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Lesson Plan 1 – Dealing with Anger
COMMON CORE STANDARDS
Reading: Literature
CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly
and when drawing inferences from the text.
CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text,
including how characters in a story or drama respond to challenges or how the speaker in a poem reflects
upon a topic; summarize the text.
CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or
drama, drawing on specific details in the text (e.g., how characters interact).
Reading: Foundation Skills
CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding
words.
CCSS.ELA-Literacy.RF.5.4 Read with sufficient accuracy and fluency to support comprehension
Writing
CCSS.ELA-Literacy.W.5.3 Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
Language
CCSS.ELA-Literacy.L.5.1 Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
CCSS.ELA-Literacy.L.5.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
CCSS.ELA-Literacy.L.5.3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
CCSS.ELA-Literacy.L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
Speaking and Listening
CCSS.ELA-Literacy.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and
expressing their own clearly.
CCSS.ELA-Literacy.SL.5.2 Summarize a written text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally.
Math: Number and Operations in Base Ten
CCSS.Math.Content.5.NBT.A.3 Read, write, and compare decimals to thousandths.
OBJECTIVES
Social Skills
The student will learn the importance of recognizing when he or she is upset to help stay in control.
The student will learn the importance of using a specific calming technique to help stay in control.
The student will learn the importance of thinking helpful thoughts to help stay in control.
The student will learn that situations do control them. It is their thoughts that that help them to stay in
control.
The student will learn the importance of thinking about his or her choices and consequences before acting
to help stay in control.
The student will learn that there is a positive or negative consequence based on every one of their actions.
Reading
The student will learn to read a paragraph to find the answer to a specific question.
The student will read a paragraph to predict an outcome.
The student will read a paragraph to determine the main idea.
The student will read a paragraph to note specific details.
The student will read a paragraph to draw conclusions.
The student will read a paragraph to sequence events.
The student will use a dictionary to look up a specific word.
The student will use the context of the sentence to determine the meaning of a specific word.
The student will learn about cause and effect relationships.
The student will read a paragraph and then put events in chronological order.
The student will learn to decode words with the long a sound.
The student will learn to spell words with the long a sound.
The student will fluently read 108 words (phrases) in one minute.
The student will fluently read 192 words (story) in one minute.
Language Arts
The student will learn to write answers to questions in complete sentences.
The student will learn to write answers to questions that start with a capital letter and end with a period.
The student will learn to identify the different parts of speech.
The student will learn to correct errors in capitalization, punctuation, spelling, and usage.
The student will learn to write their own situation and with three alternative endings.
Math
The student will learn to write numbers with decimals in standard form, expanded form, and word form.
The student will learn how to order numbers with decimals.
The student will learn how to determine if numbers with decimals are equivalent.
ESSENTIAL QUESTIONS
Social Skills
Does Tom have a choice on how he is going to handle this situation? (Situation)
If Tom chooses to pout and ignore Ms. James, will that help him get a new bowl of flakes? (Passive
Ending)
If Tom chooses to take his anger out on Blake, will that help him get a new bowl of flakes? (Aggressive
Ending)
How did Tom recognize he was getting upset? (Assertive Ending)
How did Tom calm himself down?
How did Tom act assertive or GLAD I Am in Control?
How did acting assertive or GLAD I Am in Control work out well for Tom?
Reading
What is the setting of the situation?
Who are the main characters in the situation?
What is the conflict in the situation?
Is this conflict internal or external?
What is the difference between cause and effect?
How do you determine chronological order?
Math
What is the difference between standard form, expanded form, and word form?
When given two numbers, how do I determine which number is larger?
When given two numbers, how do I determine if the numbers are equivalent?
Language Arts
What is a noun?
What is a verb?
What is an adjective?
What is a preposition?
Which words in a sentence should be capitalized?
How should was or were be used in a sentence?
