Overview
Measurement and Data
STANDARDS
ACADEMIC LANGUAGE/ELD
• Use academic vocabulary related to
Theme Materials
Concept Book
Nonfiction Books
the study of measurement and data
• Use appropriate language forms to talk
about measurement and data and to
ask questions
• Develop fluency in reading, writing,
listening to, and speaking English
Level 12
MATH
• Report data such as weight, height,
length, and speed using standard and
nonstandard units
Level 11
Theme Builder
Learning Masters
• Make comparisons using data
• Use pictures, charts, and graphs to
represent and compare data
READING/LANGUAGE ARTS
• Learn and apply the comprehension
strategy: Asking Questions
• Use the text features:
Comparison Charts and Picture Graphs
• Write about measurement and data
• Learn and use vocabulary related to
measurement and data
Take-Home Book Masters
Audiolesson on CD
Measurement
and Data
Before Theme Assessment
by
To compare progress before and after
teaching this theme, use one or more of
the following informal assessment tools
before beginning the theme.
• Oral Reading Record, page 192
• Fluency Scoring Guide, page 177
• Content Vocabulary Checklist,
page 206
• Oral Language Developmental
Checklist, page 207
✁
H
Optional Reading
Windows on Literacy
Content-Based Fiction
Windows on Literacy
Nonfiction
The Perfect Pizza Level 11
How Far? Level 7
The Heavy Hippo Level 12
Animals All Together Level 10
Giraffes Level 17
164
Instructional Highlights
Key Concepts
• Standard and nonstandard units
can be used to measure weight,
height, length, and speed.
• Measurements and data can be
used to make comparisons.
• Pictures, charts, and graphs can
be used to represent data.
Key Concept Words
data
pounds
feet
tall
long
weigh
measure
Text Features
Comparison Chart
Picture Graph
Comprehension Strategy
Asking Questions
Theme Planner
Lesson
1*
Lesson
2
Lesson
3
Lesson
4
Lesson
5
Teacher’s Guide
pp. 166–167
Teacher’s Guide
pp. 168–169
Teacher’s Guide
pp. 170–171
Teacher’s Guide
pp. 172–173
Teacher’s Guide
pp. 174–175
Read
Measurement
and Data
Reread
Measurement
and Data
Read
The Speedy Cheetah
Read
The Huge Ship
Assess
and Extend
• Develop Concepts
• Review Concepts
• Rereading and
• Introduce Concepts
• Develop Concepts
and Vocabulary
and Vocabulary
Assessments
and Vocabulary
and Vocabulary
• Model the Reading
* Before you begin
Lesson 1, you may want
to use the Before Theme
Assessment tools listed
on page 164.
• Introduce the
Comprehension Strategy:
Asking Questions
• Small Group Reading
• Small Group Reading
• Small Group Reading
• Guided Writing
• Practice the
• Apply the
• Assessment Tools
Comprehension Strategy:
Asking Questions
• Shared Writing
Comprehension Strategy:
Asking Questions
• Guided Writing
• Optional Reading
• Home Connection
• Modeled Writing
165
Lesson 1
Read Measurement and Data
OBJECTIVES
Introduce Concepts and Vocabulary
• Understand that data can be
represented and compared using
pictures, charts, and graphs
• Learn and use vocabulary related to
measurement and data
• Use photos to predict vocabulary
• Use text features, such as comparison
charts and picture graphs, to
comprehend text
Materials
Realia: rulers, sheet of ⁄ 2 × 11-inch
paper, index card
Theme Builder
Measurement and Data
Learning Masters page 86
Audiolesson 12
81
Theme Builder (Song)
Introduce Theme Question
Introduce the Theme Song
Ask children: How would you measure
how tall you are? How would you
describe what you measured?
Explain that they will learn about
measurement and the information
they get from measuring, which is
called data. They will also learn the
language to use when measuring
and finding data.
Display the Theme Song on the
Theme Builder (tune: “Do Your
Ears Hang Low?”). Sing the song,
pantomiming to illustrate the
meaning of the measurement words.
Repeat, inviting children to sing and
pantomime along with you. Have
pairs of children use Learning
Masters page 86 to practice using
the language of measuring.
Talk with children about ways they
could measure, using fingers,
thumbs, feet, forearms, or other
body parts. Demonstrate
measuring a book by lengths of
your finger. Then provide partners
with a list of items found in the
classroom. As a kind of scavenger
hunt, have children find the items
and measure them. Children
should record on the list the length
of each item and the unit they used
to measure it. Talk together about
their findings.
