonstrating standard grammar and
the conventions of standard English usage conventions are critical language
grammar and usage when writing or skills. Students are expected to utilize
speaking. 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
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
Knowledge of Language
Language 3. Use knowledge of language Using language and its conventions
and its conventions when writing, speaking, appropriately are critical to successful
reading, or listening. 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
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
Language 6. Use words and phrases Students acquire and use grade appropriate
acquired through conversations, reading academic and domain-specific words and
and being read to, and responding to texts, phrases in Interactive Science program
including using adjectives and adverbs to through a variety of built-in language-
describe (e.g., When other kids are happy building features. The program’s Reading
that makes me happy). 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,
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
Informational Text 8. Describe the logical See the following representative pages:
connection between particular sentences SE: 118-119; Sequence, 137, 155, 221,
and paragraphs in a text (e.g., comparison, 219, 248, 254; Cause and Effect, 177,
cause/effect, first/ second/third in a 189, 191, 249, 355, 357, 381; Compare,
sequence). 121, 160, 284, 295, 390
Foundational Skills 3. Know and apply Interactive Science supports the literacy
grade-level phonics and word analysis skills curriculum and the skills students learn.
in decoding words. 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:
Writing Standards
Text Types and Purposes
Writing 1. Write opinion pieces on familiar TE: Science to Reading, 8; Science
topics or texts, supporting a point of view Notebook, 9
with reasons.
Also see related content:
SE: Go Green, 21, 62, 113, 300, 364
TE: Differentiated Instruction, 8
Writing 3. Write narratives to develop real SE: Animals and Seasons, 214; Rock
or imagined experiences or events using Fantasy, 318; Write a Poem, 442
effective technique, descriptive details, and
clear event sequences. TE: Science to Writing, 26, 152, 195, 382;
Science Notebook, 13, 151, 437
Language Standards
Conventions in Writing and Speaking
Language 1. Demonstrate command of the Demonstrating standard grammar and
conventions of standard English grammar usage conventions are critical language
and usage when writing or speaking. 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
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
Knowledge of Language
Language 3. Use knowledge of language Using language and its conventions
and its conventions when writing, speaking, appropriately are critical to successful
reading, or listening. 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
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
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
Informational Text 2. Determine the main See the following representative pages:
idea of a text and explain how it is supported SE: Main Idea and Details, 141, 143, 144,
by key details; summarize the text. 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
Informational Text 5. Describe the overall See the following representative pages:
structure (e.g., chronology, comparison, SE: Process, 55-59; Cause and Effect, 47,
cause/effect, problem/solution) of events, 49, 52, 57, 257, 260, 267, 277, 281, 322,
ideas, concepts, or information in a text or 323, 396, 399, 401, 402, 405, 408, 440;
part of a text. 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
Informational Text 6. Compare and contrast See the following representative pages:
a firsthand and secondhand account of the SE: 13, 380; Judge, 15; Predict, 19;
same event or topic; describe the differences Analyze, 21; Explore It!!, 24, 100, 218,
in focus and the information provided. 266, 372; Interpret Data, 31; Investigate
It! 180-181, 450-451; Lightning Lab, 261;
Try It!, 434
Fluency
Foundational Skills 4. Read with sufficient The Interactive Science program is
accuracy and fluency to support written on level, with Lexile scores
comprehension. 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:
Writing Standards
Text Types and Purposes
Writing 1. Write opinion pieces on topics or SE: Performance-Based Assessment: 78,
texts, supporting a point of view with reasons 196
and information.
TE: Science/Social Studies, 51; Science
Notebook, 50, 56, 145; Science Writing,
355, 370; 21st Century Learning, 144, 158,
355
Language Standards
Conventions in Writing and Speaking
Language 1. Demonstrate command of the Demonstrating standard grammar and
conventions of standard English grammar and usage conventions are critical language
usage when writing or speaking. 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
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
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
Language 6. Acquire and use accurately Students acquire and use grade
grade-appropriate general academic and appropriate academic and domain-specific
domain-specific words and phrases, including words and phrases in the Interactive
those that signal precise actions, emotions, or Science program through a variety of
states of being (e.g., quizzed, whined, built-in language-building features. The
stammered) and that are basic to a particular program’s Reading Path targets reading
topic (e.g., wildlife, conservation, and skills with continual vocabulary support.