VOCABULARY
Social Skills
Assertive, passive, aggressive
Reading
Rage, setting, ignored, cause, effect, chronological order
Math
Standard form, expanded form, word form, equivalent
Language Arts
Noun, verb, adjective, preposition
ACTIVITIES
Social Skills
Page 5, 6, 7, 8, 9, 15
Reading
Page 5, 6, 7, 8, 9, 10, 11, 12, 13, 14
Language Arts
Page 13, 14, 15
Math
Page 16, 17, 18, 19, 20, 21, 22
ASSESSMENTS
Social Skills / Reading / Language Arts / Math
Page 23 (Pre-Test), 24 (Post-Test)
LESSON 1: READING / SOCIAL SKILLS: SITUATION: Read and answer
questions in complete sentences.
Situation
My name is Tom. My day started out like any other day, the same. I walked from the bus to the
cafeteria to have breakfast. After I got my bowl of milk and plate of flakes, I started to walk to
my table. All of sudden, a classmate of mine named Blake ran into me. My flakes went flying
everywhere. I was in a rage!
1. What do you think will happen next? _____________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Why was Tom in a rage? _______________________________________________________
______________________________________________________________________________
__________________________________________________________________
3. What was Tom going to have to eat for breakfast? __________________________________
______________________________________________________________________________
______________________________________________________________________________
4. How did Tom get to school that morning? _________________________________________
______________________________________________________________________________
LESSON 1: READING / SOCIAL SKILLS: PASSIVE ENDING: Read and answer
questions in complete sentences.
Passive (Sad) Ending
I was in a rage! However, I felt like I was the one who made a mistake because I was in
Blake’s way. This must be entirely my fault. Consequently, I decided to go over to my table
and pout. The cafeteria manager, Ms. James, came over to see what happened, but I just
ignored her and kept my head down. When she nicely asked me to clean up my flakes, I
continued to ignore her. She sternly told me that this was no way to behave in her cafeteria and
then went over to her phone to make a call.
1. Where did Tom go to pout? _____________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. How do you know Ms. James might not be too happy with Tom? ______________________
______________________________________________________________________________
______________________________________________________________________________
3. What were Tom’s unhelpful thoughts? ____________________________________________
______________________________________________________________________________
______________________________________________________________________________
PREDICTING OUTCOMES: Read and circle the correct answer.
4. After Tom puts his head down to pout, what is likely to happen next?
a. Tom will finish his breakfast.
b. Blake will start crying.
c. Tom will receive a consequence from his teacher or the principal.
LESSON 1: READING / SOCIAL SKILLS: AGGRESSIVE ENDING : Read
and answer questions in complete sentences.
Aggressive (Bad) Ending
I was in a rage! How dare he knock my flakes off my plate! Filled with hate toward
Blake, I started to shake. What I did next was a major mistake. I called him a name and
pushed him in the chest. He took off running and I started to chase him. I ran around the
cafeteria like a wild snake chasing a mouse. Before I could get to Blake, Ms. James grabbed
my arm. She sternly told me that this was no way to behave in her cafeteria and then went over
to her phone to make a call.
1. Who do you think Ms. James is calling? ___________________________________________
______________________________________________________________________________
2. What happened after Tom called Blake a name and pushed him in the chest? _____________
______________________________________________________________________________
______________________________________________________________________________
3. How did Tom act aggressive toward Blake? ________________________________________
______________________________________________________________________________
______________________________________________________________________________
NOTING DETAILS: Read and circle the correct answer.
4. What animal does Tom look like while he is running around the cafeteria?
a. mouse
b. cat
c. snake
DRAWING CONCLUSIONS: Read and circle the correct answer.
5. How do you think Ms. James feels about the start of her day?
a. She is happy with the start of her day.
b. She is really tired this morning.
c. She is disappointed with the start of her day.
LESSON 1: READING / SOCIAL SKILLS: ASSERTIVE ENDING : Read and
answer questions in complete sentences.
Assertive (GLAD I Am in Control) Ending
I was in a rage! How dare he knock my flakes off my plate! Filled with hate toward Blake, I
started to shake. Fortunately, I recognized that I was getting upset. That is when I decided to
give myself time to relax by calming down by taking some deep breaths to clear my head. I then
let myself think positive thoughts by telling myself to stay calm because this isn’t anything that
should ruin my day. I then analyzed my choices and consequences. I could put my head down
and pout, but that won’t do any good. I could get mad at Blake, call him names, and push him.
