Mississippi Science Standards
Narrative Summary for Fourth Grade Science
The Fourth Grade competencies and objectives are designed to build on concepts and processes learned in Kindergarten through Third grade.
Students explore and investigate the diversity of organisms, environmental concerns, matter, forces, and energy. Students apply their understanding
of appropriate science concepts, principles, laws and theories in interacting with society and the environment and use the processes of science in
solving problems, making decisions, and furthering understanding.
The Mississippi Science Framework is comprised of three content strands: Life Science, Earth and Space Science, and Physical Science. The five
process strands are Science as Inquiry, Unifying Concepts and Processes, Science and Technology, Science in Personal and Social
Perspectives, and the History and Nature of Science. The three content strands, along with the five process strands, combine to provide continuity
to the teaching of K-12 science. Even though the process strands are not listed throughout the framework, these strands should be incorporated when
presenting the content of the curriculum. Science as Inquiry is listed as a separate strand in order to place emphasis on developing the ability to ask
questions, to observe, to experiment, to measure, to problem solve, to gather data, and to communicate findings. Inquiry is not an isolated unit of
instruction and must be embedded throughout the content strands.
INQUIRY
 Explain and use skills necessary to conduct scientific inquiry.
 Form hypotheses and predict outcomes of problems to be investigated. (DOK 3)
 Use the senses and simple tools to gather qualitative information about objects or events (size, shape, color, texture, sound, position,
change). (DOK 1)
 Demonstrate the accurate use of simple tools to gather and compare information (DOK 1)
-Tools (English rulers [to the nearest eighth of an inch], metric rulers [to the nearest centimeter], thermometers, scales, hand lenses,
microscopes, balances, clocks, calculators, anemometers, rain gauges)
-Types of data (height, mass/weight, temperature, length, distance, volume, area, perimeter)
 Use simple sketches, diagrams, tables, charts, and writing to draw conclusions and communicate data results. (DOK 2)
 Interpret and describe patterns of data using drawings, diagrams, charts, tables, graphs, and maps. (DOK 2)
 Explain why scientists and engineers often work in teams with different individuals doing different things that contribute to the
results. (DOK 2)
 Draw conclusions about important steps (e.g., making observations, asking questions, trying to solve a problem, etc.) that led to
inventions and discoveries. (DOK 3)
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Greenville Public Schools-Fourth Grade Science 2016-2017
PHYSICAL SCIENCE
 Use the properties of objects and materials, position and motion of objects, and transfer of energy to develop an understanding of
physical science concepts.
 Recognize that materials may be composed of parts that are too small to be seen without magnification. (DOK 1)
 Distinguish between physical and chemical changes and between objects composed of a single substance from those composed of
more than one substance. (DOK 2)
 Determine the causes and effects of forces on motion. (DOK 2)
-Force exerted over a distance causes work to be done and that the result (work) is the product of force and distance
-Friction on moving objects and actions that increase or decrease friction Momentum and inertia
 Explain how energy flowing through an electrical circuit can be converted from electrical energy to light, sound, or heat energy.
(DOK1)
-Parts of an electric circuit and resulting actions when circuits are opened or closed
-Construction and uses of electromagnets
-Energy transferred through an electrical circuit to a bulb or bell to its surroundings as light, sound, and heat (thermal) energy
 Describe how light behaves (travels in a straight line, is absorbed, reflected, refracted, or appears transparent or translucent). (DOK 1)
 Investigate and draw conclusions about the relationship between the rate of vibrating objects and the pitch of the sound. (DOK 3)
 Describe how heat flows from a warm object to a cold one and categorize examples of materials that may or may not be used as
insulators. (DOK 2)
LIFE SCIENCE
 Analyze the characteristics, structures, life cycles, and environments of organisms.
 Describe the cause and effect relationships that explain the diversity and evolution of organisms over time. (DOK 2)
-Observable traits due to inherited or environmental adaptations
-Variations in environment (over time and from place to place)
-Variations in species as exemplified by fossils
-Extinction of a species due to insufficient adaptive capability in the face of environmental changes
 Classify the organs and functions of the nervous, circulatory, and respiratory systems of the body. (DOK 1)
 Compare characteristics of organisms, including growth and development, reproduction, acquisition and use of energy, and response
to the environment. (DOK 2)
-Life cycles of various animals to include complete and incomplete metamorphosis
-Plant or animal structures that serve different functions in growth, adaptation, and survival
-Photosynthesis
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Greenville Public Schools-Fourth Grade Science 2016-2017