Develop Oral Language
Theme Builder (Scene)
Model a sentence using measure.
Display the sheet of paper and
the ruler. Ask children what they
notice about the markings on
the ruler. Then model: I can use
this ruler to measure the length of
this paper.
Measure the paper and write its
length on the board. Then display
the index card and measure its
length. Ask children which object
is longer.
Tell children that to answer your
question, they had to compare the
length of the objects. Remind them
that comparing means “telling how
things are alike or different.”
166
Introduce Key Vocabulary
Use the Think and Discuss scene
to teach Key Concept Words and
model language forms:
A scale measures in pounds. It tells how
much you weigh.
Continue talking about ways of
measuring and what you find out.
As you introduce words, jot them
down on chart paper. Display this
Word Bank throughout the theme.
Invite conversation partners to
practice using the words and the
language forms of defining.
data
measure
feet
pounds
long
tall
weigh
Build Background
Display the Think and Discuss
scene on the Theme Builder again.
Ask children what they notice about
the graph and charts shown. As
children share observations, guide
them to use natural language. Then
have partners talk about the scene
and practice using the language
forms of defining ways to measure.
Model the Reading
Preview the Book
Distribute copies of Measurement
and Data. Read aloud the title and
the author’s name. As you page
through the book, point out:
• Many pages show different ways
to measure.
Pages 4–5
Think Aloud This is like the Think and
Discuss scene on the Theme Builder.
Look at the different ways animals can
be measured. We can measure height,
weight, and length. We can also compare
the number of animals.
Learning Masters/page 86
Name
Theme Song
Is it short or small?
Is it long or is it tall?
Is it high or low?
Do you know how fast it goes?
graphs or charts.
Predict Vocabulary
Encourage children to use pictures
to predict vocabulary: Which words
do you expect to see in this book?
Display a page and cover the
words: Which words do you expect to
see on this page?
Children may mention words
having to do with counting,
measuring, or comparing—such as
weigh, height, and graph. They may
also name the items on the page.
Add these words to the Word
Bank. Draw children’s attention to
the Word Bank. Have learning
partners use the words to talk
about getting measurements and
comparing information.
Pages 6–7
Think Aloud This page tells me that
information is called data. Data can be
such information as height, length,
weight, or how many.
Pages 8–9
Think Aloud These pages have graphics.
A graphic shows data with pictures.
Invite children to follow along as
you read Measurement and Data
aloud. As you read, pause to think
aloud. Encourage children to ask
questions and make observations.
Is it small, smaller, smallest?
You’ll have to
it.
✁
measure
weigh
graph
Sing to the tune of
“Do Your Ears Hang Low?”
86
Learning Masters
Science: Measurement and Data
Pages 12–13
Think Aloud When I count to collect
data, it helps to put the data in a graph
like this one. How many oranges are
there? Are there more oranges or
bananas?
Pages 14–15
Think Aloud These pages tell me more
about showing data. I know now that
data can be compared by using charts
or graphs.
Reread for Fluency
Read Aloud
Is it tall, taller, tallest?
© 2006 National Geographic Society
• Comparisons are shown with
Have children reread the entire
book independently to build
fluency. See Customize the Reading.
Customize Instruction for ELLs
Newcomers/Beginning Have children respond to simple commands, such
as: “Count how many children are wearing something red. Count how
many are wearing something blue.”
Customize the Reading
Children read and talk about
Measurement and Data on their
own to build fluency.
• Children who are not yet able to
read the book can look at the
photos and art and talk about the
measurements.
• Children who need extra support
can reread the book while listening
to the audiolesson.
• Children who can read the book
might read independently or aloud
with partners.
Developing Have children compare their heights by standing back to
back. Have them tell who is taller using this sentence frame:
is taller
than
.
Expanding/Bridging Ask children to weigh various objects by holding
them one by one in their hand. Have them tell which ones weigh the most,
the least, and which weigh about the same.
167
Lesson 2
OBJECTIVES
• Understand that data can be
represented and compared using
pictures, charts, and graphs
• Use vocabulary to compare data
• Learn the comprehension strategy:
Asking Questions
• Write data comparisons
Materials
Realia: 3 children’s books
Theme Builder
Measurement and Data
Learning Masters pages 87–88
Audiolesson 12
Reread Measurement and Data
Develop Concepts and Vocabulary
Develop Oral Language
Build Background
Display three children’s books.