However, I would get into a lot of trouble for that. I think my best choice is to calmly ask Blake
to be more careful next time. So after some quick self-talk, I did the right thing by calmly asking
Blake to be more careful next time. He said he was sorry and then he helped me clean up my
flakes. Ms. James saw what happened and how I handled it. She surprised me by giving me a
chocolate doughnut with my flakes.
1. How did Tom know he was getting upset? _________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What did Tom do to get out of his rage? __________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. What good thing happened to Tom because he decided to stay calm? ___________________
______________________________________________________________________________
______________________________________________________________________________
4. What is the setting of this story? _________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________
LESSON 1: READING / SOCIAL SKILLS: ASSERTIVE ENDING : Continued
MAIN IDEA: Read and circle the correct answer.
5. What would be a good name for this paragraph?
a. Tom Decides to Calm Down
b. Tom Spills His Milk
c. Blake is a Trouble Maker
SEQUENCING: Read and circle the correct answer.
6. What happened after Tom started to shake?
a. Blake said he was sorry.
b. Tom took some deep breaths.
c. Tom calmly asked Blake to be more careful.
LESSON 1: READING / PHONICS: LONG A: Read the words in the box.
rage name same plate flakes classmates
Blake mistake James came behave hate
shake chase snake
SPELLING: LONG A: Dictate the words and sentences.
1. name 2. plate 3. mistake 4. came 5. chase
6. Blake made a bad mistake.
7. The snake ate the flakes off my plate.
LESSON 1: READING / FLUENCY: PHRASES: Read as many words as possible in 1
minute to the teacher.
my name is like any other out the same
from the bus after I got I started to
ran into me I was in I felt like
I made a I thought to how come I
I decided to over to my when the lady
came over to to see what kept my head
when she asked clean up my went over to
started to shake what I did I called him
in the chest he took off I could get
she told me was no way to calm down
I was getting clear my head put my head
my best choice trouble for that be more careful (108)
Attempt #1 - _____ WPM & _____ Errors Attempt #2 - _____ WPM & _____ Errors
Attempt #3 - _____ WPM & _____ Errors Attempt #4 - _____ WPM & _____ Errors
Attempt #5 - _____ WPM & _____ Errors Attempt #6 - _____ WPM & _____ Errors
Attempt #7 - _____ WPM & _____ Error Attempt #8 - _____ WPM & _____ Errors
Attempt #9 - _____ WPM & _____ Errors Attempt #10 - _____ WPM & _____ Errors
LESSON 1: READING / FLUENCY: STORY: Read as many words as possible in 1
minute to the teacher.
I was in a rage! How dare he knock my flakes off my plate! Filled with
hate toward Blake, I started to shake. Fortunately, I recognized that I was getting
upset. That is when I decided to give myself time to relax by calming down by
taking some deep breaths to clear my head. I then let myself think positive
thoughts by telling myself to stay calm because this isn’t anything that should ruin
my day. I then analyzed my choices and consequences. I could put my head down
and pout, but that won’t do any good. I could get mad at Blake, call him names,
and push him. However, I would get into a lot of trouble for that. I think my best
choice is to calmly ask Blake to be more careful next time. So after some quick
self-talk, I did the right thing by calmly asking Blake to be more careful next time.
He said he was sorry and then he helped me clean up my flakes. Ms. James saw
what happened and how I handled it. She surprised me by giving me a chocolate
doughnut with my flakes. (192)
Attempt #1 - _____ WPM & _____ Errors
Attempt #2 - _____ WPM & _____ Errors
Attempt #3 - _____ WPM & _____ Errors
Attempt #4 - _____ WPM & _____ Errors
Attempt #5 - _____ WPM & _____ Errors
Attempt #6 - _____ WPM & _____ Errors
Attempt #7 - _____ WPM & _____ Errors
Attempt #8 - _____ WPM & _____ Errors
Attempt #9 - _____ WPM & _____ Errors
Attempt #10 - _____ WPM & _____ Errors
LESSON 1: READING / LANGUAGE ARTS
DICTIONARY SKILLS: Define the word rage.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
CONTEXT CLUES: Read the sentence to decide the meaning of the underlined word.