Distinguish the parts of plants as they relate to sexual reproduction and explain the effects of various actions on the pollination process
(e.g., wind, water, insects, adaptations of flowering plants, negative impacts of pesticides). (DOK 2)
 Analyze food webs to interpret how energy flows from the sun. (DOK 2)
 Describe the structural and functional relationships among the cells of an organism. (DOK 2)
-Benefit from cooperating
-Vary greatly in appearance
-Perform very different roles
EARTH AND SPACE SCIENCE
 Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky.
 Classify sedimentary, metamorphic, and igneous rocks. (DOK 2)
 Compare and contrast Earth’s geological features and the changes caused by external forces. (DOK 2)
-Bodies of water, beaches, ocean ridges, continental shelves, plateaus, faults, canyons, sand dunes, and ice caps
-External forces including heat, wind, and water
-Movement of continental plates
 Investigate, record, analyze and predict weather by observing, measuring with simple weather instruments (thermometer, anemometer,
wind vane, rain gauge, barometer and hygrometer), recording weather data (temperature, precipitation, sky conditions, and weather
events), and using past patterns to predict future patterns. (DOK 2)
 Describe how human activities have decreased the capacity of the environment to support some life forms. (DOK 2)
-Reducing the amount of forest cover
-Increasing the amount of chemicals released into the atmosphere
-Farming intensively
 Compare and contrast the seasons and explain why seasons vary at different locations on Earth. (DOK 2)
 Describe objects in the universe including their movement. (DOK 2)
-Physical features of the moon (craters, plains, mountains)
-Appearance and movement of Earth and its moon (e.g., waxing/waning of the moon and lunar/solar eclipses)
-Why a planet can be seen in different constellations (locations) at different times
 Summarize the process that results in deposits of fossil fuels and conclude why fossil fuels are classified as nonrenewable resources.
(DOK 2)
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Greenville Public Schools-Fourth Grade Science 2016-2017
Greenville Public School District
4th Grade SCIENCE Curriculum MAP
2016-2017
Recommended
Content: Science
Topic:
Inquiry
Grading
Period
1st
Objectives (PLD)
(What do your students need to
be able to DO?)
1a Form hypotheses and predict
outcomes of problems to be
investigated. (DOK 3)
Objective 1a.
Should be taught throughout the
year in every GRADING
PERIOD, scaffolding
instruction, student
activities, and assessments.
Objective 1a.
Should be assessed throughout
the year in every GRADING
PERIOD.
Page 4 of 59
Essential
Questions
Skills
How would I
develop an
experiment using
the Scientific
Method?
Observation
Why do scientists
use the Scientific
Method?
Measure
What is the
difference
between a
hypothesis and a
guess?
Classify
Why do scientists
communicate
their results with
other scientists?
Sort
Sequence
Compare
Investigation
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
Research how to make paper
airplanes. Write 3-5 notes from your
research.
Write a hypothesis that states which
type of paper airplane will fly the
greatest distance and why you think
this. Write a procedure (steps to
follow).Create a chart to record your
observations. Make a graph to
analyze your data. Draw conclusions
about your data (accept or reject your
hypothesis). Prepare a 2-3 minutes
oral presentation to discuss the
results of your investigation with your
scientific colleagues (classmates).
Computers
Divide students into groups. Have
them to reflect on what they have
learned about the Scientific Method.
Challenge them to design an
experiment to test the primary
characteristics of a product such as
the strength of paper towels or the
clinging ability of transparent wrap.
Have each group to perform their
experiment for their classmates. Have
the class to determine if the steps of
the Scientific Method were used to
design their experiment. Have
students to write about what they
Journals
Journals
Chart paper
Makers
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Teacher
Observation
Student responses
Questioning &
answering
sessions
Oral presentations
Formative
assessments
Manipulatives
(Science Lab)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY
core content?)
Literacy
Imagine you
were a scientists
who discovered
a cure for the
common cold.
Write specific
details about
your discovery.
Remember to
include the
steps from the
Scientific
Method you
learned.
Math
Connection:
Using the results
of the classes’
activities,
develop at least
THREE various
ways to
graphically
present their
findings.
Greenville Public Schools-Fourth Grade Science 2016-2017
Content: Science
Topic:
Inquiry
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY
core content?)
observed in their Science Journals
from each experiment.
Think about something you would like
to investigate. List the questions you
would ask. Talk with a partner. How
would your questions help you find
the answers/
Page 5 of 59
Journals
Greenville Public Schools-Fourth Grade Science 2016-2017
Content: Science
Topic:
Inquiry
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
1st
1b Use the senses and simple tools
to gather qualitative information
about objects or events (size,
shape, color, texture, sound,
position, change). (DOK 1)
Objective 1b.
Should be taught throughout the
year in every GRADING
PERIOD, scaffolding
instruction, student
activities, and assessments.
Objective 1b.
Should be assessed throughout
the year in every GRADING
PERIOD.
Page 6 of 59
Essential
Questions
What is
qualitative
information?
How do I gather
qualitative
information?
Skills
Identify simple tools and
their uses.
Recognize conditions
that cause sound to
vary.
Suggested Activities
(HOW will you teach it?)
Students can conduct a long-term
investigation (like planting fruits and
vegetables). Keep records of
investigation and observations, and
communicate a conclusion based on
these records.
Internet
Visit blue.msscience.com for
information and illustrations on the
use of robots for space exploration.
Ask students to include information on
the success and failure rates of
robotics in space. Encourage them to
find out why some designs were used
more than once and why some were
discarded after one excursion.
Computers
Have students make a sketch of a
lever. Identify the location of the
fulcrum, the effort force, and the
resulting force. Discuss pictures with
classmates.
Art Supplies
(where applicable)
Observation
What is the
difference
between
qualitative and
quantitative
information?
What are physical
properties?
Resources
(What
MATERIALS will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Teacher
Observation
Document Camera
Pencil & Paper
Manipulatives
(Science Lab)
Student Work
Samples
Student
Performance
Assessments
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Writing
After researching
the importance of
your five senses.
Write an
informative piece
on how your
senses help you
survive in your
daily life.
Literacy
Connection:
Have students
identify the parts
of speech used to
express
qualitative and
quantitative
information and
physical
properties.
Greenville Public Schools-Fourth Grade Science 2016-2017
Content: Science
Topic:
Inquiry
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential
Questions
1st
1c Demonstrate the accurate use of
simple tools to gather and compare
information (DOK 1)
 Tools (English rulers [to the
nearest eighth of an inch],
metric rulers [to the
nearest centimeter],
thermometers, scales, hand
lenses, microscopes,
balances, clocks,
calculators, anemometers,
rain gauges)
 Types of data (height, mass/
weight, temperature, length,
distance, volume,
area, perimeter)
How do you
determine the
appropriate tool
needed to gather
and compare
information?
Objective 1c.
Should be taught throughout the
year in every GRADING
PERIOD, scaffolding
instruction, student
activities, and assessments.
Skills
Collect and analyze
data.
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
Students will communicate results of
scientific investigation by using
accurate data displayed on graphs,
tables, drawings, and other media.
Graphs
Have students find photos of levers in
magazines, catalogues, or other
sources. Have students make a
poster using their examples. Students
should identify which class of lever
each example represents.
Magazines
Have students use a pencil, a ruler,
and books to model a first-class lever.
Have students experiment to find out
how changing the distance between
the fulcrum (pencil) and the
resistance (books) changes the
amount of force that must be exerted
to lift the books.
Pencils
Tables
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Teacher
Observation
Student responses
Catalogues
Rulers
Books
Sample of
students work
Formative
assessments
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
ELA
Create a flip book
of simple tools.
Tell the function
of each tool in
your book.
Math
Estimate the
length of an
object in
centimeters. Then
measure it with a
ruler. Estimate the
length of another
object. Measure
it. Did your
estimation skills
improve?
Objective 1c.
Should be assessed throughout
the year in every GRADING
PERIOD.
Page 7 of 59
Greenville Public Schools-Fourth Grade Science 2016-2017
Content: Science
Topic:
Inquiry
Grading
Period
1st
Objectives (PLD)
(What do your students need to
be able to DO?)
1d Use simple sketches, diagrams,
tables, charts, and writing to draw
conclusions and communicate
data results. (DOK 2)
Objective 1d.
Should be taught throughout the
year in every GRADING
PERIOD, scaffolding
instruction, student
activities, and assessments.
Objective 1d.
Should be assessed throughout
the year in every GRADING
PERIOD.
Essential
Questions
How can I
communicate the
results of my
investigation to
others?
Skills
Research, collect, and
analyze data.
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
Develop a controlled study by
describing what a plant needs to grow
(water, light, soil, etc.) Select one!
Graph your results and create a chart
to illustrate this information. Describe
how energy is being transferred on
your chart.
Chart paper
Have students contact the state
health department and ask for a
summary of reported childhood
diseases for the past year. Have
students rank the diseases from the
most commonly reported to the least
commonly reported. Have students
make a plan for ways we can
decrease the spread of childhood
diseases. Have students report their
findings in a power point presentation.
Journals
Provide students with various pictures
of weather (hurricane, tidal waves,
tornadoes, fires, etc.) Have student
observes each picture. Next, have
student write about what conclusion
they drew from looking at the pictures.
Have student discuss their finding
with a classmate.
Pictures
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Teacher
Observation
Makers
Formative
assessments
Computers
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
ELA
Write a
descriptive
paragraph about
your
observations.
Share your
findings with your
classmates.
Math
What might
happen if a
person building a
house estimated
but did not
measure the
length of a piece
of wood? Use the
information you
learned in this
lesson to answer
the question.
Journals
.
Page 8 of 59
Greenville Public Schools-Fourth Grade Science 2016-2017
Content: Science
Topic:
Inquiry
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
1st
1e Interpret and describe patterns of
data using drawings, diagrams,
charts, tables, graphs, and maps.
(DOK 2)
Objective 1e.
Should be taught throughout the
year in every GRADING
PERIOD, scaffolding
instruction, student
activities, and assessments.
Objective 1e.
Should be assessed throughout
the year in every GRADING
PERIOD.
Page 9 of 59
Essential
Questions
How do different
tools help you
display data?
Skills
Research, collect, and
analyze data.
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
Make a list of the different types of
tools used in scientific research.
Prepare a poster! Illustrate and
provide information about each tool.
Poster board
Have students describe results from
investigations that would best be
presented in each of the three types
of graphs used to display data. Line
graphs show trends or how data
changes over time. A bar graph is
useful for comparing quantities. Circle
graphs are used to show how fixed
quantity is broken down into parts.
Chart paper
Spread out your fingers and put your
hand flat on a piece of paper.
Measure the length of the longest
finger. Measure its height. Record.
Make a model by tracing your hand.
Measure the length of the longest
finger on your model. Measure its
height. Record.
Metric ruler
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Teacher
Observation
Art supplies
Student work
Makers
Student responses
Teacher made
assessments
Formative
assessments
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Literacy
Choose one or
two safety rules.
Write a catchy
jingle to help
others remember
the rules.
Social Studies
List different types
of maps, such as
roads maps,
physical maps,
climate maps, and
topographic
maps. Describe
the properties of
each type and
their intended
uses.
Paper
Greenville Public Schools-Fourth Grade Science 2016-2017
Content: Science
Topic:
Inquiry
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential
Questions
1st
1f Explain why scientists and
engineers often work in teams with
different individuals doing different
things that contribute to the test
results. (DOK 2)
What skills and
techniques can
be used to
answer questions
and solve
problems?
Objective 1f.
Should be taught throughout the
year in every GRADING
PERIOD, scaffolding
instruction, student
activities, and assessments.
Objective 1f.
Should be assessed throughout
the year in every GRADING
PERIOD.
Why is it
important to have
a variety of skills
to complete a
task?
Skills
Investigate how things
work and change.
Present findings orally
or in writing.
Collaboration
Analysis
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
ELA
Write short,
descriptive
sentences
beneath each
image of
scientists at work
in the field and in
the lab provided
by the teacher.
Students will be assigned a body
system. They will work in groups of 4
or more. Provide a rubric that explains
to them that they are responsible for
researching their body system.
Dialogue with each other while
researching the body systems. Allow
students to view web quests to
research, watch videos, and read
books to collect their research. Write
a reader’s theater to teach other
children about the body system.
Present reader’s theater.
Computers
Student responses
Chart paper
Teacher made
assessments
Have teams of students design a
simple experiment to test three similar
household products, draw
conclusions on their advertising
claims, and then present an informal
report of their finding.
Journals
Art supplies
Formative
assessments
Peer Observation/
Assessment
Research a
famous scientist
or engineer.
Prepare an oral
presentation.
Share your
findings with your
classmates.
.
Conduct a survey. Think of a question
you want to ask, such as “What is
your favorite color?” Write your
question in a chart. Record your data.
Use tally marks. Make a bar graph
using your data. Share this with your
class. How did your bar graph help
you communicate what you learned?
Page 10 of 59
Chart paper
Makers
Greenville Public Schools-Fourth Grade Science 2016-2017
Content: Science
Topic:
Inquiry
Grading
Period
1st
Objectives (PLD)
(What do your students need to
be able to DO?)
1g Draw conclusions about
important steps (e.g., making
observations, asking questions,
trying to solve a problem, etc.) that
led to inventions and discoveries.
(DOK 3)
Essential
Questions
How can
conclusions
drawn lead to
inventions and
discoveries?
Skills
Investigate
Observe
Compare
Predict
Draw Conclusions
Objective 1g.
Should be taught throughout the
year in every GRADING
PERIOD, scaffolding
instruction, student
activities, and assessments.
Objective 1g.
Should be assessed throughout
the year in every GRADING
PERIOD.
Page 11 of 59
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
Conduct an investigation on the best
water temperature for dissolving Alka
Seltzer tables quickly. Chart your
detailed results. Write an informative
letter to Miles, Inc. (maker of Alka
Seltzer) describing your findings.
Alka seltzer
Have student groups brainstorm
simple problems they might encounter
in everyday life. Lists may include
traffic jams, backpack construction,
food storage, or bedroom doorbells.
Ask students to think of solutions to
these problems by designing a new
product or process.
Journals
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Teacher
Observation
Paper
Pencils
Questioning &
answering
sessions
Formative
assessments
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
ELA
Look at examples
of text features in
a scientific text.
Complete a
graphic organizer
by writing clues
that each text
feature gives
about the content.
Have students describe investigations
they have done in the past. Students
should explain what problems they
were trying to solve and the materials
and methods they used. Point out that
investigations do not have to involve
sophisticated equipment. An
investigation may be as simple as
making an observation.
Greenville Public Schools-Fourth Grade Science 2016-2017
Content: Science
Topic:
Life Science
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
1st
3a Describe the cause and effect
relationships that explain the diversity
and evolution of organisms over
time. (DOK 2)
• Observable traits due to inherited or
environmental adaptations
•Variations in environment (over time
and from place to place)
•Variations in species as
exemplified by fossils
•Extinction of a species due to
insufficient adaptive capability in the face
of environmental changes
How do
organisms and
the environment
change overtime?
Predict how changes in
a environment will effect
a community.
Cooperative Learning: each group
member will perform the role of a
scientist to research and present how
humans or animals have changed
over time.
What evidence
can you find that
supports that
species develop
over time?
What factors
contribute to the
extinction of
species?
Identify factors leading
to extinction.
Identify features
organisms develop to
aid survival.
Computers
Have students diagram the
succession of a pond ecosystem
compared to a forest in their area.
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Teacher
Observation
Formative
assessments
Have students explain how the local
climate may affect houseplants if they
were planted outside the school for
one year.
.
Page 12 of 59
Resources
(What
MATERIALS will
you need?)
Journals
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
ELA
Use a Venn
Diagram to
compare and
contrast the
diversity and
evolution of
organisms over
time.
Have students to
develop an essay
focused on how
the environment
helps or hurt
species’ chances
of survival.
Greenville Public Schools-Fourth Grade Science 2016-2017
Content: Science
Topic:
Life Science
Grading
Period
1st
Objectives (PLD)
(What do your students need to
be able to DO?)
3b Classify organs and functions of the
nervous, circulatory, and respiratory
systems of the body. (DOK1)
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
What are the
main organs and
functions of the
following
systems?
-nervous
-circulatory
-respiratory
Classify organs and
functions of the systems
of the body.
Create a diagram of the human body
and label each organ (Students will
explain how all systems work together
to help the body function properly.
Chart paper
See the following websites for activity
suggestions:
Computers
How are the
major organ
systems
interrelated?
Page 13 of 59
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Teacher
Observation
Makers
Oral presentations
Investigation
Organization
www.lessonplans.com
Analysis
How does form
support
function?
Resources
(What
MATERIALS will
you need?)
www.brainpopjr.com
Have students create a flow chart
showing how blood moves in a
human’s circulatory system. Label all
parts and write a brief description of
what the chart represents.
Chart paper
Have students research information
and make color drawings showing the
differences in wall thickness between
arteries and veins. Ask students to
explain how the differences are
related to blood pressure.
Computers
Makers
Formative
assessments
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
ELA
Write an
informative piece
detailing the
functions of the
respiratory
system in your
body.
Math
Connections:
Have students to
calculate one of
the following –
The number of
blood cells in the
circulatory
system; the
amount of air
inhaled and
exhaled by the
respiratory
system; the speed
of movement of a
sensation through
a synapse.
Greenville Public Schools-Fourth Grade Science 2016-2017
Content: Science
Topic:
Life Science
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential
Questions
1st
3c Compare characteristics of
organisms, including growth and
development, reproduction, acquisition
and use of energy, and response to the
environment.
(DOK 2)
 Life cycles of various
animals to include
complete and incomplete
metamorphosis
 Plant or animal structures
that serve different
functions in growth,
adaptation, and survival
 Photosynthesis
What are the
different ways in
which plants and
animals use
energy?
Page 14 of 59
Skills
Predict how change in
an environment will
affect an organism.
Suggested Activities
(HOW will you teach it?)
Create a scrapbook, using pictures
and/or drawings, identifying
herbivores, carnivores, and
omnivores. Include in your scrapbook
a food chain for each. Write a short
summary of what is occurring on each
page.
Resources
(What
MATERIALS will
you need?)
Construction
paper
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Questioning &
answering
sessions
Art supplies
Journals
Divide students into small groups.
Have students research the types of
adaptations organisms display to help
them avoid becoming prey. Have
students rate each prey adaptation
from 1 (best) to 5 (worst). In a class
discussion have each group explain
their choices.
Computers
Have students draw a diagram of
photosynthesis. Have them explain
the importance of photosynthesis in
the cycle of an animal’s life.
Drawing paper
Recording sheets
Student work
samples
Teacher
observations
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
ELA
Using
construction
paper. Create a 3D images of the
various plant
structures
discussed in the
lesson.
Formative
assessments
Makers
Greenville Public Schools-Fourth Grade Science 2016-2017
Content: Science
Topic:
Life Science
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential
Questions
1st
3d Distinguish the parts of plants as they
relate to sexual reproduction and explain
the effects of various actions on the
pollination process (e.g., wind, water,
insects, adaptations of flowering plants,
negative impacts of pesticides).
(DOK 2)
What is the
difference
between sexual
and asexual
reproduction?
Skills
Observation
Use supporting
evidence
Description
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
Construct a Venn diagram comparing
flowering plants and non-flowering
plants. Place characteristics and
names of flowering plants, and nonflowering plants in their labeled
circles. In the center, place the
characteristics they have in common.
Venn diagram
Have students imagine that all insects
disappeared from the environment.
Describe the effect that would have
on the pollination process. Identify if
the effects would be positive or
negative. Describe how their lives
would change if the pollination
process stopped. Draw a picture of
how they imagine the environment
would look without the pollination
process over a period of time.
Drawing paper
Split a seed in half. Observe the split
seed. Draw what you see. Where do
you think a tiny young plant gets the
food it needs to grow?
Plastic knife
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Teacher
observations
Chart paper
Formative
assessments
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
ELA
Research the
pollination
process. Create a
diagram of the
process. Write
about your
findings in your
journal.
Art supplies
Think of ways you
can avoid wasting
food. Make a list.
Share your list
with your
classmates.
Prepared bean
seed
Hand lens
Page 15 of 59
Greenville Public Schools-Fourth Grade Science 2016-2017
Content: Science
Topic:
Life Science
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential
Questions
Skills
1st
3e Analyze food webs to interpret how
energy flows from the sun. (DOK 2)
How does energy
flow through the
different levels in
an ecosystem?
Identify roles of
producers, consumers,
and decomposers.
Demonstrate the flow of
energy through a food
chain or web.
Suggested Activities
(HOW will you teach it?)
Students will create food webs and
explain the roles of the producers,
primary consumers, secondary
consumers, and the decomposers.
(3e &1e)
Resources
(What
MATERIALS will
you need?)
Poster boards
Art supplies
Page 16 of 59
Student work
samples
Formative
assessments
Have students create a display or
diagram that models the food web of
an ecosystem of their choice.
Challenge students to include
symbiotic relationships in their model.
Have students to reflect on what they
learned about the recycling of energy
in an ecosystem. Have them to
identify the roles of producers,
consumers, and decomposers, in an
animal food chain. Then have them
describe how a cow eating grass
helps to pass energy throughout an
ecosystem. Share their findings in a
class discussion.
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
ELA
Complete a food
web. Write about
what would
happen to the
food web if one of
the links suddenly
disappeared.
Journals
Greenville Public Schools-Fourth Grade Science 2016-2017
Content: Science
Topic:
Life Science
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
1st
3f Describe the structural and
functional relationships among the
cells of an organism. (DOK2)
 Benefit from cooperating
 Vary greatly in appearance
 Perform very different roles
Essential
Questions
What are the
structural and
functional
relationships
among the cells
of an organism?
Observation
What is the
difference
between an organ
and an organelle?
Analysis
What are the
structural and
functional
relationships
among
organelles?
Page 17 of 59
Skills
Use supporting
evidence
Description
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
Construct and Edible Cell:
-Cell-cookie-round or square
-Cytoplasm-icing
-Cell Wall-twizzlers/gummi worms
-Nucleus-Hershey Kiss
-Vacuole-Fruit Snacks (animal)
-Fruit roll-ups (plant)
-Chloroplast-Green M&M’s
-Cell membrane-Soft life savers
Create a coloring book of your
construction, describing each part.
Cookies
Provide students some wilted lettuce,
fresh lettuce, and a bowl of water.
Have students compare the wilted
and crisp lettuce. Then demonstrate
how the wilted lettuce might be
“crisped up” (placing it in a bowl of
water). Have students to predict and
then observe how long it would take
for the wilted lettuce to “crisp up”
when placed in a bowl of water.
Record answers in their “Science
Journal”. Explore other questions that
arise.
Wilted lettuce
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Student work
samples
Icing
Hershey kisses
Fruit roll-ups
Soft life savers
Formative
assessments
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Social Studies
Ask students to
use library
resources to find
out about cells.
Have them find
out who first used
the word cell.
Share findings
with classmates.
M & M’s
Fresh lettuce
Bowls
Water
Journals
Greenville Public Schools-Fourth Grade Science 2016-2017
Have students act out a part of the
cell structure while their team-mates
try to guess the structure. Each
students gets three turns to guess the
correct structure. This can be a fun
way to close out a lesson on cells.
Page 18 of 59
Greenville Public Schools-Fourth Grade Science 2016-2017
Content: Science
Topic:
Physical Science
Grading
Period
2nd
Objectives (PLD)
(What do your students need to
be able to DO?)
2a Recognize that materials may be
composed of parts that are too small to
be seen without magnification.
(DOK1)
Essential
Questions
What purpose
does the
microscope
serve?
Skills
Observation
Use supporting
evidence
Description
Page 19 of 59
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
Research the history of the
microscope. Illustrate and create a
time-line. Construct a diorama to
illustrate an important event that
occurred.
Shoe box
Provide students with a prepared
slide of human cheek cells. Examine
the cheek cells under the low power
of the microscope and then under
high power. Draw several cheek cells
as they appear under high power.
Using forceps, remove a small section
of paper thin tissue from the onion.
Have the teacher to assist you to
prepare a wet mount slide of the
onion tissue. Before putting on the
coverslip, place a drop of iodine on
the onion. Examine the onion tissue
slide under low power, then under
high power. Draw several onion cells
as they appear under high power. In
your Science Journal describe the
shape of the human cheek cells and
the onion cells you observed. Name
the structure you saw in the onion cell
but not the human cheek cell.
Compound light
microscope
Art supplies
Microscope slide
Coverslip
Prepare human
cheek cell slide
Small piece of
onion
Forceps
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Performance
based
assessments
Formative
assessments
Teacher
observations
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
ELA/Writing
Have students
observe a leaf of
a potted plant.
Next, have them
observe the same
leaf with a
magnifying glass.
Finally, have
students write
about their
observations.
They must tell
how the same
plant looks
differently in both
observations. Tell
what cause the
difference.
Iodine solution
Water
Medicine dropper
Greenville Public Schools-Fourth Grade Science 2016-2017
Put out a stamp pad and the
magnifying glasses. Show children
how to make a fingerprint on a piece
of paper. Invite them to look at their
fingerprints using magnifying glasses.
Are they bigger? Do they all look the
same? Invite children to compare
their prints with those of others. Next
show children how to make fingerprint
pictures by adding details to them.
Stamp pad
Magnifying
glasses
Paper
Construction
paper
Art supplies
Page 20 of 59
Greenville Public Schools-Fourth Grade Science 2016-2017
Content: Science
Topic:
Physical Science
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
2nd
2b Distinguish between the physical
and chemical changes and between
objects composed of a single
substance from those composed of
more than one substance.
(DOK 2)
Essential
Questions
How can I
determine if a
chemical or
physical change
has occurred?
Skills
Description