Take a vote on which book
children like best. Record votes in
a three-column chart. Afterward,
guide children to use the words
count and chart in a discussion
describing how you found out and
recorded this data. Encourage
them to use language forms.
For example:
Display the graphic organizer on
the Theme Builder with the
bottom two circles covered.
Discuss the heading and art in the
top circle: This photo shows a tape
measure. A tape measure is like a long,
curled up ruler. It can measure length
and height.
A chart shows data.
You can count to collect data.
Revisit the Theme Song Display the
song on the Theme Builder. This
time, replace measure with weigh.
Invite children to point to the
picture of the scale on the Theme
Song as they sing with you.
Theme Builder (Graphic Organizer)
Move on to the bottom left circle,
uncovering only the art. Ask
children what the heading of the
circle might be. When children
answer weigh, affirm their answer.
Remind them that weighing on a
scale is another way to measure
and collect data.
Follow the same procedure for the
bottom right circle, in which
children must answer count for the
heading. Encourage children to use
the words in sentences using the
language forms for defining.
Introduce the Comprehension Strategy
Introduce Asking Questions
Model Asking Questions
When children ask questions, they
generate questions as they read,
look for answers that may or may
not be in the text, and self-monitor
their comprehension.
Turn to pages 10 and 11 and
model the comprehension strategy.
Think Aloud When I read a book, I
often wonder about things I am reading
and seeing in the pictures. That’s called
asking questions. I ask myself
questions about what the words and
pictures tell me, how well I understand
the information, and other things I want
to learn. I look for answers to my
questions in the text and make sure I
understand before I keep reading.
168
Before I read, I wondered what it was
the watermelon was sitting on top of.
While I read, I wondered how much the
watermelon weighed.
After I read, I wondered how much two
watermelons would weigh.
For additional practice in asking
questions, have children work in
pairs on Learning Masters page 87.
Small Group Reading
Pages 4–5
Support Comprehension Point to the
picture of the monkey on the scale.
Ask children where they have seen
a measuring tool like this before.
(the scale in the photo on the graphic
organizer)
Pages 6–7
Support Comprehension Point out
that information is called data
whether you are measuring,
weighing, or counting. For each
picture ask: What kind of data is
being gathered?
Pages 8–9
Support Comprehension Ask: About
how many feet tall is the basketball
player? (about 7 feet tall)
Check Understanding How can you
tell how much longer the basketball
court is than the bowling alley? (You
can use the comparison chart between
them to measure.)
understand that the questions they
ask might help them know how to
make comparison graphs for data
they want to compare.
Name
Asking Questions
Turn to pages 12–13 in Measurement and Data.
Complete the sentences below.
Before I read, I wondered
Pages 14–15
Check Understanding Children can
use this scene to apply what they
have learned. Remind children to
use the Word Bank to help them
talk about how data is compared
in the scene. Ask leading questions
as necessary.
Discuss the Book
Invite children to share what they
learned. What can children think
of that they would like to measure?
Do they know which words to use
when collecting data? Have
children use the words from
the Word Bank to discuss what
they read.
Children can complete Learning
Masters page 88.
Reread for Fluency
Have children reread the entire
book independently to build
fluency. See Customize the Reading.
While I read, I wondered
After I read, I wondered
© 2006 National Geographic Society
As children read, invite them to
share what they notice. Use some
of the suggestions below to
encourage observations and talk
about the book.
Learning Masters/page 87
Learning Masters
Science: Measurement and Data
87
Customize the Reading
Children reread and talk about
Measurement and Data using one of
the following options:
• Look through the pages, pointing
out the chart or graph they like best.
• Reread the book while following
along with the audiolesson.
• Read independently or read aloud
with a partner.
Pages 12–13
Support Comprehension Invite
children to ask questions about the
comparison graph. Guide them to
Learning Masters/page 88
Name
Measurement and Data
Display the graphic organizer on
the Theme Builder. Begin by
modeling how to use the words for
measuring when writing. Children
can observe as you model the
writing process. First, decide what
to write.
Think Aloud I’m going to write about
one way to find data. The graphic
organizer shows three different ways. I’ll
write about counting.
I count seven chairs in our room.
Think Aloud I can make a graph to
show my data. (Make a picture graph
on the board showing seven chairs
and nine desks.)
7
6
5
A graph helps show my data. The
graph helps me compare.