When the lunch lady, Ms. James, came over to me to see what happened, I just ignored her and
kept my head down.
Ignored means: A) laugh at B) pay no attention to C) helped
*Using at least 8 words, write an original sentence with the word ignored.
______________________________________________________________________________
__________________________________________________________________
PARTS OF SPEECH: A noun is a person, place, thing, or idea. A verb shows action or state of being and
tells what the subject is or does. An adjective is a word that is used to modify a noun or a pronoun. A preposition
is a word that shows the relationship between a noun or a pronoun and another word in the sentence. Underline the
nouns in each sentence. The number in ( ) tells how many nouns there are in each sentence.
1. Tom walked from the bus to the cafeteria to have breakfast. (4)
*What did Tom do? __________________________ (verb)
2. The boy ran around the cafeteria like a wild snake chasing a mouse. (4)
*What did the boy do? _______________________ (verb)
* What word modifies snake? _____________________ (adjective)
*Where did the boy run in the cafeteria? ____________________ (preposition)
LESSON 1: READING / LANGUAGE ARTS: Continued
USAGE AND MECHANICS: Correct all errors in capitalization, punctuation, spelling, and usage. The
number in ( ) tells how many errors are in each sentence.
1. how dare he nock my flake of my plate (5)
______________________________________________________________________________
______________________________________________________________________________
2. i were filled with hat toward Blake (4)
______________________________________________________________________________
______________________________________________________________________________
READING SKILLS PRACTICE: CAUSE AND EFFECT: The cause is why something happened
and the effect is what happened as a result.
1. CAUSE: Blake ran into Tom in the cafeteria.
EFFECT: _____________________________________________________________________
______________________________________________________________________________
2. CAUSE: Tom kept his head down and ignored Ms. James.
EFFECT: _____________________________________________________________________
_____________________________________________________________________________________________
CHRONOLOGICAL ORDER: Place the following events in chronological order. Reread the “Situation”
story to see in what time-order they occurred.
1. Blake ran into Tom. ________
2. Flakes went flying everywhere. _______
3. Tom got a bowl of milk and a plate of flakes. ______
4. Tom walked from the bus to the cafeteria. _______
5. Tom was in a rage. _______
LESSON 1: LANGUAGE ARTS / SOCIAL SKILLS: BEHAVIOR CHART: Discuss with your teacher the three ways Tom could have handled the situation.
Remember: Situations do not control you. You are in control of yourself. You can always
choose to be GLAD I Am in Control.
SITUATION: Blake ran into Tom in the cafeteria. Tom’s flakes went flying everywhere.
GLAD I Am in Control Tom Sad / Bad Tom
↓ ↓
G: Give Yourself Time to Relax Did Not Calm Down
-Taking deep breaths
↓ ↓
L: Let Yourself Think Positive Thoughts Uses Negative Self-Talk:
-Stay calm Tom. You can handle this. Unhelpful Thoughts
-This isn’t anything that should ruin my day. -This is all my fault.
-I hate Blake.
↓ ↓
A: Analyze Your Choices and Consequences Does Not Think About His Choices and
-I can put my head down and pout. Consequences
-I can push Blake in the chest.
-I can ask Blake to be more careful.
↓ ↓
D: Do the Right Thing Acts Out His Sad or Bad Choice
-To ask Blake to be more careful -To put head down and pout
-To push and chase Blake
↓ ↓
Tom Receives Positive Consequences Tom Receives Negative Consequences
-Blake helps him clean up. -Ms. James made a call.
-He gets a chocolate doughnut.
1. How did Tom calm himself down? _______________________________________________________
2. What were Tom’s helpful thoughts? ______________________________________________________
3. What was Tom’s GLAD I Am in Control choice? _______________________________________________
4. What was Tom’s positive consequence for acting out his glad I am in control choice? _______________
5. On another piece of paper or a behavioral journal, write a rough draft about a time when someone made you angry
in the cafeteria. Write your own situation and three alternative endings (sad, bad, and GLAD I Am in Control).