Evaluation
Investigation
Comparison
Hypothesize
Page 21 of 59
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
Students will perform the Mentos and
Soda OR Ice Cream experiment to
determine if a chemical or physical
change takes place. Students will
record procedures in a science log.
(2b & 1a)
Mentos
Have students work in groups to
brainstorm all the times in a typical
day that they either speed up or slow
down chemical reactions (cooking or
freezing). Make a list and share it with
the other groups.
Recording sheets
Have each student to choose a
chemical reaction and make a mini
poster showing the activation energy
for the reaction and ways the reaction
can speed up or slow down.
Poster boards
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Students
responses
Soda
Journal
Teacher
observation
Formative
assessments
Art supplies
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
ELA
Follow the recipe
for making
pancakes.
Observe the
changes that take
place.
Determine if a
physical or
chemical change
took place.
Explain your
reasoning in
writing. Use the
information you
learned for the
lesson to support
your findings.
Greenville Public Schools-Fourth Grade Science 2016-2017
Content: Science
Topic:
Physical Science
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
2nd
2c Determine the causes and
effects of forces on motion. (DOK 2)
• Force exerted over a distance
causes work to be done and that
the result (work)
is the product of force and
distance
• Friction on moving objects and
actions that increase or decrease
friction
• Momentum and inertia
Essential
Questions
How can the
amount of force
affect the
movement of an
object?
How does inertia
effect motion?
What is the
difference
between speed
and velocity?
How are work
and power
related?
Skills
Suggested Activities
(HOW will you teach it?)
Determine relationship
between force and size,
speed, or direction on
motion.
Students will use race cars to
demonstrate the difference between
force and motion; they will identify the
point of work, friction, momentum,
and inertia.
Race cars
Work with a partner. Tie the ends of
each string to the toy car. Pull on the
string to make sure it won’t come off
easily. Attach a spring scale to each
loop of string. With a partner, try
different ways and directions of
pulling on the spring scales attached
to the toy car. Describe how the toy
car moves when two spring scales
pull it at the same time. Include a
chart and a diagram to record your
data and observations. Write your
plan for your investigation in your
Science Journal.
Safety goggles
Compare the mass of two balls. Place
the table tennis ball at the bottom of
the ramp. Roll the rubber ball down
the ramp. Record the distance the
table tennis ball rolls. What happens if
the balls switch places?
2 stacked books
with ruler
Determine the basics of
Newtonian Physics.
Resources
(What
MATERIALS will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Student work
samples
Formative
assessments
Toy car
2 pieces of string
(1 m long)
2 spring scales
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
ELA
Read a selected
passage about
the effect of
forces on motion.
Circle clue words
in the passage
that identify
sequence.
Complete a
graphic organizer
to show the
sequence in
which things
happen.
Ruler
Table tennis ball
Rubber ball
Meter stick
Page 22 of 59
Greenville Public Schools-Fourth Grade Science 2016-2017
Content: Science
Topic:
Physical Science
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential
Questions
2nd
2d Explain how energy flowing
through an electrical circuit can be
converted from electrical energy to
light, sound, or heat energy.
(DOK 1)
• Parts of an electric circuit and
resulting actions when circuits are
opened or closed
• Construction and uses of
electromagnets
•Energy transferred through an
electrical circuit to a bulb or bell to
its surroundings as light, sound,
and heat (thermal) energy.
How can energy
flowing through
an electrical
circuit be
converted from
electrical energy
to light, sound, or
heat energy?
What does the
statement
“energy cannot
be created or
destroyed, but
conserved”
mean?
How is
electromagnetism
used in everyday
life?
Page 23 of 59
Skills
Investigate
Observe
Compare
Predict
Present findings orally
or in writing.
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
Students will identify observable
differences in lights wired in series
and in parallel; students will infer the
wiring of a string of holiday lights and
give a description of how they work.
See the following website
http://www.galileo.phys.virginia.edu/e
ducation/outreach/8thgradesol/Series
Parallel
Holiday lights
Have groups of students brainstorm a
list of objects and predict whether the
objects are conductors or insulators.
Assist students to use a battery, two
wires, and a flashlight bulb to make a
simple circuit tester and test the
objects. Have each group to make a
table to summarize results.
Battery
Make observations to provide
evidence that energy can be
transferred from place to place by
sound, light, heat, and electric
currents.
Journals
Journals
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Performance
based
assessments
Formative
assessments
Teacher
observations
Two wires
Flashlight
Student responses
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
ELA
Have students
make a word web
with the word
energy in the
center. In
surrounding
circles, have
students write the
ways energy flow.
Have students
research James
Clark Maxwell,
Enrico Fermi, and
Nicolai Tesla
Recording sheets
Have students to
calculate the
energy
transferred in
different types of
light bulbs.
Greenville Public Schools-Fourth Grade Science 2016-2017
Content: Science
Topic:
Physical Science
Grading
Period
2nd
Objectives (PLD)
(What do your students need to
be able to DO?)
2e Describe how light behaves
(travels in a straight line, is
absorbed, reflected, refracted, or
appears transparent or
translucent). (DOK 1)
Essential
Questions
Skills
How can you
describe the
behavior of light
waves?
Observation
What kind of
wave is light?
Description
Use Supporting
evidence
Inquiry
What kind of
wave is sound?
What type of
media effect the
way light
travels?(e.g. Air,
Water, Sand,
Glass, Plastic)
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
ELA
Observe several
objects during
different times of
the day. Write
about how the
length of the
shadows change
during the day.
Share your
findings with a
partner.
Students will investigate visible light
by viewing a website, examining an
electromagnetic spectrum chart, and
observing light demonstrations;
Students will write about their
observation.
Computers
Student responses
Electromagnetic
spectrum chart
Student sample
work
Provide each group of students with a
flashlight, red cellophane, yellow
banana, and red apple. Dim the lights
in the room. Have students look at the
color of the banana. Then have them
look at it again when you shine the
flashlight toward it through the
cellophane. Repeat the activity using
the apple. Ask students to explain the
color changes they observe. Have
them to write about their observation
in their Science Journals.
Flashlight
Shine the flashlight through the water.
Observe the water from all directions.
Record what you see. Add one
spoonful of milk. Stir. Repeat step 1.
Compare your observations before
and after the milk was added.
Flashlight
Teacher
observations
Red cellophane
Yellow banana
Formative
assessments
Red apple
Milk
Spoon
Clear plastic cup
with water
Page 24 of 59
Greenville Public Schools-Fourth Grade Science 2016-2017
Content: Science
Topic:
Physical Science
Grading
Period
2nd
Objectives (PLD)
(What do your students need to
be able to DO?)
2f Investigate and draw
conclusions about the relationship
between the rate of vibrating
objects and the pitch of sound.
(DOK 3)
Essential
Questions
How does the
rate of vibrating
objects relate to
the pitch of
sound?
How does
vibration
change when
the medium or
the path of the
sound wave
changes?
Page 25 of 59
Skills
Suggested Activities
(HOW will you teach it?)
Recognize that sound is
produced by vibrations.
Provide a series of pictures of objects
and living things that produce sound
for a picture sort. Have the students
work in small groups to sort the visual
images according to the source of the
sounds. Have students share their
observations with the class.
Pictures
Have students work with a partner to
select one picture from the picture
sort. Students should describe how
sound energy is being used.
Example: A singer uses sound energy
to create music. Students can share
their findings in a sharing circle.
Pictures
Place the ruler on a tabletop. Let 15
to 20 cm stick hang out over the edge
of the table. Hold the ruler tightly
against the table top with one hand.
Use the thumb of your other hand to
flick, or strum, the free end of the
ruler. Observe the ruler with your
eyes. Record your observations.
Repeat. Flick the ruler harder.
Observe the results. Record your
observations. Change the length of
the ruler over the table and repeat the
previous steps. Observe your results.
Record your observations. Make a
hypothesis about what you observed.
Ruler
Recognize conditions
that cause sound to
vary.
Demonstrate changes
of pitch.
Understand the
relationship between
pitch, frequency,
waves, sound and
media.
Resources
(What
MATERIALS will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Formative
assessments
Student sample
work
Teacher
observations
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Art
Draw a picture to
show how sound
spreads out as it
moves away from
a roaring lion.
Math:
Based on the
speed of sound,
calculate how fast
each note on the
musical scale
vibrates.
Recording sheets
Greenville Public Schools-Fourth Grade Science 2016-2017
Content: Science
Topic:
Physical Science
Grading
Period
2nd
Objectives (PLD)
(What do your students need to
be able to DO?)
2g Describe how heat floats from a
warm object to a cold one and
categorize examples of materials
that may or may not be used as
insulators. (DOK 2)
Essential
Questions
How does heat
float from a warm
object to a cold
one?
What is a calorie?
What is the
difference
between an
insulator and a
conductor?
Why is cold
considered the
“absence of
heat”?
Page 26 of 59
Skills
Investigate
Observe
Compare
Predict
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
Students will read and compare
temperatures using a glass of cold
water and adding warm water or
using a glass of warm water and
adding an ice cube. Record how long
it takes the temperatures to change.
Give a scientific explanation for the
changes.
Glasses
Provide students with a data table to
record the temperature of water in five
beakers every minute from 0 to 10
minutes. Assist students with filling
one beaker with 100ml of water.
Place the beaker on a hot plate and
bring the water to a boil. Carefully
remove the hot beaker from the hot
plate. Record the water temperature
at minute 0, and then every minute for
10 minutes. Repeat step 3 starting
with hot tap water, cold tap water,
refrigerated water, and ice water with
the ice removed. Have students graph
data and plot and label lines for all
five beakers on one graph.
Thermometers (5)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Student sample
work
Cold water
Warm water
Recording sheets
Present findings orally
or in writing.
400ml beakers (5)
Stopwatch
Watch with second
hand
Hot plate
Oral responses
Formative
assessments
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
ELA
Place a hot spoon
in a pot of cool
water. Observe
what happens.
Write about your
observation in
your journal.
Share your
findings with your
classmates.
Math:
Have students to
graph the
variables from the
adjacent
experiment on the
same chart;
investigate the
relationship
between each
variable: i.e time
vs volume,
temperature vs
mass, etc.
Greenville Public Schools-Fourth Grade Science 2016-2017
Content: Science
Topic:
Physical Science
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Find a sunny place. Get a sheet of
white paper. Get a sheet of black
paper. Tell if the sheets of paper feel
warm. Place them in the sunlight.
Wait five minutes Fell the sheets. Tell
how the sheets of paper feel.
Page 27 of 59
Resources
(What
MATERIALS will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
White paper
Black paper
Recording sheets
Greenville Public Schools-Fourth Grade Science 2016-2017
Content: Science
Topic:
Earth and Space Science
Grading
Period
3rd
Objectives (PLD)
(What do your students need to
be able to DO?)
4a Classify sedimentary,
metamorphic, and igneous rocks.
(DOK 2)
Essential
Questions
What are the
stages of the rock
cycle?
What are the
defining
characteristics of
each type of
rock?
Page 28 of 59
Skills
Observation
Use supporting
evidence
Description
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
Pretend you are a geologist being
interviewed for a newspaper article.
Write the article detailing how to
distinguish an igneous rock from a
sedimentary rock. Include in your
article how to determine the
difference between both rocks and a
metamorphic rock. Incorporate
illustrations in your article to support
your observations.
Paper
Have groups of students create a
poem about the stages of the rock
cycle. Include in their poem the
characteristics of sedimentary,
metamorphic, and igneous rocks.
Share original poems with other
classmates.
Paper
Make a loose “brick” from differentcolored layers of clay. What type of
rock have you modeled? Now put the
brick between two sheets of plastic
wrap and press down hard with the
heel of your hand to flatten it. Peel off
the wrap. What type of rock have you
modeled? Write about your
experience in your journal.
Colored clay (3
different colors)
Pencils
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Questioning &
answering
sessions
Teacher
observations
Formative
assessments
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
ELA
Research the
origin of the word
igneous.
Look at photos of
a lava flow. Tell
why igneous is a
good name for
these types of
rocks.
Pencils
Plastic wrap
Journals
Greenville Public Schools-Fourth Grade Science 2016-2017
Content: Science
Topic:
Earth and Space Science
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential
Questions
3rd
4b Compare and contrast Earth's
geological features and the changes
caused by external forces. (DOK 2)
• Bodies of water, beaches,
ocean ridges, continental shelves,
plateaus, faults, canyons, sand
dunes, and ice caps
• External forces including heat,
wind, and water
• Movement of continental
plates
How can natural
disasters change
the geological
features of the
Earth?
Page 29 of 59
How do
constructive and
destructive forces
affect geology
over time?
Skills
Observation
Use supporting
evidence
Suggested Activities
(HOW will you teach it?)
Using magazines and newspapers,
create a collage of events that build
up and tear down the Earth’s surface.
Write a brief summary describing your
collage.
Description
Resources
(What
MATERIALS will
you need?)
Magazines
Newspapers
Poster boards
Art supplies
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Performance
based
assessments
Teacher
observation
Student responses
Journals
Use the internet to research the
movement of continental plates. Write
a brief report about the affects
continental movement has on the
geological features of the Earth.
Share your findings with your
classmates.
Computers
Research how the movement of
continental plates affects the ocean’s
currents and weather patterns.
Include visuals and audio in your
presentation to support your findings.
Computers
Formative
assessments
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
ELA
Research some
dams in your
state to find out
more about how
dams affect the
environments.
Explain how dams
affect the
environment.
Share your
findings in your
presentation.
Journals
Journals
Greenville Public Schools-Fourth Grade Science 2016-2017
Content: Science
Topic:
Earth and Space Science
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential
Questions
3rd
4c Investigate, record, analyze and
predict weather by observing,
measuring with simple weather
instruments (thermometer,
anemometer, wind vane, rain
gauge, barometer, and
hygrometer), recording weather
data (temperature, precipitation,
sky conditions, and weather
events), and using past patterns to
predict future
patterns. (DOK 2)
How do
meteorologists
predict weather?
Page 30 of 59
Skills
Collect and analyze
weather data to
determine patterns.
Use weather data to
predict weather.
Use weather
instruments to collect
data.
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
Develop a weather forecast for your
local area. Prepare and present a
survey to the class with your future
weather predictions and an
informational pamphlet describing
fronts and air masses for predicting.
Chart your predictions and results.
Computers
Fill the jar halfway with cold water.
Fill the pitcher with hot water. Add 10
drops of food coloring. Tilt the jar of
cold water. Then slowly trickle the hot
water down the inside of the jar.
Slowly put the jar upright. Observe
what happens in the jar. Use the
thermometer to measure the
temperature of the hot water in the
jar. Carefully move the thermometer
down to measure the cold water in the
jar. Record each temperature. Identify
the weather front by using the
thermometer. Describe how the hot
water and cold water interact. Identify
how they resembled air masses.
Jars
Place your thermometer outside. Wait
5 minutes. Measure the temperature.
Record. Repeat Step 2 for two days
at the same time every day.
Thermometer
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Teacher
observations
Journals
Student responses
Formative
assessments
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
ELA
Look at pictures
of dark clouds.
Write a caption
that tells what
weather you think
they may bring.
Cold water
Food coloring
Hot water
Thermometer
Recording sheets
Greenville Public Schools-Fourth Grade Science 2016-2017
Content: Science
Topic:
Earth and Space Science
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential
Questions
3rd
4d Describe how human activities
have decreased the capacity of the
environment to support life forms.
(DOK 2)
 Reducing the amount of
forest cover
 Increasing the amount of
chemicals released into the
atmosphere
 Farming intensively
How do human
activities decrease
the capacity of the
environment to
support life forms?
Skills
Observation
Sort
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
Students will research how a given
human activity can negatively affect
the environment. Write a report on
findings.
Computers
Have students create a poster
depicting the positive and negative
affects chemicals have on the
environment. Identify if these affects
have an increase or decrease on the
capacity of the environment to
support life form.
Poster board
Compare
Classify
Have students to compare and
contrast farming practices used to day
and 100 years ago. Identify how the
release of chemical in the atmosphere
affect the intensity of farming. Use
pictures from a magazine to create a
collage showing the affects.
Chart paper
Teacher
observation
Journals
Student sample
work
Sequence
Measure
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Student responses
Art supplies
Formative
assessments
Makers
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
ELA
Research the
affect human
activities has on
the environment.
Include both the
positive and
negative effects.
Choose one
negative effect
and tell how you
can change it
around to become
positive. Share
your findings with
a partner.
Magazines
Poster boards
Art supplies
Page 31 of 59
Greenville Public Schools-Fourth Grade Science 2016-2017
Content: Science
Topic:
Earth and Space Science
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential
Questions
3rd
4e Compare and contrast the
seasons and explain why seasons
vary at different locations on Earth.
(DOK 2)
Why do seasons
vary at different
locations on
Earth?
Skills
Observation
Sort
Suggested Activities
(HOW will you teach it?)
Using themselves as the objects in
the universe, they role play how the
rotational movement of the Earth
causes the seasons.
Resources
(What
MATERIALS will
you need?)
Journals
Compare
Page 32 of 59
Teacher
Observation
Student Work
Samples
Sequence
Contrast
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Formative
assessments
Groups will illustrate how the light hits
the earth at the four different
positions.
Chart paper
Have students research information
about the seasons. Then have them
make a poster describing how the
seasons differ in other parts of the
world. Show how holidays might be
celebrated differently according to the
seasons. Allow students to share their
findings with their classmates.
Computers
Makers
Poster boards
Art supplies
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
ELA/Writing
Keep a weather
journal. Look at
the sky each
morning. Make a
note. Record the
high and low
temperatures
each day. Note
the amount of
rainfall or
snowfall. Check
weather reports
for accuracy.
Chart how the
weather changes
during the
different seasons
of the year.
Greenville Public Schools-Fourth Grade Science 2016-2017
Content: Science
Topic:
Earth and Space Science
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
3rd
4f Describe the objects in the universe
including their movement. (DOK 2)
 Physical features of the
moon (Craters, plains,
mountains)
 Appearance and movement
of Earth and its moon (e.g.,
waxing/waning
of the moon and
lunar/solar eclipses)
 Why a planet can be seen in
different constellations
(locations) at different
times.
Essential
Questions
Skills
What are the
phases of the
moon?
Observe stars in night
sky and various
resources.
How does the
rotation of the
Earth differ from
that of the moon?
Compare number,
color, size, and position
of stars.
Identify constellations
as patterns of stars.
Suggested Activities
(HOW will you teach it?)
Students will research myths,
holidays, or customs that are
associated with the change of
seasons in that area and share their
discoveries with the class.
Computers
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Student sample
work
Journals
Student responses
Formative
assessments
Students will be given 8- equal size
circles and a ruler. Students will use
scissors to cut out the moon in its
different stages. Students will glue the
phases in proper order on black
construction paper.
Circles
Rulers
Glue
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
ELA/Writing
Ask students to
write a one-page
story about a long
journey they are
taking to the
moon as part of a
space mission.
Include how they
would spend a
typical day on the
moon.
Black construction
paper
Use the internet to research
information about solar and lunar
eclipses. Have students make a chart
showing the dates when lunar and
solar eclipses will be visible in their
area. Include whether the eclipses will
be total or partial.
Page 33 of 59
Resources
(What
MATERIALS will
you need?)
Computers
Chart paper
Makers
Greenville Public Schools-Fourth Grade Science 2016-2017
Content: Science
Topic:
Earth and Space Science
Grading
Period
3rd
Objectives (PLD)
(What do your students need to
be able to DO?)
4g Summarize the process that
results in deposits of fossil fuels
and conclude why fossil fuels are
classified as nonrenewable
resources. (DOK 2)
Essential
Questions
How are fossil
fuels developed?
What affect do
fossil fuels have
on society? The
environment?
Which
renewable
resources can
be developed to
replace
nonrenewable
resources?
Page 34 of 59
Skills
Observation
Use supporting
evidence
Description
Cause and Effect
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
Groups will be given a scenario.
Students will present a report to the
country's leading archaeologists
about fossil fuels.
Scenarios
See website below:
www.discoveryeducation.com click
on link: Energy And Cars: What Does
The Future Hold?
Computers
Students research the origin of oil and
natural gas to gather an
understanding of the stages of fuel
formation. Then the class creates
murals depicting the life cycle of a
fossil fuel.
Poster boards
Have students work in pairs or groups
of three to make a concept web of
petroleum and its products. Include
that petroleum is a fossil fuel, and
display the terms: oil, gasoline, and
petro-chemicals. Describe the
concept webs. Create a poster using
pictures from magazines to show an
example of each.
Chart paper
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Teacher made
assessments
Teacher
observations
Student responses
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
ELA
Compare and
contrast ores and
fossil fuels. Tell
how they are alike
and how they are
different.
Student sample
work
Art supplies
Formative
assessments
With a partner, list
three things you
and your
classmates can
do to reduce
electricity use and
conserve fossil
fuels. Share your
list with the class.
Poster boards
Makers
Art supplies
Magazines
Greenville Public Schools-Fourth Grade Science 2016-2017
Content: SCIENCE
Topic:
Grading
Period
4th
Objectives (PLD)
(What do your students need to
be able to DO?)
LIFE SCIENCE
3a, 3b
3. Predict characteristics,
structures, life cycles,
environments, evolution, and
diversity of organisms.
EARTH AND SPACE SCIENCE
4a, 4b, 4c
4. Develop an understanding of the
properties of Earth materials,
objects in the sky, and changes in
Earth and sky.
Page 35 of 59
New Skills
Introduction Assessed 5th Grade Objectives
a. Compare and contrast the diversity of organisms due to adaptations to show how
organisms have evolved as a result of environmental changes. (DOK 2)
Diversity based on kingdoms, phyla, and classes (e.g., internal/external structure,
body temperature, size, shape)
Adaptations that increase an organism’s chances to survive and reproduce in a
particular habitat (e.g., cacti needles/leaves, fur/scales)
Evidence of fossils as indicators of how life and environmental conditions have
changed
b. Research and classify the organization of living things. (DOK 2)
Differences between plant and animal cells
Function of the major parts of body systems (nervous, circulatory, respiratory,
digestive, skeletal, muscular) and the ways they support one another
Examples of organisms as single-celled or multi-celled
. .
a. Categorize Earth’s materials. (DOK 1)
Rocks, minerals, soils, water, and atmospheric gases
Layers of the atmosphere, hydrosphere, and lithosphere
b. Explain how surface features caused by constructive processes (e.g.,
depositions, volcanic eruptions, earthquakes) differ from destructive processes
(e.g., erosion, weathering, impact of organisms). (DOK 2)
c. Summarize how weather changes. (DOK 2)
Weather changes from day to day and over the seasons
Tools by which weather is observed, recorded, and predicted
Greenville Public Schools-Fourth Grade Science 2016-2017
Appendix A
HELPFUL SCIENCE WEBSITES
*Here are some of the best websites to help students combat science brain drain. These sites also include lesson plans and activities that
cover a variety of science topics, including basic to advance inquiry.
1. http://www.knowledgeadventure.com/subject/science-games.aspx
2. www.discoveryeducation.com/.../free-lesson-plans/scientific-inquiry
3. www.LessonPlanet.com/Differentiated
4. www.internet4classrooms.com/di.htm
5. www.interventioncentral.org
6. http://www.time4learning.com/scopesequence/4th_grade_science.shtml
7. www.scholastic.com/teachers/article/40-cool-science-experiments-web
8. www.education.com/activity/fourth-grade/science/
9. www.smithsonianeducation.org/educators/lesson_plans/lesson_plans.html
10. http://atozteacherstuff.com/Lesson_Plans/Science/Grades3-5
11. www.brainpopjr.com
Page 36 of 59
Greenville Public Schools-Fourth Grade Science 2016-2017
Greenville Public School District
Multi-Tiered System of Supports Plan
Literacy Based Promotion Act Requirements
August 25, 2016
Office of Curriculum and Instruction
Page 37 of 59
Greenville Public Schools-Fourth Grade Science 2016-2017
Overview
The Greenville Public School District (GPSD) will implement the Multi-Tiered System of Supports (MTSS) Model to ensure that all students receive
needed interventions in academics and behavior. The GPSD MTSS Model meets the requirements of State Board Policy Part 3 Chapter 41:
Intervention and Accountability Process Standard 20. The model is made up of the following essential components:
 Shared Leadership
 The district Intervention Specialists will provide and coordinate training, resources, and monitoring to support the development and
implementation of MTSS in district schools.
 Data Based Problem Solving
 Each school will have a Teacher Support Team (TST) that will analyze all available data to effectively implement interventions
matched to the student’s need.
 Layered Continuum of Supports
 Tier 1: All students will receive Tier 1 high-quality classroom instruction based on the Mississippi College and Career Readiness
Standards.
 Tier 2: All students will receive Tier 1 high-quality classroom instruction based on the Mississippi College and Career Readiness
Standards. Students that are not successful (in line with peers) at Tier 1 must receive Tier 2 targeted interventions to last no more than
8 weeks with two documented reviews.
 Tier 3: All students will receive Tier 1 high-quality classroom instruction based on the Mississippi College and Career Readiness
Standards. Students that populated on the MSIS Intervention Screen, have failed at least one year in grades K-3, have failed at least
two years in grades 4-12, have failed the 3rd Grade Reading MKAS2, or a 4th grade student that received a Good Cause Exemption
must be referred to the TST for Tier 3 interventions to last no more than 16 weeks with two documented reviews.
 Evidence-Based Instruction, Intervention, and Assessment Practices
 GPSD Behavior Intervention Menu (see Appendix)
 GPSD Math Intervention Menu (see Appendix)
 GPSD Reading Intervention Menu (see Appendix)
 Each menu includes the intervention, research, and progress monitoring tools
 Universal Screening and Progress Monitoring
 All students will participate in the universal screening of reading, math, and behavior three times a year. Kindergarten students will be
screened for dyslexia in the spring of each year. First graders will be screened for dyslexia in the fall of each year.
 Data from the universal screeners will be analyzed. Students that score in the basic range must receive Tier 2 targeted interventions.
Students that score in the advanced range must receive targeted enrichment which may include being placed in an Advance Placement
/ Gifted / or Dual Enrollment class.
 Data from the universal screeners will be analyzed. Students that score in the minimal range must receive Tier 3 intensive
interventions.
 Family, School, and Community Partnerships
Page 38 of 59
Greenville Public Schools-Fourth Grade Science 2016-2017