4
Think Aloud I know that nine is more
than seven.
2
There are more desks than chairs in
our room.
0
3
1
basketball player
I am
88
Learning Masters
© 2006 National Geographic Society
Modeled Writing
Look at the chart.
The basketball player is almost 7 feet tall.
How tall are you? Draw yourself on the chart.
Then write how tall you are.
me
tall.
Science: Measurement and Data
I count nine desks.
169
Lesson 3
OBJECTIVES
• Read to gain fluency in oral and
silent reading
• Practice the comprehension strategy:
Asking Questions
• Understand that standard units can be
Read The Speedy Cheetah
Develop Concepts and Vocabulary
Develop Oral Language
Model the Key Concept Words
measure and long. Display a crayon
and a pencil. Then model:
used to report data such as weight,
height, length, and speed
I can use this ruler to measure how long
this crayon and this pencil are.
• Use comparison charts and other text
Measure the crayon and pencil and
record the data. Have partners talk
about the data and compare the
measurements. Then have a
volunteer roll the crayon and
pencil down a slightly tilted
surface. Have partners talk about
which item rolled faster and had
greater speed.
features to comprehend text
• Make predictions while reading
Materials
Realia: ruler, crayon, pencil
Theme Builder
The Speedy Cheetah
Learning Masters page 89
Audiolesson 12
Revisit the Theme Song Display the
song on the Theme Builder. This
time, replace measure with graph.
Display a graph in one of the
theme books. Then invite children
to point to the graph as they sing
with you.
Build Background
Distribute copies of The Speedy
Cheetah. Point out that speedy
means “fast” and is made from the
word speed. Invite children to share
what they know about cheetahs or
other fast animals.
Discuss measuring units and ways
to measure speed with children.
Have children share how speed is
measured in a car.
Small Group Reading
Get Ready to Read
Preview the Book Read aloud the
title, the author’s name, and the
Think and Discuss question on the
back cover: How tall is a cheetah?
Page through the book and invite
children to share what they notice.
• Point out the labels. Talk about
the information they provide.
• Talk about the photos. Invite
children to describe each one.
• Ask children to predict what they
will learn.
Predict Vocabulary Encourage
children to use photos to predict
vocabulary: Which words do you
expect to see in this book?
170
Display a page and cover the
words: Which words do you expect to
see on this page?
List words that children mention.
Add Key Concept Words in the
book that children do not mention.
Text Feature: Comparison Chart
Introduce Display the comparison
chart on page 6: This is a comparison
chart. You can use it to compare how
long the house cat and the cheetah are.
Model The house cat is one-and-a-half
feet long. The cheetah is about four feet
long. The cheetah is longer than the
house cat.
Practice Have children turn to
page 8 and compare the heights of
the boy and the cheetah.
As children read, invite them to
share what they notice. Use some
of the suggestions below to
encourage observations and talk
about the book.
Pages 2–3
Support Comprehension Ask: How are
the wild cats different from pet cats?
How are they alike?
Pages 4–5
Key Concept Word weigh
Support Comprehension Cover the
graph on page 4 and ask which
would be heavier—a cheetah or a
seven-year-old child. Then show
the graph and talk about what it
shows. Point out the data (the
weights) and the unit of measure
(pounds).
Pages 6–7
Key Concept Word long
Support Comprehension Have
children tell what information the
labels and chart provide.
Think Aloud The comparison chart
shows me that the cheetah is longer
than the cat. The labels and chart help
me see about how much difference
there is in their lengths.
Pages 8–9
Key Concept Word tall
Support Comprehension Invite
children to name something that
would be taller than the boy and
the cheetah.
Name
The Speedy Cheetah
Use the words in the Word Bank to
complete the sentences.
Word Bank
longer
speed
tall
weighs
1. A cheetah
Pages 10–11
about 120 pounds.
2. A cheetah is about 3 feet
Practice the Comprehension Strategy
3. A cheetah is
Encourage children to Ask
Questions to help them
understand pages 10 and 11.
As you read, ask yourself, “What am I
learning about the cheetah? How do
the words and the comparison charts
give me data? What else do I want
to know?”
4. The
.
than a house cat.
of a cheetah is 60 miles
an hour.
Draw a picture comparing you and the cheetah.
Then write a sentence about your picture.
Science: Measurement and Data
Learning Masters
89
Discuss the Book
Invite children to share what they
learned. Were they surprised by
the comparisons? Have children
use the words in the Word Bank
to retell what they read in The
Speedy Cheetah.