After you write, role-play your story.
LESSON 1: MATH PROBLEM SOLVING: EXAMPLES:
1. Tom lives 347.231 feet from his school. Write this number in standard form, expanded
form, and word form.
A. The number 347.231 written in standard form is 347.231.
B. The number 347.231 written in expanded form is 300 + 40 + 7 + 0.2 + 0.03 + 0.001.
C. The number 347.231 written in word form is three hundred forty-seven and two hundred
thirty-one thousandths.
2. During the first week of school, the cafeteria manager ordered 5,891 cartons of milk.
During the second week of school, the cafeteria manager ordered 5,819 cartons of milk.
Which week did the cafeteria manager order more cartons of milk? Explain.
A. In order to solve this problem, you need to determine which number is the largest.
B. The cafeteria manager ordered more milk the first week of school.
C. This is because in the number 5,891, there is a 9 in the tens place which would make 90.
D. In the number 5,819, there is only a 1 in the tens place which would make only 10.
3. It took Tom 15.2 seconds to run from his seat to the stage. It took Blake 15.20 seconds to
run his seat to the stage. Are the two times equivalent? Explain.
A. In order to solve this problem, you need to compare the two numbers to see if they are equivalent
(equal).
B. Yes, the two numbers are equivalent (equal).
C. Both numbers have a 1 in the tens place, a 5 in the ones place, and a 2 in the tenths place. The 0 in the
second number could be removed if needed to just make 15.2.
4. From Tom’s house to the bus stop is 45.076 feet. From Blake’s house to the bus stop is
45.067 feet. Which boy’s house is closer to the bus stop? Explain.
A. In order to solve this problem, you need to determine which number is the smallest. That is because
the smaller the number, the closer the house is to the bus stop.
B. Blake’s house would be the closest to the bus stop.
C. Both numbers are the same until the hundredths place. Tom’s number has a 7 in the hundredths place.
Blake’s number has a 6 in the hundredths place. Since 6 is smaller than 7, this is why Blake’s house
is closer to the bus stop than Tom’s house.
LESSON 1: MATH PROBLEM SOLVING 1: Solve and write answers in complete
sentences.
1. Tom lives 425.132 feet from his school. Write this number in standard form, expanded
form, and word form.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. During the first week of school, the cafeteria manager ordered 4,321 cartons of milk.
During the second week of school, the cafeteria manager ordered 4,312 cartons of milk.
Which week did the cafeteria manager order more cartons of milk? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. It took Tom 12.8 seconds to run from his seat to the stage. It took Blake 12.80 seconds to
run his seat to the stage. Are the two times equivalent? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. From Tom’s house to the bus stop is 62.016 feet. From Blake’s house to the bus stop is
62.061 feet. Which boy’s house is closer to the bus stop? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
LESSON 1: MATH PROBLEM SOLVING 2: Solve and write answers in complete
sentences.
1. Tom lives 345.094 feet from his school. Write this number in standard form, expanded
form, and word form.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. During the first week of school, the cafeteria manager ordered 7,783 cartons of milk.
During the second week of school, the cafeteria manager ordered 7,837 cartons of milk.
Which week did the cafeteria manager order more cartons of milk? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. It took Tom 16.07 seconds to run from his seat to the stage. It took Blake 16.70 seconds
to run his seat to the stage. Are the two times equivalent? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. From Tom’s house to the bus stop is 78.907 feet. From Blake’s house to the bus stop is
78.970 feet. Which boy’s house is closer to the bus stop? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
LESSON 1: MATH PROBLEM SOLVING 3: Solve and write answers in complete
sentences.
1. Tom lives 206.863 feet from his school. Write this number in standard form, expanded
form, and word form.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. During the first week of school, the cafeteria manager ordered 5,567 cartons of milk.
During the second week of school, the cafeteria manager ordered 5,576 cartons of milk.
Which week did the cafeteria manager order more cartons of milk? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. It took Tom 13.2 seconds to run from his seat to the stage. It took Blake 13.02 seconds to
run his seat to the stage. Are the two times equivalent? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. From Tom’s house to the bus stop is 78.714 feet. From Blake’s house to the bus stop is
78.174 feet. Which boy’s house is closer to the bus stop? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
LESSON 1: MATH PROBLEM SOLVING 4: Solve and write answers in complete
sentences.