In order for a student to be successful, families, schools, and communities must work together. Two-way communication between the
school and parents is essential.
Parents / guardians will be notified of meetings to review student data and to collaborate in the problem-solving process.
Forms
Forms for all parts of the MTSS model are available on the GPSD website under the Curriculum Department under the Intervention tab.
Literacy-Based Promotion Act Requirements
 Intensive Reading Instruction and Intervention
 When a K-3 student scores a minimum on the reading universal screener, the student must be referred to the TST and receive Tier 3
interventions in reading.
 If a 3rd grade student is retained due to failing the Mississippi K-3 Assessment Support System (MKAS2), the student must be referred
to the TST and receive Tier 3 interventions in reading.
 Parent Notification of a Reading Deficiency
 When a reading deficiency is found in a K-3rd grade student, the parent must be notified of the deficiency, the current and
supplemental services provided, the possibility of retention in the 3rd grade, and strategies for parents to use at home.
 Social Promotion Prohibited
 Social promotion is prohibited in the GPSD.
 Good Cause Promotion
 A 3rd grade student that does not pass the MKAS2 may be promoted to the 4th grade with data and the Superintendent’s approval:
 Limited English students who have had less than two years of ELL instruction
 Special Services students whose IEP indicates that participation in the state assessment program is not appropriate
 Special Services students who participate in the state assessment program, has received one year of intensive reading
remediation, and has not passed the MKAS2
 Students that demonstrate an acceptable level of reading proficiency on a state approved alternate assessment
 Students who have received two year of intensive reading remediation
 Good Cause Request
 A request for a Good Cause Exemption will follow the following steps:
 Documentation is submitted for the student’s teacher to the school’s principal
 The principal reviews the documentation with the teacher and parent
 If the principal determines that the student should be promoted, based on the documentation, the principal shall make the
recommendation in writing to the Superintendent who in writing may accept or reject the recommendation
 Third Grade Retention and Parent Notification
Page 39 of 59
Greenville Public Schools-Fourth Grade Science 2016-2017


