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Activities
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Outcomes/Indicators
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Activity 1A
(Option A)
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Political Systems
At the outcome level.
Peoples of the Nation & World
At the outcome level.
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Activity 1B
(Option A)
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Skills & Processes (4-5)
Obtain, interpret, organize and use print and non-print sources of information such as pictures, graphics, maps, globes, and artifacts.
Make and analyze decisions and reflect on the results.
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Activity 1A
(Option B)
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Political Systems
At the outcome level.
Peoples of the Nation & World
At the outcome level.
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Activity 1B
(Option B)
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Writing to Inform
Demonstrate ability to write effectively to inform by developing and organizing facts to convey information. In this way, students will create meaning
for themselves and others.
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Activity 1C
(Option B)
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Reading to be Informed
Demonstrate ability to construct, extend and examine meaning and gather information to prepare to make a selection. |
Activity 2A
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Skills & Processes
Participate in a group in a variety of roles, such as leader, follower, member, encourager, facilitator, and recorder.
Political Systems
At the outcome level.
Peoples of the Nation & World
At the outcome level.
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Activity 2B
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Do not score.
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Activity 3A
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Understandings & Attitudes (K-3)
Propose rules that promote order and fairness in various situations.
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Activity 3B
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Skills & Processes (4-5)
Make and analyze personal decisions and reflect on the results.
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Activity 4
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Reasoning
Determine operation needed.
Computation
Solve problems involving money.
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Activity 5
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Reading to Perform a Task
Demonstrate ability to construct extend and examine meaning by using text-based support and personal information to make an informed choice.
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Activity 6
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Reading to Perform a Task
Demonstrate ability to construct, extend and examine meaning by using text-based support and personal information to make an informed choice.
Writing to Inform
Demonstrate ability to write effectively to inform by developing and organizing facts to convey information. In this way, students
will create meaning for themselves and others.
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Activities 7A & B
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Skills & Processes (6-8)
Analyze situations to determine what group action is required and demonstrates skills needed to move a group to action.
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Activity 8
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Writing to Persuade
Demonstrate ability to write effectively to persuade by selecting and organizing relevant information, establishing an argumentative purpose, and by
designing an appropriate strategy for an identified audience. In this way, students will establish and support a meaningful position.
Language Usage
Demonstrate ability to write effectively by considering correctness, completeness, and appropriateness and by making conscious language
choices that create style and tone and affect reader response. In this way, students will focus on sentence form, word choice, grammar, usage, punctuation,
capitalization, and spelling.
Skills & Processes (4-5)
Make and analyze personal decisions and reflect on the results.
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Activity 9
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Skills & Processes (4-5)
Make and analyze personal decisions and reflect on the results.
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Activity 10
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Do not score.
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Activity 11
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Statistics
Collect data.
Economics (4-5)
Describe the relationship of supply and demand to the production and consumption of goods and services.
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Activity 12
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Statistics
Collect and organize data.
Skills & Processes
Obtain, interpret, organize and use information from reading, asking questions, observing and listening.
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Activities 13A & B
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Statistics
Collect data.
Communication
Justify a solution.
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Activity 14
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Statistics
Collect and organize data.
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Activity 15
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Economics (4-5)
Describe the relationship of supply and demand to the production and consumption of goods and services.
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Activities 16A & B
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Computation
Solve problems using money.
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Activity 16C
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Economics (4-5)
Describe the relationship between available resources and the production of goods and services.
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Activities 17A & B
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Economics (4-5)
Describe the relationship of supply and demand to the production and consumption of goods and services.
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Activity 17C
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Problem Solving
Plan a solution to a problem.
Communication
Explain a solution to a problem.
Economics (4-5)
Describe the relationship of supply and demand to the production and consumption of goods and services.
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Activity 18
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Writing to Persuade
Demonstrate ability to write effectively to persuade by selecting and organizing relevant information, establishing an argumentative purpose, and by
designing an appropriate strategy for an identified audience. In this way, students will establish and support a meaningful position.
Language Usage
Demonstrate ability to write effectively by considering correctness, completeness, and appropriateness and by making conscious language choices
that create style and tone and affect reader response. In this way students will focus on sentence form, word choice, grammar, usage, punctuation,
capitalization, and spelling.
Skills & Processes
At the outcome level.
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Activity 19
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Skills and Processes (6-8)
Analyze situations to determine what group action is required and demonstrate skills needed to move a group to action.
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Activity 20
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Do not score.
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General Information.
The overall purpose of this instructional task is to develop
mathematics, social studies, reading and writing skills, and to provide examples of content
integration of these disciplines.
As indicated in the overview, this exemplar is designed to give the teacher flexibility
in making instructional decisions. Activities may be added, deleted or altered based on the
needs, abilities and interests of the students. Instruction may be required throughout the task,
depending on student mastery of the appropriate Maryland Learning Outcomes.