1. Tom lives 906.713 feet from his school. Write this number in standard form, expanded
form, and word form.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. During the first week of school, the cafeteria manager ordered 12,894 cartons of milk.
During the second week of school, the cafeteria manager ordered 12,849 cartons of milk.
Which week did the cafeteria manager order more cartons of milk? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. It took Tom 19.9 seconds to run from his seat to the stage. It took Blake 19.90 seconds to
run his seat to the stage. Are the two times equivalent? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. From Tom’s house to the bus stop is 78.090 feet. From Blake’s house to the bus stop is
78.009 feet. Which boy’s house is closer to the bus stop? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
LESSON 1: MATH PROBLEM SOLVING 5: Solve and write answers in complete
sentences.
1. Tom lives 102.034 feet from his school. Write this number in standard form, expanded
form, and word form.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. During the first week of school, the cafeteria manager ordered 18,893 cartons of milk.
During the second week of school, the cafeteria manager ordered 13,893 cartons of milk.
Which week did the cafeteria manager order more cartons of milk? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. It took Tom 23.07 seconds to run from his seat to the stage. It took Blake 23.7 seconds to
run his seat to the stage. Are the two times equivalent? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. From Tom’s house to the bus stop is 124.096 feet. From Blake’s house to the bus stop is
421.096 feet. Which boy’s house is closer to the bus stop? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
LESSON 1: MATH PROBLEM SOLVING 6: Solve and write answers in complete
sentences.
1. Tom lives 678.853 feet from his school. Write this number in standard form, expanded
form, and word form.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. During the first week of school, the cafeteria manager ordered 7,009 cartons of milk.
During the second week of school, the cafeteria manager ordered 7,090 cartons of milk.
Which week did the cafeteria manager order more cartons of milk? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. It took Tom 22.3 seconds to run from his seat to the stage. It took Blake 22.30 seconds to
run his seat to the stage. Are the two times equivalent? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. From Tom’s house to the bus stop is 77.514 feet. From Blake’s house to the bus stop is
77.541 feet. Which boy’s house is closer to the bus stop? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
LESSON 1: PRE-TEST
A. Phonics: _____ out of 15 = _____% B. Spelling: _____ out of 7 = _____%
C. Fluency: Phrases: _______ out of 108 words in _____ seconds with _____ errors
D. Fluency: Story: ________ out of 192 words in ______ seconds with ______ errors
E. Social Skills Comprehension: _______ out of ____ = _____%
1. What would you do if you were walking in the cafeteria and another student ran into
you and knocked all your food onto the floor?
___________________________________________________
___________________________________________________
___________________________________________________
F. Math Problem Solving: ______ out of 2 = _____%
1. Tom lives 782.814 feet from his school. Write this number in standard form, expanded
form, and word form.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. During the first week of school, the cafeteria manager ordered 8,734 cartons of milk.
During the second week of school, the cafeteria manager ordered 8,374 cartons of milk.
Which week did the cafeteria manager order more cartons of milk? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
LESSON 1: POST-TEST
A. Phonics: _____ out of 15 = _____% B. Spelling: _____ out of 7 = _____%
C. Fluency: Phrases: _______ out of 108 words in _____ seconds with _____ errors
D. Fluency: Story: ________ out of 192 words in ______ seconds with ______ errors
E. Social Skills Comprehension: _______ out of ____ = _____%
1. What would you do if you were walking in the cafeteria and another student ran into
you and knocked all your food onto the floor?
___________________________________________________
___________________________________________________
___________________________________________________
F. Math Problem Solving: ______ out of 2 = _____%
1. Tom lives 782.814 feet from his school. Write this number in standard form, expanded
form, and word form.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. During the first week of school, the cafeteria manager ordered 8,734 cartons of milk.
During the second week of school, the cafeteria manager ordered 8,374 cartons of milk.
Which week did the cafeteria manager order more cartons of milk? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________