Third grade students that are retained due to failing the MAKS2 must receive the following
 A 90 minute literacy block
 Scientifically research-based reading interventions
 Small group instruction
 Reduced teacher-student ratios
 Extended school day, week, or year
 Summer reading camps
Written notification shall be provided the parent / guardian of any 3rd grade student who is retained that the student has not met the
proficiency level required for promotion and the reasons the student is not eligible for a good cause exemption. The notification shall
include a description of interventions and a “Read at Home”
Skill
Off-task,
Nondisruptive
Intervention
Behavior Intervention Menu
Scientific Documentation
Choice: Allowing the Student to Select
Task Sequence
Description: The student is assigned several tasks to
complete during a work period and given the opportunity to
select the assignment that he or she will do first



Reward vs. Response
Description: The student receives a reward from a
predetermined list for completing a specific task.
The Good Behavior Game



Progress
Monitoring Tool
Kern, L., & Clemens, N. H. (2007). Antecedent strategies to promote
appropriate classroom behavior. Psychology in the Schools, 44, 6575.
Kern, L., Mantagna, M.E., Vorndran, C.M., Bailin, D., & Hilt, A.
(2001). Choice of task sequence to increase engagement and reduce
problem behaviors. Journal of Positive Behavior Interventions, 3, 310.
Ramsey, M. L., Jolivette, K., Patterson, D. P., & Kennedy, C. (2010).
Using choice to increase time on-task, task-completion, and accuracy
for students with emotional/behavior disorders in a residential
facility. Education and Treatment of Children, 33(1), 1-21.
Choice Behavior Report
card
Metzler, C. W., Biglan, A., Rusby, J. C., & Sprague, J. R. (2001).
Evaluation of a comprehensive behavior management program to
improve school-wide positive behavior support. Education and
Treatment of Children, 24(4), 448-479.
Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to
Problem Behavior in Schools: The Behavior Education Program.
New York: The Guilford Press.
Incentive Chart or RtI
Progress Monitoring
Form Appendix G
Barrish, Saunders, and Wold (1969). Harris and Sherman (1973).
Medland and Stachnik (1972).
RtI Progress Monitoring
Form Appendix G
Description: This cooperative approach will reduce
unwanted classroom behavior using a game that allows
students to work together to gain group rewards.
Page 40 of 59
Greenville Public Schools-Fourth Grade Science 2016-2017

Piersel (1985).
RtI Progress Monitoring
Form Appendix H
Behavior Contract

RtI Progress Monitoring
Form Appendix G
Description: A behavior contract is a written document
between an instructor and student which specifies: expected
behaviors, positive and negative consequences, and time
frame of the contract with review dates.

Alberto, P. A., & Troutman, A. C. (1995). Applied behavior analysis
procedures forteachers (4th ed.). Englewood Cliffs, NJ: Prentice
Hall.
Dardig, J. C., & Heward, W. L. (1976). Sign here: A contracting
book for children and their parents. Kalamazoo, MI: Behaviordella.
DeRisi, W. J., & Butz, G. (1975). Writing behavioral contracts: A
case simulation practice manual. Champaign, IL: Research Press.
Homme, L. (1976). How to use contingency contracting in the
classroom. Champaign, IL:Research Press.
Kirchenbaum, D. S., Dielman, J. S., & Karoloy, P. (1982). Efficacy
of behavior contracting:Target behaviors, performance criteria, and
settings. Behavior Modification, 6, 499-518.
Kelly, M. L., & Stokes, T. F. (1982). Contingency contracting with
disadvantaged youths:Improving classroom performance. Journal of
Applied Behavior Analysis, 15, 447-454.
Rhode, G., Jenson, W. R., & Reavis, H. K. (1992). The tough kid
book. Longmont, CO: Sopris West.
Keller, T. E., & Pryce, J. M. (2012). Different roles and different
results: how activity orientations correspond to relationship quality
and student outcomes in school-based mentoring. The Journal of
Primary Prevention. 33.1, 47.

Baker, S. B., & Gerler, E. R. (2001). Counseling in schools. In D. C.
Locke, J. E. Myers, and E. L. Herr (Eds.), The Handbook of
Counseling, Thousand Oaks, CA: Sage Publications.
Omizo, M.M., Hershberger, J.M., & Omizo, S.A. (1988). Teaching
children to cope with anger. Elementary School Guidance &
Counseling, 22, 241-245.
GPSD Behavior Report
Card
Check-In/Check-Out (Behavior)

GPSD Behavior Report
Card
Description: The student is assigned to an adult in the school
building with which the student can easily talk. The student
and adult meet at least twice daily to check-in and make sure
the student is having a behaviorally good day.

Hawken, L. S. & Horner R. H., (2003) Implementing a Targeted
Group Intervention Within a School-Wide System of Behavior
Support. Journal of Behavioral Education, 12, 225-240.
March, R. E. & Horner, R. H. (2002) Feasibility and contributions of
functional behavioral assessment in schools. Journal of Emotional
and Behavioral Disorders, 10, 158-70.
Todd, A. W., Kaufman, A., Meyer, G., & Horner, R. H. (2008). The
Effects of a Targeted Intervention to Reduce Problem Behaviors:
Elementary School Implementation
Self-Monitoring
Description: This intervention will teach students how to
monitor and manage their own behavior.





Mentoring

Description: Students meet with an adult on a regular basis
to talk about the student’s day and behavior. The adult must
be someone willing to invest in the student’s life.
Off-task,
Disruptive
Counseling
Description: Students meet in a group or individually with
the school’s counselor at least twice weekly to work on
specific behaviors.
Page 41 of 59

GPSD Behavior Report
Card
Greenville Public Schools-Fourth Grade Science 2016-2017
Behavior Contract

Description: A behavior contract is a written document
between an instructor and student which specifies: expected
behaviors, positive and negative consequences, and time
frame of the contract with review dates.






Stimulus Cueing


Alberto, P. A., & Troutman, A. C. (1995). Applied behavior analysis
procedures forteachers (4th ed.). Englewood Cliffs, NJ: Prentice
Hall.
Dardig, J. C., & Heward, W. L. (1976). Sign here: A contracting
book for children and their parents. Kalamazoo, MI: Behaviordella.
DeRisi, W. J., & Butz, G. (1975). Writing behavioral contracts: A
case simulation practice manual. Champaign, IL: Research Press.
Homme, L. (1976). How to use contingency contracting in the
classroom. Champaign, IL:Research Press.
Kirchenbaum, D. S., Dielman, J. S., & Karoloy, P. (1982). Efficacy
of behavior contracting:Target behaviors, performance criteria, and
settings. Behavior Modification, 6, 499-518.
Kelly, M. L., & Stokes, T. F. (1982). Contingency contracting with
disadvantaged youths:Improving classroom performance. Journal of
Applied Behavior Analysis, 15, 447-454.
Rhode, G., Jenson, W. R., & Reavis, H. K. (1992). The tough kid
book. Longmont, CO: Sopris West.
Carr & Durand, 1985
Lobitz. 1974
RtI Progress Monitoring
Form Appendix G
Hawken, L. S. & Horner R. H., (2003) Implementing a Targeted
Group Intervention Within a School-Wide System of Behavior
Support. Journal of Behavioral Education, 12, 225-240.
March, R. E. & Horner, R. H. (2002) Feasibility and contributions of
functional behavioral assessment in schools. Journal of Emotional
and Behavioral Disorders, 10, 158-70.
Todd, A. W., Kaufman, A., Meyer, G., & Horner, R. H. (2008). The
Effects of a Targeted Intervention to Reduce Problem Behaviors:
Elementary School Implementation
Alberto, P. A., & Troutman, A. C. (1995). Applied behavior analysis
procedures forteachers (4th ed.). Englewood Cliffs, NJ: Prentice
Hall.
Dardig, J. C., & Heward, W. L. (1976). Sign here: A contracting
book for children and their parents. Kalamazoo, MI: Behaviordella.
DeRisi, W. J., & Butz, G. (1975). Writing behavioral contracts: A
case simulation practice manual. Champaign, IL: Research Press.
Homme, L. (1976). How to use contingency contracting in the
classroom. Champaign, IL:Research Press.
Kirchenbaum, D. S., Dielman, J. S., & Karoloy, P. (1982). Efficacy
of behavior contracting:Target behaviors, performance criteria, and
settings. Behavior Modification, 6, 499-518.
Kelly, M. L., & Stokes, T. F. (1982). Contingency contracting with
disadvantaged youths:Improving classroom performance. Journal of
Applied Behavior Analysis, 15, 447-454.
Rhode, G., Jenson, W. R., & Reavis, H. K. (1992). The tough kid
book. Longmont, CO: Sopris West.
Attendance Calendar
RtI Progress Monitoring
Form Appendix H
Description: This intervention relies on providing a cue to
students prior to inappropriate behavior.
Attendance
Check-In/Check-Out (Attendance)

Description: The student is assigned to an adult in the school
building with which the student can easily talk. The student
and adult meet at least twice daily to check-in and make sure
the student is having a behaviorally good day.

Behavior Contract (Attendance)

Description: A behavior contract is a written document
between an instructor and student which specifies: expected
behaviors, positive and negative consequences, and time
frame of the contract with review dates.







Page 42 of 59
Attendance Calendar
Greenville Public Schools-Fourth Grade Science 2016-2017
Attention
Seeking
Check-In/Check-Out (Behavior)

Description: The student is assigned to an adult in the school
building with which the student can easily talk. The student
and adult meet at least twice daily to check-in and make sure
the student is having a behaviorally good day.


Behavior Contract

Description: A behavior contract is a written document
between an instructor and student which specifies: expected
behaviors, positive and negative consequences, and time
frame of the contract with review dates.






Skill
Calculations:
Number
Identification
Page 43 of 59
Intervention
Folding-In Method
Description: The folding-in technique
can be used to teach and practice factual
information, such as sight words in
reading, basic math facts, spelling of
new words, and facts in content areas. It
is based on the assumption that
acquisition and mastery of new material
can be achieved if the amount of known
and unknown material is carefully
controlled, as optimal learning occurs
when tasks are in a level that frequent
success occurs. It also incorporates the
use of repetition to learn new tasks.
Hawken, L. S. & Horner R. H., (2003) Implementing a Targeted
Group Intervention Within a School-Wide System of Behavior
Support. Journal of Behavioral Education, 12, 225-240.
March, R. E. & Horner, R. H. (2002) Feasibility and contributions of
functional behavioral assessment in schools. Journal of Emotional
and Behavioral Disorders, 10, 158-70.
Todd, A. W., Kaufman, A., Meyer, G., & Horner, R. H. (2008). The
Effects of a Targeted Intervention to Reduce Problem Behaviors:
Elementary School Implementation
Alberto, P. A., & Troutman, A. C. (1995). Applied behavior analysis
procedures forteachers (4th ed.). Englewood Cliffs, NJ: Prentice
Hall.
Dardig, J. C., & Heward, W. L. (1976). Sign here: A contracting
book for children and their parents. Kalamazoo, MI: Behaviordella.
DeRisi, W. J., & Butz, G. (1975). Writing behavioral contracts: A
case simulation practice manual. Champaign, IL: Research Press.
Homme, L. (1976). How to use contingency contracting in the
classroom. Champaign, IL:Research Press.
Kirchenbaum, D. S., Dielman, J. S., & Karoloy, P. (1982). Efficacy
of behavior contracting:Target behaviors, performance criteria, and
settings. Behavior Modification, 6, 499-518.
Kelly, M. L., & Stokes, T. F. (1982). Contingency contracting with
disadvantaged youths:Improving classroom performance. Journal of
Applied Behavior Analysis, 15, 447-454.
Rhode, G., Jenson, W. R., & Reavis, H. K. (1992). The tough kid
book. Longmont, CO: Sopris West.
Math Intervention Menu
Scientific Documentation


Shapiro, E.S. (1996). Academic Skills Problems
Workbook. The Guilford Press: New York.
Shapiro, (2004)
GPSD Behavior Report
Card
RtI Progress Monitoring
Form Appendix G
Progress Monitoring Tool
Checklist of numbers on
flashcards. Only progress
monitoring on those numbers on
the flashcards.
Greenville Public Schools-Fourth Grade Science 2016-2017

Siegler, R. S. (2009). Improving the numerical
understanding of children from low-income families.
Child Development Perspectives, 3(2), 118-124.
Interventioncentral.org CBM
Early Math Measures
A+ Computer Program

A+ Student Assignment Detail
Report
Description: The student will work on
the computer using A+ software to build
skills.