Use Learning Masters page 89.
Reread for Fluency
Have children reread the entire
book independently to build
fluency. See Customize the Reading.
Shared Writing
Elicit writing ideas from children
by having them ask questions
about The Speedy Cheetah. List the
questions and ask children which
one they want to write about.
Learning Masters/page 89
© 2006 National Geographic Society
Read the Book
You might model how to:
Customize the Reading
Children reread and talk about The
Speedy Cheetah using one of the
following options:
• Look through the pages, reading
the labels on the comparison
charts.
• Reread the book while following
along with the audiolesson.
• Read independently or aloud with
a partner.
• Write the answers to their
questions in complete sentences.
• Write measurements in
sentences.
Customize Instruction for ELLs
Newcomers/Beginning Have children provide simple drawings to support
the writing.
Developing Have children read a phrase or sentence aloud to check
for sense and suggest revisions.
Expanding/Bridging Encourage children to suggest complete sentences
that use descriptive words, measurements, and data.
171
Lesson 4
OBJECTIVES
• Read to gain fluency in oral and
silent reading
• Apply the comprehension strategy:
Asking Questions
• Understand that pictures can be used
to represent and then compare data
• Use picture graphs and other text
features to comprehend text
• Interpret symbols on graphics
Materials
Realia: several copies of one book
Theme Builder
The Huge Ship
Learning Masters page 90
Take-Home Book Masters: Measurement
and Data
Audiolesson 12
Read The Huge Ship
Review Concepts and Vocabulary
Develop Oral Language
Model the Key Concept Word
long. Ask a child to lie down on the
floor. Next to the child, place as
many copies of the same book as
necessary to measure the child.
Then model:
Jamie is about four books long.
Have partners use multiple copies
of the book to measure and
compare the length of each other
and objects in the room. Invite
them to share their comparisons.
Encourage children to use the
language forms for comparing.
For example:
is longer than
Build Background
Distribute copies of The Huge Ship.
Point out that the word huge
means “very big.” Invite children
to share any experiences they have
had with boats or ships.
.
Small Group Reading
Get Ready to Read
Preview the Book Read aloud the
title, the author’s name, and the
Think and Discuss questions on
the back cover: How long is the
huge ship? How wide is it?
Page through the book and invite
children to share what they notice.
• Point out the graphics.
• Talk about the photos. Invite
children to ask questions
about them.
• Ask children to predict what
they will learn.
Predict Vocabulary Encourage
children to use photos to predict
vocabulary: Which words do you
expect to see in this book?
172
Revisit the Theme Song Display
the song on the Theme Builder.
This time, replace measure with
weigh. Pantomime weighing by
pretending to hold an object in
each hand and dropping one hand
lower than the other. Then invite
children to pantomime the words
as they sing with you.
Display a page and cover the
words: Which words do you expect to
see on this page?
List words that children mention.
Add Key Concept Words in the
book that children do not mention.
Text Feature: Picture Graph
Introduce Point to the art on
pages 14–15: This is a picture graphic.
It compares how many restaurants,
swimming pools, and libraries are on the
ship. What is the symbol on the chart for
each of these?
Model Point to “restaurants.” I want
to know how many restaurants there are.
Let’s count. (10) How many swimming
pools are there? (5) Are there more
restaurants or swimming pools? It’s easy
to see on the picture graph that there
are more restaurants.
Practice Continue to ask questions
that guide children to read the
picture graph and to compare the
data in it.
Read the Book
Pages 14–15
As children read, invite them to
share what they notice. Use some
of the suggestions below to
encourage observations and talk
about the book.
Apply the Comprehension Strategy
Encourage children to Ask
Questions and use these language
forms:
Before I read, I wondered
Pages 4–7
Key Concept Word long
Support Comprehension Have
children tell how they know each
field is a football field. Have them
count the number of fields to
measure about how long the
ship is.
Pages 8–9
Key Concept Word tall
Support Comprehension Point out
that the words high and tall have
about the same meaning. Ask how
many floors high the deck is.
.
While I read, I wondered
After I read, I wondered
Name
The Huge Ship
The ship is very tall.
Look at the pictures.
Answer the questions.
.
.
Encourage children to explain how
the questions they are asking will
help them understand more about
the ship and ways to measure it.
ship
15-story building
school
1. Which is tallest?
Discuss the Book
Invite children to share what they
learned. Were their predictions
about what the people learned
about the ship correct? Have
children use words from the Word
Bank to discuss what they read.