This exemplar includes many activities which can be done in groups.
Introduction
Have students read the introduction independently. When they finish, answer any
questions they might have. If you decide to alter the task, make sure the introduction reflects
your instructional decisions.
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| | Activity 1.
Two options have been provided for your consideration. Option B offers the
opportunity to reinforce student mastery of Reading to Be Informed and Writing to Inform.
In this option, the opportunity to read brochures is an authentic source of reading for
information. If your students have never had an opportunity to read a brochure it is important
that you model how to do so. Begin with pointing out text features that can include maps,
diagrams, subheadings, reading columns, and sequence of reading as well as highlighting
information and seeking additional sources to fill in or provide more specific information.
Reading brochures allows readers to engage and respond to expository text. Brochures are
usually written at a level which most fifth and sixth graders can handle with little difficulty.
Reading a brochure may not give students enough information. Once they have
finished their initial search, they must evaluate whether or not they need more information.
If more materials are needed, sources such as the Internet, travel books, encyclopedias,
periodical articles or other informational sources located in the library can and should be used.
Questions should be asked to guide the search and keep students on task.
More information related to developing skills in Reading for Information can be found
in the Appendix, p. 147.
Teachers may need to provide a letter form for each of the students.
Option A. |
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| | Step A.
Divide students into groups of 4-5 students.
Provide each group with a map of Maryland.
Step B.
Duplicate the Class Trip Worksheet and give all groups the same
number of sheets as there are members. Have students use textbooks/media sources to gather
additional information about the selected sites. This could be a wonderful opportunity for
both you and your students to explore with your school media specialist how to gather source
information. Do not forget to include Internet, if available in your school. When students
have completed the information search, have them work in their groups to fill out a worksheet
for each site.
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| | Step A.
Divide
students into groups of 4-5 students. Provide each group with a map of Maryland.
Step B.
Provide students with addresses of sites to write for information. Make sure each student has chosen a specific site.
Allow time for students to write the letters and mail them. Make sure they have received responses before continuing the task. You may need
to have additional brochures for those students who did not receive responses.
Step C.
Refer to the information above related to the reading of brochures. A
sample question may be “After reading this brochure, do you feel that you would be interested
in visiting this site? Use information from what you have just read to support your answer.”
Once students have completed the Reading to Be Informed activities, have each student
complete a Class Trip Worksheet.
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| | Step A.
Allow groups to work independently to select one site they think the class
should visit. This will provide an opportunity for group decision making and consensus
building.
Step B.
Have a procedure for groups to present their choice of a site, and their
reasoning, to the class.
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| | Step A.
Have students respond individually.
Step B.
Chose a method for the class to use to make a decision. This could include
voting, teacher decision, consensus building, class discussion, etc.
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Activity 4.
Provide as much or as little direction as students need to be successful in completing
this activity. You may have the students do the activity independently or in groups. You may
want to brainstorm basic cost categories or give them some costs, such as buses, food, etc.
Activity 5.
Provide copies of the recipe resources for each student.
Reading recipes is an authentic activity to have students do to demonstrate Reading
to Perform a Task. Reading to Perform a Task requires students to read sets of directions.
The ultimate purpose for reading these recipes is to determine if the recipes can be followed
and if they could complete the recipes in their classroom. Another purpose for reading the
recipes is to see if they can do a cost analysis to help determine what cookies to make to
guarantee a profit. If students have never read recipes before, you should model how one
prereads effectively by skimming, paying close attention to the measurements, steps,
illustrations, and the actual procedure.
Global understanding questions should encourage students to identify the organization
of the directions. Students should be able to paraphrase with accuracy what they must do to
complete the task. These activities allow the teacher to assess the students initial
understanding.
Developing interpretation is an opportunity for the student to revisit the text in order
to verify, clarify, or revise their understanding of the procedures they have read. Students can
be asked questions that encourage them to relate steps in relationship to the whole activity.
Any question that helps them extend their initial understanding and requires them to reread
would be appropriate.
Personal response questions provide the best opportunity for students to explain their
choice of recipes for the “(no)bake sale.” Personal response questions require students to use
their own background knowledge and information from what they just read to make a
statement. Allowing students an opportunity to revisit the text to make such a
recommendation requires them to examine their initial understanding and enhance their
meaning of the texts they have read.
Critical stance questions serve as a way for students to critique the way the author
wrote and presented the material. Have the students reread with the purpose of looking at
how well the directions are written. Activities that ask students to explain how the directions
could be improved, or if they need to be improved, or what the author did to make the
directions easier to read help them examine meaning.
More information related to developing skills in Reading to Perform a Task can be
found in the Appendix.
Activity 6.
This is a personal response question that serves as a purpose for reading. Students
should be given adequate time to respond to the question. This activity was selected as an
example for scoring.