endangered when discussing animal Graphic organizers help students develop
preservation). 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
Informational Text 2. Determine two or SE: Main Idea and Details, 47, 49, 89, 91,
more main ideas of a text and explain how 92, 207, 209, 463, 465, 494; Got It!,
they are supported by key details; Explain, 11, 19, 423; Describe, 27;
summarize the text. Recognize, 309; Summarize, 57, 165, 235,
315, 447; Unlock the Big Question, 327,
343, 429; Compare, 333; Classify, 339;
Interpret, 435; Predict, 441
Informational Text 3. Explain the SE: Analyze, 50; Predict, 51; Infer, 129,
relationships or interactions between two or 136; Suggest, 131; Apply, 49, 133;
more individuals, events, ideas, or concepts Compare and Contrast, 137, 233;
in a historical, scientific, or technical text Summarize, 273; Compare, 333
based on specific information in the text.
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
Informational Text 6. Analyze multiple SE: Try It!, 120; Explore It!!, 178; 301,
accounts of the same event or topic, noting 302, 305, 308, 309
important similarities and differences in the
point of view they represent. TE: Read Aloud, 300; Predict, 300; Inquiry
Try It, 302; Lab Support, 302;
Differentiated Instruction, 307
Informational Text 9. Integrate information TE: 21st Century Learning, 6, 308, 372,
from several texts on the same topic in order 386, 440; Differentiated Instruction, 509
to write or speak about the subject
knowledgeably.
Foundational Skills 3. Know and apply Interactive Science supports the literacy
grade-level phonics and word analysis skills curriculum and the skills students learn.
in decoding words. 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:
Writing Standards
Text Types and Purposes
Writing 1. Write opinion pieces on topics or Students incorporate their opinions with
texts, supporting a point of view with reasons supportive reasoning and information as
and information. they engage in the design process of a
product and respond to lesson
interactivities.
SE: 60-67, 69; Design It! 78-83
Writing 3. Write narratives to develop real See the following representative pages:
or imagined experiences or events using SE: Performance-Based Assessment, 84,
effective technique, descriptive details, and 252
clear event sequences.
TE: Science to Writing, 93, 326, 364, 507
Writing 5. With guidance and support from Students’ knowledge of the writing process
peers and adults, develop and strengthen allows them to be successful in the wide
writing as needed by planning, revising, variety of writing tasks throughout the
editing, rewriting, or trying a new approach. program.
Writing 9. Draw evidence from literary or See the following representative pages:
informational texts to support analysis, SE: 299; Analyze, 10, 429; Infer, 325, 357;
reflection, and research. Challenge, 104, 260; Exemplify, 333
Range of Writing
Writing 10. Write routinely over extended See the following representative pages:
time frames (time for research, reflection, SE: My Planet Diary, 6, 54, 90, 122, 208,
and revision) and shorter time frames (a 258, 334, 368, 416, 502; Got It!, 95, 127,
single sitting or a day or two) for a range of 215, 309, 367, 423; Explore It!!, 20, 48,
discipline-specific tasks, purposes, and 216, 264, 310, 362, 430, 470; Chapter
audiences. Opener, Predict, 3, 119, 205, 301, 413,
499; Investigate It!, 32, 68, 146, 236, 395,
449; Biography, 45, 155, 192, 346
Language Standards
Conventions of Standard English
Language 1. Demonstrate command of the Demonstrating standard grammar and
conventions of standard English grammar and usage conventions are critical language
usage when writing or speaking. 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
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
Knowledge of Language
Language 3. Use knowledge of language Using language and its conventions
and its conventions when writing, speaking, appropriately are critical to successful
reading, or listening. 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
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
Language 6. Acquire and use accurately Students acquire and use grade appropriate
grade-appropriate general academic and academic and domain-specific words and
domain-specific words and phrases, including phrases in Interactive Science program
those that signal contrast, addition, and other through a variety of built-in language-
logical relationships (e.g., however, although, building features. The program’s Reading
nevertheless, similarly, moreover, in Path targets reading skills with continual
addition). 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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