Ash, J. The Effectiveness of A+ Software on
Achievement of Mathematics
Students in a High School Setting. Thesis, Middle
Tennessee State University, 2001.
Brophy, J.E. “Synthesis of Research on Strategies for
Motivating Students to
Learn.” Educational Leadership 45/2 (October 1987):
40-48.
Brown, F. Computer Assisted Instruction in
Mathematics Can Improve Students’
Test Scores: A Study. Chapel Hill, NC, University of
North Carolina at Chapel Hill, 2000 (ED443688).
Cotton, K. Effective Schooling Practices: A Research
Synthesis 1995 Update.
Portland, OR: Northwest Regional Educational
Laboratory 1995.
http://www.amered.com/docs/research_basis_als.pdf
Simmons, D. C., Kameenui, E. J., Harn, B. A.,
Edwards, L. L., Coyne, M. D., Thomas-Beck, C., et al.
(2002). The effects of instructional emphasis and
specificity on early reading and vocabulary
development of kindergarten children. University of
Oregon.
Paglin, C. (2003). Bethel school districts intensive
reading program adds beefed-up instruction for at-risk
readers from day one. Retrieved December 15, 2003
from http://www.nwrel.org/nwedu/08-03/dose.asp.
Nomi, T. & Allensworth, E. M. 2008.
Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P.
T., Fletcher, J. M., Fuchs, D., & Hamlett, C. L. (2009).
The effects of strategic counting instruction, with and
without deliberate practice, on number combination
skill among students with mathematics difficulties.
Learning and Individual Differences 20(2), 89-100.
Ash, J. The Effectiveness of A+ Software on
Achievement of Mathematics
Students in a High School Setting. Thesis, Middle
Tennessee State University, 2001.
A+ Student Assignment Detail
Report
Great Number Line Race
Description: The student plays a
number-based board game to build skills
related to 'number sense', including
number identification, counting,
estimation skills, and ability to visualize
and access specific number values using
an internal number-line (Siegler, 2009).


Double-Dosing
Description: This intervention provides
30-45 minutes of extra instruction on
skills that have already been taught in
the Tier 1 classroom.
Calculations:
Operations
Strategic Number Counting

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


Description: The student is taught
explicit number counting strategies for
basic addition and subtraction. Those
skills are then practiced with a tutor.
A+ Computer Program
Page 44 of 59

Interventioncentral.org CBM
Early Math Measures
Interventioncentral.org CBM
Math Computation Measures
Greenville Public Schools-Fourth Grade Science 2016-2017
Description: The student will work on
the computer using A+ software to build
skills.
Interspersing Easy and
Hard Math Problems

Brophy, J.E. “Synthesis of Research on Strategies for
Motivating Students to
Learn.” Educational Leadership 45/2 (October 1987):
40-48.

Brown, F. Computer Assisted Instruction in
Mathematics Can Improve Students’
Test Scores: A Study. Chapel Hill, NC, University of
North Carolina at Chapel Hill, 2000 (ED443688).

Cotton, K. Effective Schooling Practices: A Research
Synthesis 1995 Update.
Portland, OR: Northwest Regional Educational
Laboratory 1995.

http://www.amered.com/docs/research_basis_als.pdf
 Hawkins, J., Skinner, C. H., & Oliver, R. (2005).
The effects of task demands and additive interspersal
ratios on fifth-grade students' mathematics accuracy.
School Psychology Review, 34, 543-555.
Interventioncentral.org CBM
Math Computation Measures
Description: The student will be
provided practice opportunities to solve
known and new problems.
Practice, Practice, Practice

Stein, Kinder, Silbert, and Carnine (2006).
Interventioncentral.org CBM
Math Computation Measures

Simmons, D. C., Kameenui, E. J., Harn, B. A.,
Edwards, L. L., Coyne, M. D., Thomas-Beck, C., et al.
(2002). The effects of instructional emphasis and
specificity on early reading and vocabulary
development of kindergarten children. University of
Oregon.
Paglin, C. (2003). Bethel school districts intensive
reading program adds beefed-up instruction for at-risk
readers from day one. Retrieved December 15, 2003
from http://www.nwrel.org/nwedu/08-03/dose.asp.
Nomi, T. & Allensworth, E. M. 2008.
Shapiro, E.S. (1996). Academic Skills Problems
Workbook. The Guilford Press: New York.
Shapiro, (2004)
Interventioncentral.org CBM
Math Computation Measures
Description: This intervention will help
students develop accuracy with basic
computation skills.
Double-Dosing
Description: This intervention provides
30-45 minutes of extra instruction on
skills that have already been taught in
the Tier 1 classroom.
Calculations:
Fact Recall/Fluency
Folding-In Method
Description: The folding-in technique
can be used to teach and practice factual
information, such as sight words in
reading, basic math facts, spelling of
new words, and facts in content areas. It
is based on the assumption that
acquisition and mastery of new material
can be achieved if the amount of known
and unknown material is carefully
controlled, as optimal learning occurs
Page 45 of 59




Checklist of math facts on
flashcards (+,-,x, /) Only
progress monitoring on those
facts on the flashcards.
Greenville Public Schools-Fourth Grade Science 2016-2017
when tasks are in a level that frequent
success occurs. It also incorporates the
use of repetition to learn new tasks.
 Rathovan, Natalie (1999). Effective School
Interventions. Guilford Press: New York, NY.
Cover, Copy, and Compare
(Tier 2 only)
 Lee, M.J., & Tingstrom, D.H. (1994). A group math
intervention: The modification of cover,
copy, and compare for
group application.
Psychology in the Schools, 31, 133-145.
Description: Students learn a five-step
procedure that gives them increased
opportunities to respond to mathematics
material and self-evaluate their
responses. Cover, Copy, and Compare
is an efficient strategy for increasing
accuracy and speed in basic math facts,
requires little student training or
teaching time, and can be used with
individuals, small groups, or entire
classes.
Timed Practice, Practice,
Practice
Interventioncentral.org CBM
Math Computation Measures
 Skinner, C.H., Turco, T.L., Beatty, K.L., & Rasavage,
C. (1989). Cover, copy, and compare: A
method for increasing multiplication performance.
School Psychology Review, 18, 412-420.

National Mathematics Advisory Panel (2008).
Interventioncentral.org CBM
Math Computation Measures
Hawkins, J., Skinner, C. H., & Oliver, R. (2005).
The effects of task demands and additive interspersal
ratios on fifth-grade students' mathematics accuracy.
School Psychology Review, 34, 543-555.
Interventioncentral.org CBM
Math Computation Measures
Simmons, D. C., Kameenui, E. J., Harn, B. A.,
Edwards, L. L., Coyne, M. D., Thomas-Beck, C., et al.
(2002). The effects of instructional emphasis and
specificity on early reading and vocabulary
development of kindergarten children. University of
Oregon.
Paglin, C. (2003). Bethel school districts intensive
reading program adds beefed-up instruction for at-risk
readers from day one. Retrieved December 15, 2003
from http://www.nwrel.org/nwedu/08-03/dose.asp.
Nomi, T. & Allensworth, E. M. 2008.
Beck, McKeown, Kucan (2002).
Interventioncentral.org CBM
Math Computation Measures
Description: Students will work in a
small group to build fluency with basic
computation skills.

Interspersing Easy and
Hard Math Problems
Description: The student will be
provided practice opportunities to solve
known and new problems.
Double-Dosing
Description: This intervention provides
30-45 minutes of extra instruction on
skills that have already been taught in
the Tier 1 classroom.
Have You Ever?
Page 46 of 59
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
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
Checklist of vocabulary words
worked on (see written protocol
for details)
Greenville Public Schools-Fourth Grade Science 2016-2017
Problem Solving
(Word Problems):
Vocabulary
Description: Students will practice new
math vocabulary words by tying them to
personal experiences.
Double-Dosing
Description: This intervention provides
30-45 minutes of extra instruction on
skills that have already been taught in
the Tier 1 classroom.
Problem Solving
(Word Problems):
Cognitive Strategies
Math Problem-Solving:
Combining Cognitive and
Metacognitive Strategies
Description: The strategies in this
intervention combine both cognitive and
Metacognitive elements. First, the
student is taught a 7-step process for
attacking a math word problem. Second.
The instructor trains the student to use a
three-part self-coaching routine for each
of the seven problem-solving steps.
Problem Solving
(Word Problems):
Cognitive Strategies
STAR Method
Simmons, D. C., Kameenui, E. J., Harn, B. A.,
Edwards, L. L., Coyne, M. D., Thomas-Beck, C., et al.
(2002). The effects of instructional emphasis and
specificity on early reading and vocabulary
development of kindergarten children. University of
Oregon.

Paglin, C. (2003). Bethel school districts intensive
reading program adds beefed-up instruction for at-risk
readers from day one. Retrieved December 15, 2003
from http://www.nwrel.org/nwedu/08-03/dose.asp.

Nomi, T. & Allensworth, E. M. 2008.

Burns, M. K., VanDerHeyden, A. M., & Boice, C. H.
(2008). Best practices in intensive academic
interventions. In A. Thomas & J. Grimes (Eds.), Best
practices in school psychology V (pp.1151-1162).
Bethesda, MD: National Association of School
Psychologists.
 Montague, M. (1992). The effects of cognitive and
metacognitive strategy instruction on the mathematical
problem solving of middle school students with
learning disabilities. Journal of Learning Disabilities,
25, 230-248.
 Montague, M., & Dietz, S. (2009). Evaluating the
evidence base for cognitive strategy instruction and
mathematical problem solving. Exceptional Children,
75, 285-302.
Checklist of vocabulary words
worked on (see written protocol
for details)


Maccini & Hughes, 2000
Maccini & Ruhl, 2000
Word Problems (2-3) as chosen
by Interventionist

Simmons, D. C., Kameenui, E. J., Harn, B. A.,
Edwards, L. L., Coyne, M. D., Thomas-Beck, C., et al.
(2002). The effects of instructional emphasis and
specificity on early reading and vocabulary
development of kindergarten children. University of
Oregon.
Paglin, C. (2003). Bethel school districts intensive
reading program adds beefed-up instruction for at-risk
Word Problems (2-3) as chosen
by Interventionist
Word Problems (2-3) as chosen
by Interventionist
Description: This strategy is a simpler
version of the Cognitive and
Metacognitive Strategy above. If
students need slight support for this skill,
use this intervention. If the student needs
strong support, use the above
intervention.
Double-Dosing
Description: This intervention provides
30-45 minutes of extra instruction on
skills that have already been taught in
the Tier 1 classroom.
Page 47 of 59


Greenville Public Schools-Fourth Grade Science 2016-2017

Skill
Letter
Identification
Reading Intervention Menu
Scientific Documentation
Intervention
Say It, Find It, Place
It
readers from day one. Retrieved December 15, 2003
from http://www.nwrel.org/nwedu/08-03/dose.asp.
Nomi, T. & Allensworth, E. M. 2008.
Progress
Monitoring Tool
DIBELS Letter
Identification
Fluency

Adapted from Neuhaus Education Center. (1992). Reading readiness. Bellaire, TX:
Author, All rights reserved. 1-713-664-7676. www.neuhaus.org

Adapted from Neuhaus Education Center. (1992). Reading readiness. Bellaire, TX:
Author, All rights reserved. 1-713-664-7676. www.neuhaus.org
DIBELS Letter
Identification
Fluency

Shapiro, E.S. (1996). Academic Skills Problems Workbook. The Guilford Press:
New York.
Shapiro, (2004)
Checklist of letters on
flashcards. Only
progress monitoring
on those letters on the
flashcards.
Description: This
intervention helps students
learn letter identification by
sight.
What Letter?
Description: This
intervention helps students
identify letters by touch.
Folding-In Method
Description: The folding-in
technique can be used to
teach and practice factual
information, such as sight
words in reading, basic math
facts, spelling of new words,
and facts in content areas. It
is based on the assumption
that acquisition and mastery
of new material can be
achieved if the amount of
known and unknown material
is carefully controlled, as
optimal learning occurs when
tasks are in a level that
frequent success occurs. It
also incorporates the use of
repetition to learn new tasks.
Page 48 of 59

Greenville Public Schools-Fourth Grade Science 2016-2017
A+ Computer
Program


Description: The student will
work on the computer using
A+ software to build skills.



Double-Dosing
Description: This
intervention provides 30-45
minutes of extra instruction
on skills that have already
been taught in the Tier 1
classroom.
Lively Letters







STAR Reading
Interventions
Phonemic
Awareness
Matching Pictures
Description: Students work
through pictures to identify
pairs that rhyme.









Page 49 of 59
Ash, J. The Effectiveness of A+ Software on Achievement of Mathematics
Students in a High School Setting. Thesis, Middle Tennessee State University,
2001.
Brophy, J.E. “Synthesis of Research on Strategies for Motivating Students to
Learn.” Educational Leadership 45/2 (October 1987): 40-48.
Brown, F. Computer Assisted Instruction in Mathematics Can Improve Students’
Test Scores: A Study. Chapel Hill, NC, University of North Carolina at Chapel
Hill, 2000 (ED443688).
Cotton, K. Effective Schooling Practices: A Research Synthesis 1995 Update.
Portland, OR: Northwest Regional Educational Laboratory 1995.
http://www.amered.com/docs/research_basis_als.pdf
A+ Student
Assignment Detail
Report
Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L. L., Coyne, M. D.,
Thomas-Beck, C., et al. (2002). The effects of instructional emphasis and
specificity on early reading and vocabulary development of kindergarten children.
University of Oregon.
Paglin, C. (2003). Bethel school districts intensive reading program adds beefed-up
instruction for at-risk readers from day one. Retrieved December 15, 2003 from
http://www.nwrel.org/nwedu/08-03/dose.asp.
Nomi, T. & Allensworth, E. M. 2008.
DIBELS Letter
Identification
Fluency
Initial Lively Letters Pilot Study in Boston Public Schools – Boston, MA, 19901996
Reading with TLC Pilot Study in Pittsburg, MA, 1999-2000
Study of Lively Letters using RtI Model in York County, ME, 2006-2008
Lively Letters using RtI Model – High ELL Population in Las Vegas, NV, 20082009
Renaissance Learning. (2014). The Research Foundation for STAR Assessments:
The Science of STAR. Renaissance Learning.
Renaissance Learning. (2013). Core Progress for Reading: Empirically validated
learning progressions. Renaissance Learning
Difily, D. & Sassman, C. (2006). Engaging activities to teach phonics and
phonological awareness. Carson-Dellosa Publishing Co.
Gillon, G.T. (2000). The Gillon Phonological Awareness Training Programme:
An intervention programme for children at risk for reading disorder. University of
Canterbury.
Gillon, G.T. (2004). Phonological awareness: From research to practice. Guilford
Press:New York.
Highnam, D. (2006). Practical strategies to help speech-language pathologists
better meet student needs (grades K-12). Institute for Educational Development.
Medina: WA.
Highnam, D. (2008). Phonological awareness activities. Panel presentation for
NSSLHA.
Johnson, K. L., & Roseman, B. A. (2003). The source for phonological
awareness. East Moline, IL: Linguisystems, Inc.)
Jordano, K. & Callella, T. (1998). On Phonemic Awareness: Songs & Rhymes –
Fall (CD).
DIBELS Letter
Identification
Fluency
STAR Reading
Progress
Monitoring
Rhyme Awareness
Checklist
Greenville Public Schools-Fourth Grade Science 2016-2017






Beanbag Toss
Description: This
intervention provides
movement as students
generate rhyming words.