Activity 7.
Have students return to their original groups through Activity 8.
Activity 8.
Refer to the Appendix for information related to the writing process.
Activity 9.
Refer to Teacher Directions for Activity 3B.
Activity 10.
For this activity, you may want to have parents or others help you to guide the
students through the process and to help them clean up. Please note that several recipes call
for the use of a hot plate and, therefore, safety must be a primary consideration.
Activity 11, 12, 13 & 14.
Students undertake creating, conducting, tabulating and interpreting a survey. You
need to make decisions about how to approach this project, depending on the needs and prior
knowledge your students. Keep the following in mind:
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The survey should consider representative and sufficient sampling. Encourage students to phrase their questions carefully. In-depth instruction may
be required, depending on student prior knowledge.
Decide how and when the survey should be administered. If possible, allow
students to administer the survey outside of the class.
It may be a good idea to provide a chart to record and/or tally the survey
information. Students might create a supply/demand graph
Students need to remember how much money they need for the trip.
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Activity 16.
Provide as much or as little direction as students need to be successful in completing
this activity.
Activity 17.
Students need to have a working knowledge of supply and demand in order to
complete this activity.
Activity 18.
Refer to the Appendix for information related to the writing process.
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| | Activity 1 (Option A):
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Highway maps of Maryland or scenic
route maps of Maryland (may be obtained
from the Maryland Department of Transportation)
Step B:
Five(5) copies of Class Trip Worksheet for each group
Materials on sites in Maryland such as textbooks, brochures, media center
sources, Internet, etc.
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| | Activity 1 (Option B):
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| | | Step A:
Highway maps of Maryland or scenic route maps of Maryland (may be obtained
from the Maryland Department of Transportation)
Step B:
Materials on sites in Maryland such as: textbooks, brochures, media center
sources, Internet, etc.
Addresses of sites (contact Maryland Office of Tourism)
Step C:
Copy of Class Trip Worksheet for each student
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| | Activity 5.
Copies of recipes for each student
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| | Activity 10:
Based on the class decision of the three recipes to use, the teacher and/or students
will need to provide the necessary ingredients and materials.
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Paper
Depending on teacher's choices, students may need tally chart, etc.
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These activities may take place over several days or weeks, or one or more sections
only may be done in a shorter time.
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| | Activity 1: | One-two class periods |
| | Activities 2 & 3: | One class period |
| | Activity 4 | One class period |
| | Activities 5 & 6: | One-two class periods |
| | Activity 7: | 20 minutes |
| | Activity 8: | 60 minutes |
| | Activity 9: | 15 minutes |
| | Activity 10: | One class period |
| | Activity 11: | One class period |
| | Activities 12 & 13: | One class period |
| | Activity 14: | Outside class time |
| | Activity 15: | 15 minutes |
| | Activity 16: | Two class periods |
| | Activity 17: | 30 minutes |
| | Activity 18: | 45 minutes |
| | Activity 19: | One class period |
| | Activity 20: | Two or more days |
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(114k) Acrobat
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Assessment of reading comprehension in the classroom is ongoing and requires minimal work for the teacher. The process of evaluating reading lies in the teacher's ability to craft questions that require students to demonstrate comprehension.
Use of stance questions as indicators of reading achievement can and should be part of day-to-day instruction. One of the most effective means for assessing student work is to create a portfolio that includes samples of written responses to reading questions and/or audio tapes of discussion groups. See the Appendix for information on portfolios, pp. 153-155.
Scoring such questions relies on a scoring key that has text-specific indicators to guide the evaluator.
In this task, any of the stance questions could serve as an indicator of student performance in reading, but the most important question is one that is established in the student's initial purpose for reading. |
Activity 6. Write a recommendation to the class on which three recipes the class should choose for the sale. Make sure you explain why you think the recipes you chose are the best ones for the (no)bake sale.
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Students are directed to write a response that gives evidence that they read the recipes and they made their choice based on what they know and what they read.
In this particular activity, the students need to select three recipes and provide a reasonable explanation using information from the text as well as from their background knowledge. |
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Sample Response. |
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I have chosen Peanut Butter Balls, Easy Chocolate Nut Drops, and Marshmallow Bars for the NoBake Sale. I selected these three recipes for several reasons. The Peanut Butter Balls have easy directions and are a healthier snack because they use dried milk, honey and peanut butter. The Easy Chocolate
Drops are a little harder to make, but have
chocolate marshmallows and nuts, and most of my friends love chocolate. The marshmallow bars are a great choice because they will be cheaper to make because they use cereal.
All these recipes use different ingredients so we would have a variety of items to sell. I thought each recipe would be something that my friends would like to eat so they would buy them. I think that we could make lots of these cookies in a short period of time. I think we will have fun making them
and that we will make a lot of money for our trip.
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