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’s an x-ray? How did the x-ray help the doctor?” (Elicit: X-rays are photos of our bones. An x-ray can show the doctor exactly where the bone is broken.) Show the pictures on page 15. PAGES 16 AND 17 Read the text on page 16. Ask “What does it mean that your bones grow longer as you grow taller?” (Elicit: When we were babies our bones were shorter than they are now. And our bones are shorter now than they will be when we are grown up.) Show the illustration on page 17. Say “Yes! You are right! The illustrator has drawn us four pictures to communicate/show us this very idea.” PAGE 18 Read the entire page. Think aloud “So, some foods have something called calcium in them and those foods are very important to eat because they help our bones get strong.” Do not show the picture on page 19. Read the sentence “The butcher cut up a big soup bone for my mother.” Say “A butcher is someone who cuts up meat and works behind a meat counter at the grocery store.” Finish reading page 20 and to read page 21. STOP Optional: Show the children a bone that you collected from a butcher. You can have the butcher slice the bone so children can see the spongy core and marrow. Read the text on page 21. STOP Show the picture. Say “So this illustration shows the inside of a bone. Does anyone remember what the inside of a bone is called? (Elicit: Core—the inside of the bone is called its core. Teacher note: If the students cannot recall, reread the sentence and ask again.) Demonstration: Have an apple handy and cut it open to show the center. Say “This is called the apple’s core. The core is the inside of the apple. It contains seeds. In the same way, the core is what we call the inside of our bones. The core has something called marrow.” PAGES 22 TO 24
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.