© 2006 National Geographic Society
Pages 2–3
Support Comprehension Invite
children to discuss the photo of the
ship. Have them predict the things
the people will learn about it.
Learning Masters/page 90
2. Which is taller than the building?
3. Which is taller—the school or the 15-story building?
90
Learning Masters
Science: Measurement and Data
Use Learning Masters page 90.
Reread for Fluency
Have children reread the entire
book independently to build
fluency. See Customize the Reading.
Pages 10–13
Key Concept Word weigh
Support Comprehension Have
children explain what the school
buses show. (how many people are on
the ship) Count together the
number of school buses.
Customize the Reading
Children reread and talk about The
Huge Ship using one of the following
options:
• Look through the pages, counting
the objects in the graphs and
charts.
• Reread the book while following
along with the audiolesson.
• Read independently or aloud with
a partner.
Guided Writing
Distribute copies of the TakeHome Book Masters. Read the title
and page through the book.
Explain that the children are the
authors. They will write about
measuring and comparing data
about animals. Work with
children to:
• Read the Contents and the page
headings.
• Name the animals on the pages.
• Share writing ideas for each set
Record on chart paper children’s
writing ideas for the pages in their
books. For example, children may
want to tell many ways to measure
each animal. They may also want
to add drawings to compare two
animals for each heading. Then
have children begin writing.
Display the Word Bank for
spelling reference. Provide
additional support as needed.
Take-Home Book Masters
Measurement
and Data
by
✁
of pages.
173
H
Lesson 5
Assess and Extend
OBJECTIVES
Rereading and Assessments
• Use Key Concepts and Key Concept
Words in writing
• Demonstrate oral language proficiency
• Demonstrate comprehension of
theme selections
Allow time for children to
independently reread the theme
selections. Display the Word
Bank for children’s reference as
they read.
As children reread, meet with
individuals. Use the assessment
tools listed on page 175 to
evaluate children’s progress
and to update their records.
• Read related titles to reinforce Key
Concepts and vocabulary
Materials
Take-Home Book Masters: Measurement
and Data
Learning Masters pages 7–8, 91–92
Assessment Masters pages 176, 177,
192, 193, 194, 206, 207
Take-Home Book Masters
Measurement
and Data
Guided Writing
Children continue writing the
Take-Home Books they began in
Lesson 4. Review the group list
of writing ideas. Also display the
Word Bank.
Page through the theme books to
review the text features, including
comparison charts and picture
graphs. Talk about text features
that children could add to their
Take-Home Books. For instance,
they might create a picture graph
to compare animals’ weights.
Point out that good writers:
• Check their spellings carefully.
Remind children to use the
Word Bank to check spellings.
by
• Use the correct punctuation at
✁
the end of each sentence.
• Use appropriate words and
H
sentence structures to compare.
Review with children how to
add -er and -est to words for
comparison. Remind them to
change the y to i when adding
endings to heavy.
Have children complete the
Picture Glossary and About the
Author last. Remind children that
they are the authors. For help with
writing this page, ask such
questions as:
• What data about animals is most
interesting to you?
• What are good ways to show
this data?
• Which animal do you think is
most amazing?
As children write, circulate to
coach and support individuals.
Then have partners share their
finished books. Challenge them to
identify text features and facts in
each other’s books.
Customize Instruction for ELLs
Newcomers/Beginning Have children provide spellings and sounding out
of simple words or initial consonants.
Developing Have children read each sentence to check for punctuation.
Expanding/Bridging Have children add more description and detail or
their own reactions to the animals on each page.
174
Assessment Tools
Self-Assessment
Learning Masters/pages 7–8
• Developmental Checklist,
Reading
The following assessment tools can
help you evaluate and record
children’s progress in reading and
understanding the theme books.
• Retelling Guide and Scoring
Rubric, page 176
Name
Name
Content Assessment
Have available measuring tools,
such as rulers, scales, or yardsticks,
and an assortment of items for
children to measure and weigh.
Have children work in groups to
measure objects and record their
data. The groups may each create
a poster that presents their results
through pictures, a list, a chart, or
a graph. Have the groups share
their results.
What I Learned
How I Learned
What important things did you learn in this theme?
Good readers do these things when they read.
I learned
Draw anthat
X by the things you did when you read this text.
I made connections.
I thought about what would happen next.
I learned that
I asked questions before I read.
