Ask. How does the student’s disability affect participation and progress in the general curriculum? • What supports does the student need to learn the knowledge and attain the skills to progress in the general curriculum? • Is the student on track to achieve grade-level proficiency within the year? 5 These steps are adapted from the Alabama Department of Education website where information on standards-based IEPs can be found at xxxx://xxx.xxxxx.xxx/html/sections/section_detail.asp?section=65&footer=sections.
Ask. What does a joint allow our body to do? (Elicit: Move or bend) PAGES 28 and 29 Read the text on page 28. STOP Show the picture. Say “This illustration shows the joints in our hand. Let’s look at our hands. Can you locate a joint in your hand? (Give the students time to look at their hand and locate the joint). We learned that there are 200 joints in our skeleton and 56 joints in your hands. Does anyone remember how many bones are in our body? Do you remember how many bones are in our hands?” (Elicit: On pages 10-11 we learned the skeleton has 206 bones. There are 64 bones in your two hands and arms.) (Optional: Compare the number of joints and bones. Ask students: “Which do we have more of—bones or joints?” Chart the relationship, then ask, “What do you notice about our numbers?”) (Elicit: We have more bones then joints.) Bones Joints 64 bones in hands and arms 56 joints in hands Say “Let me read page 29 again.” Show the picture. Say “What does the author want us to know on this page?” Follow-up question: “What does the author want us to know about ligaments? How do they move?” (Elicit: Bones are held together by joints and ligaments. Ligaments are like strong pieces of string. Ligaments slide back and forth and sideways to let the bones move.) Read the text on page 30. STOP Show the picture. Say “Wow! Our backbone helps us move. Let’s all get up and twist and turn. How does our back help us move?” (Elicit: Our back has bones and joints that allow us to move. Students might talk about the difference between having only one bone in our back versus 34 bones that fit with 33 joints.) Show the pictures on pages 30 and 31. Reread the text on page 30 and continue reading on page 32. STOP Say “We have learned so much about our skeleton.” Turn and Talk: “Turn and talk to your partner and talk about something new you learned about your skeleton.” SUMMARY Say “Well! Wasn’t that an interesting book?” Ask “Who can help us think together about the things this book has helped us learn about our skeletons?” (Accept any ideas the students recall. Find the page in the book where each idea was discussed and show it to the class.)
Ask. “How do the labels in the book compare with the diagram we created yesterday? Do we want to add anything to our diagram?” (Do this very quickly.) Read the text on page 5. STOP Ask “What did the author tell us about one way people are different?”
Ask. “What else did the author tell us about skin?” (Elicit: It covers every inch of our body. It holds the body together and it lets you feel things.) PAGE 6 Read the text on page 6. STOP Ask “What more did we learn about our body on this page?” (Elicit: Our bones can be found under our skin. We have 206 of them. They are hard and they protect the soft internal parts of my body. The word, skeleton, is used to describe the bones that form the frame that holds our body together. Add the word skeleton to the chart: “Body Parts We Are Learning.”) After the discussion of page 6, show the illustration of the skeleton on page 6. If possible, have a collection of 206 items to show the children what the quantity of 206 looks like. Read the text on page 9. STOP Ask “What new part of our body did we learn about here?” (Elicit: Muscles. Add the word muscles to the chart: “Body Parts We Are Learning.”)
Ask. “What work do muscles do?” (Elicit: Muscles help us move all around, back and forth, up and down, and help us smile.) Follow up “What is one important detail we haven’t mentioned yet?” If necessary reread the page to gather up this detail. (Elicit: We have more than 600 muscles. Show the illustration on page 9.
Ask. “On this page we learned all about the brain. “What connection can you make between your brain and your muscles?”
Ask. “What other facts did we learn on page 11?” (Elicit: “Our brain helps us think special thoughts. The brain sends and receives messages. My brain is housed in our skull.” Show the illustration on page 10.
Ask. “What happens to your chest when you take breath in and when you let it out?”
Ask. “What body part did we learn about here? What role does it play in our body?” (Elicit: The stomach mashes food and into tiny pieces. Add the word stomach to the chart Body Parts We Are Learning.) Read the text at the top of page 20 through page 22 to the end of “… and keep me growing.” STOP Show the illustration on page 20-21 and read the top. STOP Say “Let’s compare the chart in this book with the one we made. What new body parts did we learn about from this book that we can add to our diagram?” (Using a different colored marker, add body parts (words only) that were not on the first diagram.) Finish reading page 22 to the end of “And someday, I’ll be all grown up! Isn’t it amazing? “STOP Say
Ask. “What is the author telling us here at the end of the book?” (Elicit: That people are both the same and different. No one is exactly like you.) Note to teacher: You will revisit this idea in Task 1.3.