Sorting Mail
Description: This
intervention has students
Page 50 of 59



Kusak, L. (2005). Building an outstanding kindergarten literacy program:
Practical ideas for accelerating the success of emergent readers and writers.
Bureau of Education & Research: Bellevue, WA)
McCracken & McCracken (1986). Stories, songs and poetry to teach reading and
writing. Teachers College Press
Microsoft Office Online, Clipart. Retrieved December 10, 2008, from
http://office.microsoft.com/en-us/clipart/default.aspx?lc=en-us.
Robertson, C., & Salter, W. (1998). Take home phonological awareness. East
Moline, IL:Linguisystems, Inc.)
Sterling-Orth, Angela (2004). Go-to guide for phonological awareness. Eau
Claire, WI:Thinking Publications.
Virginia Department of Education. (1998). Ideas and activities for developing
phonological awareness skills. Retrieved from
www.doe.virginia.gov/VDOE/Instruction/Reading/findings.pdf
Difily, D. & Sassman, C. (2006). Engaging activities to teach phonics and
phonological awareness. Carson-Dellosa Publishing Co.
Gillon, G.T. (2000). The Gillon Phonological Awareness Training Programme:
An intervention programme for children at risk for reading disorder. University of
Canterbury.
Gillon, G.T. (2004). Phonological awareness: From research to practice. Guilford
Press:New York.
Highnam, D. (2006). Practical strategies to help speech-language pathologists
better meet student needs (grades K-12). Institute for Educational Development.
Medina: WA.
Highnam, D. (2008). Phonological awareness activities. Panel presentation for
NSSLHA.
Johnson, K. L., & Roseman, B. A. (2003). The source for phonological
awareness. East Moline, IL: Linguisystems, Inc.)
Jordano, K. & Callella, T. (1998). On Phonemic Awareness: Songs & Rhymes –
Fall (CD).
Kusak, L. (2005). Building an outstanding kindergarten literacy program:
Practical ideas for accelerating the success of emergent readers and writers.
Bureau of Education & Research: Bellevue, WA)
McCracken & McCracken (1986). Stories, songs and poetry to teach reading and
writing. Teachers College Press
Microsoft Office Online, Clipart. Retrieved December 10, 2008, from
http://office.microsoft.com/en-us/clipart/default.aspx?lc=en-us.
Robertson, C., & Salter, W. (1998). Take home phonological awareness. East
Moline, IL:Linguisystems, Inc.)
Sterling-Orth, Angela (2004). Go-to guide for phonological awareness. Eau
Claire, WI:Thinking Publications.
Virginia Department of Education. (1998). Ideas and activities for developing
phonological awareness skills. Retrieved from
www.doe.virginia.gov/VDOE/Instruction/Reading/findings.pdf
Difily, D. & Sassman, C. (2006). Engaging activities to teach phonics and
phonological awareness. Carson-Dellosa Publishing Co.
Gillon, G.T. (2000). The Gillon Phonological Awareness Training Programme:
An intervention programme for children at risk for reading disorder. University of
Canterbury.
Rhyme Awareness
Checklist
DIBELS Phoneme
Segmentation Fluency
Greenville Public Schools-Fourth Grade Science 2016-2017

sorting pictures by target
sounds.












Say It and Move It
Description: This
intervention helps students
identify individual phonemes
in words.
A+ Computer
Program




Description: The student will
work on the computer using
A+ software to build skills.


Double-Dosing
Description: This
intervention provides 30-45
minutes of extra instruction
on skills that have already
Page 51 of 59


Gillon, G.T. (2004). Phonological awareness: From research to practice. Guilford
Press:New York.
Highnam, D. (2006). Practical strategies to help speech-language pathologists
better meet student needs (grades K-12). Institute for Educational Development.
Medina: WA.
Highnam, D. (2008). Phonological awareness activities. Panel presentation for
NSSLHA.
Johnson, K. L., & Roseman, B. A. (2003). The source for phonological
awareness. East Moline, IL: Linguisystems, Inc.)
Jordano, K. & Callella, T. (1998). On Phonemic Awareness: Songs & Rhymes –
Fall (CD).
Kusak, L. (2005). Building an outstanding kindergarten literacy program:
Practical ideas for accelerating the success of emergent readers and writers.
Bureau of Education & Research: Bellevue, WA)
McCracken & McCracken (1986). Stories, songs and poetry to teach reading and
writing. Teachers College Press
Microsoft Office Online, Clipart. Retrieved December 10, 2008, from
http://office.microsoft.com/en-us/clipart/default.aspx?lc=en-us.
Robertson, C., & Salter, W. (1998). Take home phonological awareness. East
Moline, IL:Linguisystems, Inc.)
Sterling-Orth, Angela (2004). Go-to guide for phonological awareness. Eau
Claire, WI:Thinking Publications.
Virginia Department of Education. (1998). Ideas and activities for developing
phonological awareness skills. Retrieved from
www.doe.virginia.gov/VDOE/Instruction/Reading/findings.pdf
Adapted from Blachman, B. A., Ball, E. W.,Black, R. & Tangel, D. M. (2000).
Road to the code: A phonological awareness program for young children.
Baltimore: Brookes
Neuhaus Education Center (1992).
Reading readiness.Bellaire, TX: Author. All rights reserved. 1-713-664-7676.
www.neuhaus.org
Ash, J. The Effectiveness of A+ Software on Achievement of Mathematics
Students in a High School Setting. Thesis, Middle Tennessee State University,
2001.
Brophy, J.E. “Synthesis of Research on Strategies for Motivating Students to
Learn.” Educational Leadership 45/2 (October 1987): 40-48.
Brown, F. Computer Assisted Instruction in Mathematics Can Improve Students’
Test Scores: A Study. Chapel Hill, NC, University of North Carolina at Chapel
Hill, 2000 (ED443688).
Cotton, K. Effective Schooling Practices: A Research Synthesis 1995 Update.
Portland, OR: Northwest Regional Educational Laboratory 1995.
http://www.amered.com/docs/research_basis_als.pdf
Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L. L., Coyne, M. D.,
Thomas-Beck, C., et al. (2002). The effects of instructional emphasis and
specificity on early reading and vocabulary development of kindergarten children.
University of Oregon.
DIBELS Phoneme
Segmentation Fluency
A+ Student
Assignment Detail
Report
DIBELS Phoneme
Segmentation Fluency
Greenville Public Schools-Fourth Grade Science 2016-2017
been taught in the Tier 1
classroom.
Lively Letters






STAR Reading
Interventions
Phonics



Letter Cube
Blending
Paglin, C. (2003). Bethel school districts intensive reading program adds beefed-up
instruction for at-risk readers from day one. Retrieved December 15, 2003 from
http://www.nwrel.org/nwedu/08-03/dose.asp.
Nomi, T. & Allensworth, E. M. 2008.
Initial Lively Letters Pilot Study in Boston Public Schools – Boston, MA, 19901996
Reading with TLC Pilot Study in Pittsburg, MA, 1999-2000
Study of Lively Letters using RtI Model in York County, ME, 2006-2008
Lively Letters using RtI Model – High ELL Population in Las Vegas, NV, 20082009
Renaissance Learning. (2014). The Research Foundation for STAR Assessments:
The Science of STAR. Renaissance Learning.
Renaissance Learning. (2013). Core Progress for Reading: Empirically validated
learning progressions. Renaissance Learning
Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs,
D., & Hamlett, C. L. (2009). The effects of strategic counting instruction, with and
without deliberate practice, on number combination skill among students with
mathematics difficulties. Learning and Individual Differences 20(2), 89-100.
DIBELS Phoneme
Segmentation Fluency
STAR Reading
Progress
Monitoring
DIBELS
Nonsense Word Fluency
(NWF) Instructional
Level
Description: The Letter Cube
Blending intervention targets
alphabetic (phonics) skills.
The student is given three
cubes with assorted
consonants and vowels
appearing on their sides. The
student rolls the cubes and
records the resulting letter
combinations on a recording
sheet. The student then judges
whether each resulting ‘word’
composed from the letters
randomly appearing on the
blocks is a real word or a
nonsense word. The
intervention can be used with
one student or a group.
Say It Faster/Move
It Closer



Description: Students work
with individual letters to
make sounds and words.

Onsets and Rimes



Page 52 of 59
Adapted from Carnine, D. W., Silbert, J., & Kam’enui, E. J. (1997). Direct
instruction reading. (3rd ed.). Upper Saddle River, NJ: Prentice Hall
Carreker, S. (1999). Teaching reading: Accurate decoding and fluency.
J. R. Birsh (Ed.), Multisensory teaching of basic language skills (pp. 141-182).
Baltimore: Brookes
Cahrd, D. J., & Osborn, J. (1999). Word recognition instruction: Paving the road to
successful reading. Intervention in School and Clinic, 34(5), 271-277.
Adapted from Carnine, D. W., Silbert, J., & Kam’enui, E. J. (1997). Direct
instruction reading. (3rd ed.). Upper Saddle River, NJ: Prentice Hall
Carreker, S. (1999). Teaching reading: Accurate decoding and fluency.
J. R. Birsh (Ed.), Multisensory teaching of basic language skills (pp. 141-182).
Baltimore: Brookes
DIBELS
Nonsense Word
Fluency (NWF)
Instructional Level
DIBELS
Nonsense Word Fluency
(NWF) Instructional
Level
Greenville Public Schools-Fourth Grade Science 2016-2017
Description: Students
manipulate letter tiles to make
words.

Cahrd, D. J., & Osborn, J. (1999). Word recognition instruction: Paving the road to
successful reading. Intervention in School and Clinic, 34(5), 271-277.
Tapping Out

Adapted from Carnine, D. W., Silbert, J., & Kam’enui, E. J. (1997). Direct
instruction reading. (3rd ed.). Upper Saddle River, NJ: Prentice Hall
Carreker, S. (1999). Teaching reading: Accurate decoding and fluency.
J. R. Birsh (Ed.), Multisensory teaching of basic language skills (pp. 141-182).
Baltimore: Brookes
Cahrd, D. J., & Osborn, J. (1999). Word recognition instruction: Paving the road to
successful reading. Intervention in School and Clinic, 34(5), 271-277.
Ash, J. The Effectiveness of A+ Software on Achievement of Mathematics
Students in a High School Setting. Thesis, Middle Tennessee State University,
2001.
Brophy, J.E. “Synthesis of Research on Strategies for Motivating Students to
Learn.” Educational Leadership 45/2 (October 1987): 40-48.
Brown, F. Computer Assisted Instruction in Mathematics Can Improve Students’
Test Scores: A Study. Chapel Hill, NC, University of North Carolina at Chapel
Hill, 2000 (ED443688).
Cotton, K. Effective Schooling Practices: A Research Synthesis 1995 Update.
Portland, OR: Northwest Regional Educational Laboratory 1995.
http://www.amered.com/docs/research_basis_als.pdf
Adapted from Blachman, B. A., Ball, E. W.,Black, R. & Tangel, D. M. (2000).
Road to the code: A phonological awareness program for young children.
Baltimore: Brookes
DIBELS
Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L. L., Coyne, M. D.,
Thomas-Beck, C., et al. (2002). The effects of instructional emphasis and
specificity on early reading and vocabulary development of kindergarten children.
University of Oregon.
Paglin, C. (2003). Bethel school districts intensive reading program adds beefed-up
instruction for at-risk readers from day one. Retrieved December 15, 2003 from
http://www.nwrel.org/nwedu/08-03/dose.asp.
Nomi, T. & Allensworth, E. M. 2008.
DIBELS
Initial Lively Letters Pilot Study in Boston Public Schools – Boston, MA, 19901996
Reading with TLC Pilot Study in Pittsburg, MA, 1999-2000
Study of Lively Letters using RtI Model in York County, ME, 2006-2008
Lively Letters using RtI Model – High ELL Population in Las Vegas, NV, 20082009
Renaissance Learning. (2014). The Research Foundation for STAR Assessments:
The Science of STAR. Renaissance Learning.
Renaissance Learning. (2013). Core Progress for Reading: Empirically validated
learning progressions. Renaissance Learning
Texas Center for Reading and Language Arts. Essential reading strategies for the
struggling reader: Activities for an accelerated reading program (Expanded ed.).
Austin, TX:Texas Education Agency.
DIBELS
Description: This
intervention helps tactile
learners separate beginning,
medial, and ending sounds.
A+ Computer
Program





Description: The student will
work on the computer using
A+ software to build skills.


Elkonin Boxes


Description: This
intervention helps with lettersound correspondence.
Double-Dosing
Description: This
intervention provides 30-45
minutes of extra instruction
on skills that have already
been taught in the Tier 1
classroom.
Lively Letters







Fluency
Page 53 of 59
STAR Reading
Interventions

Partner Reading
(Tier 2 only)


Nonsense Word Fluency
(NWF) Instructional
Level
A+ Student
Assignment Detail
Report
DIBELS
Nonsense Word Fluency
(NWF) Instructional
Level
Nonsense Word Fluency
(NWF) Instructional
Level
Nonsense Word Fluency
(NWF) Instructional
Level
STAR Reading
Progress
Monitoring
DIBELS
Greenville Public Schools-Fourth Grade Science 2016-2017

Description: Partner reading
involves pairing students to
practice rereading texts.
Partner Reading increases the
amount of time students are
reading and increases fluency.
Adapted from Bos, C. S., & Vaughn, S. (2002). Strategies for teaching students
with learning and behavior problems (5th ed.) Boston: Allyn and Bacon; Fuchs, D. ,
Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997) Peer-assisted learning
strategies: Making classrooms more responsive to diversity.
American Educational Research Journal, 34(1), 174-206; Mastropieri, M. A.,
Leinart, A., & Scruggs, T. E. (1999). Strategies to increase reading fluency.
Intervention in School and Clinic, 34(5), 278-283.