I asked questions while I read.
I made pictures in my mind.
I picked out the most important ideas.
I learned that
I figured things out without the author telling me.
Give advice to another reader.
Vocabulary and Oral Language
• Fluency Scoring Guide, page 177
• Oral Reading Record, page192
Writing
Use the completed Take-Home
Books and the following tools
to assess children’s development
as writers.
• Writing Rubric, page 193
© 2006 National Geographic Society
• What I Learned, page 7
• How I Learned, page 8
page 194
© 2006 National Geographic Society
Allow children to reflect on and
assess their own learning by
completing Learning Masters
pages 7–8.
Learning Masters
8
7
Learning Masters
Use the following resources, in
addition to the Think and Discuss
scene on the Theme Builder, to
assess oral language development.
Related Fiction Titles
• Content Vocabulary Checklist,
page 206
• Oral Language Developmental
Checklist, page 207
Optional Reading
Nonfiction Titles
How Far? Level 7
Animals All Together Level 10
Learning Masters/pages 91–92
Giraffes Level 17
Name
Fiction Titles
The Perfect Pizza Level 11
The Heavy Hippo Level 12
Optional Titles
These related Windows on Literacy
titles reinforce Key Concepts of
the Measurement and Data theme.
Home Connection
In the Share and Learn activity,
family members measure or count
items and draw a chart or a graph.
para representar los datos.
cups
© 2006 National Geographic Society
The Family Focus letters on
Learning Masters pages 91–92
summarize key concepts about
comparing data.
Family Focus
Name
Enfoque en la familia
Dear Family,
Words to Know
Your child has been reading the books Measurement and
Data,
The Speedy
Cheetah, and The Huge Ship in our unit of
Estimada
familia,
• data Vocabulario
• pounds
study
on measurement
data.los
Please
this page toand
talk
Su escolar
ha estadoand
leyendo
librosuse
Measurement
with
your(Medidas
child about
and collecting
Data
y losmeasurement
datos), The Speedy
Cheetahdata.
(El guepardo
•• feet
tall
alto (tall)
•• medir
velóz) y The Huge Ship (El barco enorme) en nuestra unidad
(measure)
Your
hassobre
written
take-home
book.
Invite
yourdechild
•• long
• weigh
dechild
estudio
lasamedidas
y los
datos.
Favor
usarto
esta
datos (data)
read
the
book
to
you.
Use
these
questions
to
discuss
the
página para hablar con su escolar sobre las medidas y la
• pesar
•• measure
book
together: de datos.
largo (long)
recopilación
(weigh)
• Which animal is the heaviest?
• libras
Su escolar
hado
escrito
un best?
libro para llevar a la casa. Pídale a su
• Which
animal
you like
• pies (feet)
(pounds)
escolar
que lethe
leatallest
el libro.
Use estas preguntas para discutir
• Tell
me about
animal.
el libro juntos.
Key
Concepts
• ¿Cuál
animal es el más pesado?
Your
child has
been
these important ideas about
• ¿Cuál
animal
te learning
gusta más?
measurement
data:
• Platícameand
sobre
el animal más alto.
• Standard and nonstandard units can be used to
Ideas weight,
clave height, length, and speed.
measure
Share and Learn
Su escolar ha estado
aprendiendo
estas
ideas
• Measurements
and data
can be used
to make
Work with your
child to measure
count items
Compartir
y or
aprender
importantes sobre las medidas y los datos:
comparisons.
in your house.
Then con
helpsuyour
child para
draw medir
a chart,
Trabaje
escolar
o
• Pictures,
charts,
can beser
used
to para medir
• Unidades
fijos yand
no graphs
fijos pueden
usados
or a graph like
the artículos
one below,
data
contar
entosushow
casa.the
Luego,
represent
el peso,data.
la altura, la medida y la velocidad.
you
collected.
ayude a su escolar a dibujar una tabla,
• Los datos pueden ser usados para hacer
gráfica o dibujo, como el de abajo, para
comparaciones.
mostrar los datos que recopilaron.
• Los dibujos, las tablas, y las gráficas se pueden usar
In the Kitchen
En la Cocina
tazas
glasses
© 2006 National Geographic Society
Reading related titles allows
children to explore concepts and
vocabulary at different levels. It
also allows them to use reading
strategies in different types of
texts. Encourage children to
compare the theme books to the
books listed in the next column.
vasos
plates
platos
Science: Measurement and Data
92
Learning Masters
Learning Masters
91
Science: Measurement and Data
175
Name
Theme Song
Is it short or small?
Is it long or is it tall?
Is it high or low?
Do you know how fast it goes?
Is it tall, taller, tallest?
Is it small, smaller, smallest?
it.
✁
measure
weigh
graph
Sing to the tune of
“Do Your Ears Hang Low?”
86
Learning Masters
Science: Measurement and Data
© 2006 National Geographic Society
You’ll have to
Name
Asking Questions
Turn to pages 12–13 in Measurement and Data.
Complete the sentences below.
Before I read, I wondered
While I read, I wondered
© 2006 National Geographic Society
After I read, I wondered
Science: Measurement and Data
Learning Masters
87
Name
Measurement and Data
Look at the chart.
The basketball player is almost 7 feet tall.
How tall are you? Draw yourself on the chart.
Then write how tall you are.
7
6
5
4
3
2
0
basketball player
I am
88
Learning Masters
me
tall.
Science: Measurement and Data
© 2006 National Geographic Society
1
Name
The Speedy Cheetah
Use the words in the Word Bank to
complete the sentences.
Word Bank
longer
speed
tall
weighs
1. A cheetah
about 120 pounds.
2. A cheetah is about 3 feet
3. A cheetah is
4. The
.
than a house cat.
of a cheetah is 60 miles
an hour.
© 2006 National Geographic Society
Draw a picture comparing you and the cheetah.
Then write a sentence about your picture.
Science: Measurement and Data
Learning Masters
89
Name
The Huge Ship
The ship is very tall.
Look at the pictures.
Answer the questions.
ship
15-story building
school
2. Which is taller than the building?
3. Which is taller—the school or the 15-story building?
90
Learning Masters
Science: Measurement and Data
© 2006 National Geographic Society
1. Which is tallest?
Name
Family Focus
Dear Family,
Your child has been reading the books Measurement and
Data, The Speedy Cheetah, and The Huge Ship in our unit of
study on measurement and data. Please use this page to talk
with your child about measurement and collecting data.
Your child has written a take-home book. Invite your child to
read the book to you. Use these questions to discuss the
book together:
• Which animal is the heaviest?
• Which animal do you like best?
• Tell me about the tallest animal.
Words to Know
• data
• pounds
• feet
• tall
• long
• weigh
• measure
Key Concepts
Your child has been learning these important ideas about
measurement and data:
• Standard and nonstandard units can be used to
measure weight, height, length, and speed.
Share and Learn
• Measurements and data can be used to make
Work with your child to measure or count items
comparisons.
in your house. Then help your child draw a chart,
• Pictures, charts, and graphs can be used to
or a graph like the one below, to show the data
represent data.
you collected.
In the Kitchen
© 2006 National Geographic Society
cups
glasses
plates
Science: Measurement and Data
Learning Masters
91
Name
Enfoque en la familia
Estimada familia,
Su escolar ha estado leyendo los libros Measurement and
Data (Medidas y los datos), The Speedy Cheetah (El guepardo
velóz) y The Huge Ship (El barco enorme) en nuestra unidad
de estudio sobre las medidas y los datos. Favor de usar esta
página para hablar con su escolar sobre las medidas y la
recopilación de datos.
Su escolar ha escrito un libro para llevar a la casa. Pídale a su
escolar que le lea el libro. Use estas preguntas para discutir
el libro juntos.
• ¿Cuál animal es el más pesado?
• ¿Cuál animal te gusta más?
• Platícame sobre el animal más alto.
Vocabulario
• alto (tall)
• datos (data)
• medir
(measure)
• largo (long)
• pesar
(weigh)
• libras
(pounds)
• pies (feet)
Ideas clave
Su escolar ha estado aprendiendo estas ideas
importantes sobre las medidas y los datos:
• Unidades fijos y no fijos pueden ser usados para medir
el peso, la altura, la medida y la velocidad.
• Los datos pueden ser usados para hacer
comparaciones.
• Los dibujos, las tablas, y las gráficas se pueden usar
para representar los datos.
Compartir y aprender
Trabaje con su escolar para medir o
contar artículos en su casa. Luego,
ayude a su escolar a dibujar una tabla,
gráfica o dibujo, como el de abajo, para
mostrar los datos que recopilaron.
En la Cocina
© 2006 National Geographic Society
tazas
vasos
platos
92
Learning Masters
Science: Measurement and Data