Tape Assisted
Reading

Description: Tape assisted
reading is an individual or
group reading activity where
students read along in their
books as they hear a fluent
reader read the book on an
audiotape. As confidence and
reading skills develop,
students read the same
passage or text without the
assistance of the tape.

Timed Repeated
Readings


Description: Timed repeated
readings are an instructional
practice for monitoring
students' fluency
development. Repeated
readings, under timed
conditions, of familiar
instructional level text can
increase students' reading
speed which can improve
comprehension.







Double-Dosing
Page 54 of 59

Oral Reading Fluency
(ORF) Instructional
Level
Armbruster,B., Lehr, F., & Osborn, J. (2001). Put Reading First: The Research
Building Blocks for Teaching Children to Read. Center for the Improvement of
Early Reading Achievement (CIERA).
http://www.nifl.gov/partnershipforreading/publications/reading_first1fluency.html
Texas Reading Initiative. (2007). Fluency: Instructional Guidelines and Student
Activities.
DIBELS
Council for Exceptional Children, the Division for Learning Disabilities (DLD)
and the Division for Research (DR). Fluency Instruction (139KB PDF)*.
Dowhower, S. (1989) Repeated reading: Research into practice. The Reading
Teacher, 42(7), 502-507.
Hudson, R.F., Lane, H.B., & Pullen, P.C. (2005). Reading Fluency Assessment
and Instruction: What, Why, and How?. The Reading Teacher, 58(8), 702-714.
Johns, J. & Berglund, R. (2002). Fluency: Question, answers, evidence-based
strategies. Dubuque, IO: Kendall/Hunt Publishing Company.
Kuhn, M. (2004). Helping students become accurate, expressive readers: Fluency
instruction for small groups. The Reading Teacher, 58(4), 338-344.
Murray, B. (1999). Two Methods for Developing Fluency.
Rasinski, T. (2003) The fluent reader: Oral reading strategies for building word
recognition, fluency, and comprehension. New York, NY: Scholastic Professional
Books.
Samuels, S. J. (2002). Reading fluency: It's development and assessment. In
Farstrup, A. & Samuels, S. (Ed.). What research has to say about reading
instruction (pp. 166-183). Newark, Delaware: International Reading Association.
Samuels, S. J. (1997). The method of repeated readings. The Reading Teacher,
50(5), 376-381.
Vaca, R. & Vaca, J. (1999). Content area reading: Literacy and learning across
the curriculum, 6th edition. New York, NY: Logman.
DIBELS
Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L. L., Coyne, M. D.,
Thomas-Beck, C., et al. (2002). The effects of instructional emphasis and
Oral Reading Fluency
(ORF) Instructional
Level
Oral Reading Fluency
(ORF) Instructional
Level
DIBELS
Greenville Public Schools-Fourth Grade Science 2016-2017
Description: This
intervention provides 30-45
minutes of extra instruction
on skills that have already
been taught in the Tier 1
classroom.
specificity on early reading and vocabulary development of kindergarten children.
University of Oregon.
Paglin, C. (2003). Bethel school districts intensive reading program adds beefed-up
instruction for at-risk readers from day one. Retrieved December 15, 2003 from
http://www.nwrel.org/nwedu/08-03/dose.asp.


Error
Correction
STAR Reading
Interventions

Word Supply


Nomi, T. & Allensworth, E. M. 2008.
Renaissance Learning. (2014). The Research Foundation for STAR Assessments:
The Science of STAR. Renaissance Learning.
Renaissance Learning. (2013). Core Progress for Reading: Empirically validated
learning progressions. Renaissance Learning
Singh, N.N. (1990). Effects of two error-correction procedures on oral reading
errors:Word supply versus sentence repeat. Behavior Modification, 14, 188-199.
Description: When the
student commits a reading
error (e.g.,
substitution, omission, 5second hesitation),
immediately pronounce the
correct word for
the student, have the student
repeat the word correctly, and
then direct the student to
continue reading.
Sentence Repeat

Directions: In this approach,
the instructor prompts the
student to apply a hierarchy
of word-attack skills
whenever the student
misreads a word.
Page 55 of 59

STAR Reading
Progress
Monitoring
DIBELS
Oral Reading Fluency
(ORF) Instructional
Level
Singh, N.N. (1990). Effects of two error-correction procedures on oral reading
errors. Word supply versus sentence repeat. Behavior Modification, 14, 188-199.
DIBELS
Haring, N.G., Lovitt, T.C., Eaton, M.D., & Hansen, C.L. (1978). The fourth R:
Research in the classroom. Columbus, OH: Charles E. Merrill Publishing
DIBELS
Directions: When the student
commits a reading error (e.g.,
substitution, omission,
5-second hesitation),
immediately pronounce the
correct word for the student
and have student repeat the
word correctly. The student
will then reread the entire
sentence.
‘Word Attack’
Hierarchy
Oral Reading Fluency
(ORF) Instructional
Level
Oral Reading Fluency
(ORF) Instructional
Level
Oral Reading Fluency
(ORF) Instructional
Level
Greenville Public Schools-Fourth Grade Science 2016-2017
Double-Dosing
Description: This
intervention provides 30-45
minutes of extra instruction
on skills that have already
been taught in the Tier 1
classroom.
STAR Reading
Interventions
Comprehension A+ Computer
Program







Description: The student will
work on the computer using
A+ software to build skills.


Click or Clunk?
Description: Students
periodically check their
understanding of sentences,
paragraphs, and pages of text
as they read.
Concept Maps





Description: A concept map
is a visual organizer that can
enrich students' understanding
of a new concept. Using a
graphic organizer, students
think about the concept in
several ways. Most concept
map organizers engage
students in answering
questions such as, "What is
it? What is it like? What are
some examples?" Concept
Page 56 of 59



Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L. L., Coyne, M. D.,
Thomas-Beck, C., et al. (2002). The effects of instructional emphasis and
specificity on early reading and vocabulary development of kindergarten children.
University of Oregon.
Paglin, C. (2003). Bethel school districts intensive reading program adds beefed-up
instruction for at-risk readers from day one. Retrieved December 15, 2003 from
http://www.nwrel.org/nwedu/08-03/dose.asp.
Nomi, T. & Allensworth, E. M. 2008.
DIBELS
Renaissance Learning. (2014). The Research Foundation for STAR Assessments:
The Science of STAR. Renaissance Learning.
Renaissance Learning. (2013). Core Progress for Reading: Empirically validated
learning progressions. Renaissance Learning
Ash, J. The Effectiveness of A+ Software on Achievement of Mathematics
Students in a High School Setting. Thesis, Middle Tennessee State University,
2001.
Brophy, J.E. “Synthesis of Research on Strategies for Motivating Students to
Learn.” Educational Leadership 45/2 (October 1987): 40-48.
Brown, F. Computer Assisted Instruction in Mathematics Can Improve Students’
Test Scores: A Study. Chapel Hill, NC, University of North Carolina at Chapel
Hill, 2000 (ED443688).
Cotton, K. Effective Schooling Practices: A Research Synthesis 1995 Update.
Portland, OR: Northwest Regional Educational Laboratory 1995.
http://www.amered.com/docs/research_basis_als.pdf
Anderson, T. (1980). Study strategies and adjunct aids. In R. J. Spiro, B. C. Bruce,
& W. F. Brewer (Eds.) Theoretical Issues in Reading Comprehension, Hillsdale,
NJ: Lawrence Erlbaum Associates.
Babbs, P. J. (1984). Monitoring cards help improve comprehension. The Reading
Teacher, 38(2), 200-2
STAR Reading
Progress
Monitoring
Birbili, M. (2007). Mapping Knowledge: Concept Maps in Early Childhood
Education. Retrieved November 4, 2008.
Council for Exceptional Children, the Division for Learning Disabilities (DLD)
and the Division for Research (DR). Graphic Organizers: Power Tools for
Teaching Students with Learning Disabilities (528K PDF)*.
Hyerle, D. (1996). Visual tools for constructing knowledge. Alexandria, VA:
Association of Supervisors of Curriculum Development.
Novak, Joseph D. (1998). Learning, creating, and using knowledge: Concept
maps as facilitative tools in schools and corporations. Mahwah, NJ: Erlbaum.
Noyd, Robert. (1998). A primer on concept maps. USAFA Educator, 7(1).
Retrieved November 5, 2008.
Oral Reading Fluency
(ORF) Instructional
Level
A+ Student
Assignment Detail
Report
DIBELS
Oral Reading Fluency
(ORF)
Instructional Level
Interventioncentral.org
CBM Maze Passages
(See RtI Manual
Resources for
directions)
Greenville Public Schools-Fourth Grade Science 2016-2017
maps deepen understanding
and comprehension.


Semantic Feature
Analysis

Description: The semantic
feature analysis strategy uses
a grid to help kids explore
how sets of things are related
to one another. By completing
and analyzing the grid,
students are able to see
connections, make predictions
and master important
concepts. This strategy
enhances comprehension and
vocabulary skills.
Double-Dosing
Description: This
intervention provides 30-45
minutes of extra instruction
on skills that have already
been taught in the Tier 1
classroom.
STAR Reading
Interventions
Vocabulary
Concept Maps











Description: A concept map
is a visual organizer that can
enrich students' understanding
of a new concept. Using a
graphic organizer, students
think about the concept in
several ways. Most concept
map organizers engage
students in answering
questions such as, "What is
it? What is it like? What are
some examples?" Concept
Page 57 of 59



AdLit.org. Semantic Feature Analysis.
Anders, P. L., &Bos, C. S. (1986). Semantic feature analysis: An interactive
strategy for vocabulary development text comprehension. Journal of Reading, 29,
610-617.
Billmeyer, Rachel. (2003). Strategies to Engage the Mind of the Learner:
Building Strategic Learners. Dayspring Printing: Omaha, NE: Dayspring Printing.
Johnson, D. D. &Pearson, P. D. (1984). Teaching reading vocabulary. New York:
Holt, Rinehart and Winston.
Richardson, Judy S., and Raymond F. Morgan. (1999). Reading to Learn in the
Content Areas. Belmont, CA: Wadsworth Publishing Company.
Smith, C. (1997). Vocabulary Instruction for Reading Comprehension.
Texas Education Agency. (2002). Teaching Word Meanings as Concepts.
Interventioncentral.org
CBM Maze Passages
(See RtI Manual
Resources for
directions)
Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L. L., Coyne, M. D.,
Thomas-Beck, C., et al. (2002). The effects of instructional emphasis and
specificity on early reading and vocabulary development of kindergarten children.
University of Oregon.
Paglin, C. (2003). Bethel school districts intensive reading program adds beefed-up
instruction for at-risk readers from day one. Retrieved December 15, 2003 from
http://www.nwrel.org/nwedu/08-03/dose.asp.
Interventioncentral.org
CBM Maze Passages
(See RtI Manual
Resources for
directions)
Nomi, T. & Allensworth, E. M. 2008.
Renaissance Learning. (2014). The Research Foundation for STAR Assessments:
The Science of STAR. Renaissance Learning.
Renaissance Learning. (2013). Core Progress for Reading: Empirically validated
learning progressions. Renaissance Learning
Birbili, M. (2007). Mapping Knowledge: Concept Maps in Early Childhood
Education. Retrieved November 4, 2008.
Council for Exceptional Children, the Division for Learning Disabilities (DLD)
and the Division for Research (DR). Graphic Organizers: Power Tools for
Teaching Students with Learning Disabilities (528K PDF)*.
Hyerle, D. (1996). Visual tools for constructing knowledge. Alexandria, VA:
Association of Supervisors of Curriculum Development.
Novak, Joseph D. (1998). Learning, creating, and using knowledge: Concept
maps as facilitative tools in schools and corporations. Mahwah, NJ: Erlbaum.
Noyd, Robert. (1998). A primer on concept maps. USAFA Educator, 7(1).
Retrieved November 5, 2008.
STAR Reading
Progress
Monitoring
Interventioncentral.org
CBM Maze Passages
(See RtI Manual
Resources for
directions)
Greenville Public Schools-Fourth Grade Science 2016-2017
maps deepen understanding
and comprehension.
A+ Computer
Program

Ash, J. The Effectiveness of A+ Software on Achievement of Mathematics
Students in a High School Setting. Thesis, Middle Tennessee State University,
2001.
Brophy, J.E. “Synthesis of Research on Strategies for Motivating Students to
Learn.” Educational Leadership 45/2 (October 1987): 40-48.
Brown, F. Computer Assisted Instruction in Mathematics Can Improve Students’
Test Scores: A Study. Chapel Hill, NC, University of North Carolina at Chapel
Hill, 2000 (ED443688).
Cotton, K. Effective Schooling Practices: A Research Synthesis 1995 Update.
Portland, OR: Northwest Regional Educational Laboratory 1995.
http://www.amered.com/docs/research_basis_als.pdf

Description: The student will
work on the computer using
A+ software to build skills.





Semantic Feature
Analysis

Description: The semantic
feature analysis strategy uses
a grid to help kids explore
how sets of things are related
to one another. By completing
and analyzing the grid,
students are able to see
connections, make predictions
and master important
concepts. This strategy
enhances comprehension and
vocabulary skills.
Double-Dosing
Description: This
intervention provides 30-45
minutes of extra instruction
on skills that have already
been taught in the Tier 1
classroom.
Page 58 of 59







A+ Student
Assignment Detail
Report
AdLit.org. Semantic Feature Analysis.
Anders, P. L., &Bos, C. S. (1986). Semantic feature analysis: An interactive
strategy for vocabulary development text comprehension. Journal of Reading, 29,
610-617.
Billmeyer, Rachel. (2003). Strategies to Engage the Mind of the Learner:
Building Strategic Learners. Dayspring Printing: Omaha, NE: Dayspring Printing.
Johnson, D. D. &Pearson, P. D. (1984). Teaching reading vocabulary. New York:
Holt, Rinehart and Winston.
Richardson, Judy S., and Raymond F. Morgan. (1999). Reading to Learn in the
Content Areas. Belmont, CA: Wadsworth Publishing Company.
Smith, C. (1997). Vocabulary Instruction for Reading Comprehension.
Texas Education Agency. (2002). Teaching Word Meanings as Concepts.
Interventioncentral.org
CBM Maze Passages
(See RtI Manual
Resources for
directions)
Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L. L., Coyne, M. D.,
Thomas-Beck, C., et al. (2002). The effects of instructional emphasis and
specificity on early reading and vocabulary development of kindergarten children.
University of Oregon.
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Greenville Public Schools-Fourth Grade Science 2016-2017