Iowa Core Assignment

1st grade literacy

• RL.1.9 Compare and contrast the adventures and experiences of characters in stories.
o Activity- The teacher will read two of the same type of books aloud. Like the 3
little pigs traditional and then a 3 little pigs fairy tale. Then split the students into
groups of 2-3. Each group will then work together to compare the two books.
They will use different colored sticky notes to write things that happened in the
stories and then in both. Each color of sticky note will need 2 ideas for each book
and then for both. Create sections on the white board so you can go through as a
class to see what others thought.
o Activity- Read an Elephant and piggy book aloud to the class. Then give them all
a Venn diagram. Have them use that to compare the adventure and experiences
of elephants and piggy in the book. Have them put at least 3 things in each of the
sections. Then go through it with all
the students together.

o
• W.1.7 Participate in shared research and writing projects
o Activity- For this activity, have the kids watch a variety of videos on how
butterflies form. Then have them fill out a paper of the steps the butterflies take.
Then have them use that sheet to create the storyline of the butterfly's life. They
then will make a craft for each part of the cycle that will be put together to give
them a little butterfly book. For the first step, you will just have them cut out a
leaf and then let them add on a bead which will stand for the egg. Then put that
into your book and have them add a sentence about what happens during that
step. The next step will have them use pom poms to make a caterpillar giving
them legs, eyes, and mouths. Once that page is done have them create the
chrysalis with a pipe cleaner branch, and a tissue paper cocoon. Then for the
butterfly use more tissue with a tiny close pin. When all the steps are
represented allow them to create and develop their cover page.
o Activity- Allow the kids to explore different types of how to books. Then give the
students a paper set up with empty boxes and then have them create their own
how to. Then once they are done let them share with the class. If you want to
 add more to it, you could then maybe have them tell you each step and you can
complete them. (This would take prep to make sure you have all the materials,
but it could happen the next day.) You could then have them gather the results
from the activity and then go back and make changes to their writing that they
think might help add more details.
• W.1.1 Write opinion pieces in which they introduce the topic or name the book they are
writing about, state an opinion, supply a reason for the opinion, and provide some sense
of closure.
o Activity- Have your students do a journal page. Ask them a question but give
them a starter for each thing. As for what your favorite animal is, these could be
your starters. My favorite animal is a... I like this animal because... That is why...
Giving them those will help them to see the structure of an opinion piece. If you
do it daily and give them a new question every day, it will help them grow their
writing skills and learn how to have stronger opinions. Once they get the hang of
it, have them write more reasonings or slowly take away the prompts or even
have them find their own way of writing their thinking.
o Activity- For this activity, it is a worksheet. The worksheet will have 3-5 different
opinions with 2 empty boxes next to each. Then at the bottom, you will have the
reasons for all the opinion the students will cut out (have some extra reasonings
for the other side). Go through the first one with them. For example, rob likes
soccer more than track. You will then have to look through the pieces to see
which ones fit. Like he can kick the ball and the score would be one, but he likes
to play on a court and w not. Once they found the two reasonings, have them
glue them onto the square.

o
• RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
▪ Distinguish long from short vowel sounds in spoken single-syllable words.
▪ Orally produce single-syllable words by blending sounds (phonemes),
including consonant blends.
 ▪ Isolate and pronounce initial, medial vowel, and final sounds (phonemes)
in spoken single-syllable words.
▪ Segment spoken single-syllable words into their complete sequence of
individual sounds (phonemes).
o Activity- Play a game. This is going to be an easy way that you can have fun and
reach all types of learners. For this game you can do a variety of ways to test
different sounds and blends. For this one you would have a board with spaces
and then a die. They have cvc words and they will name the vowel and if it is
short or long. If they get it correct, they will roll a die and move that many spaces
and whoever reaches the end first wins.
o Activity- This activity is super simple but will help them with their ability to say
and write the common cvc words. This activity has images that they will have to
use to write out that word. While they are doing this, they will have to identify
the beginning, middle, and ending sounds. They should be able to tap the words
to find out the sounds. Recognizing the letters that match the sound is a big part
of writing words.

o
• L.1.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
▪ Capitalize dates and names of people.
▪ Use end punctuation for sentences.
▪ Use commas in dates and to separate single words in a series.
▪ Use conventional spelling for words with common spelling patterns and
for frequently occurring irregular words.
▪ Spell untaught words phonetically, drawing on phonemic awareness and
spelling conventions.
o Activity- For this activity you will use a worksheet, but before you do that you
need to teach the different things that need to be capitalized and what doesn’t.
Once you taught them allow them to practice. The worksheet would look
something like the one below. You have a variety of words that could either be
capitalized or some that might just stay the same. Have them go through each
 box and write it in the correct way. Then after that page you could give them a
version with sentences to see how they would with putting the words into a
bigger format.

o
o Activity- This is to help them work on the standard conventions of a sentence. It
will help them to work on capitalization, spelling common words, punctuation,
and sentence structure. Have the students work through the worksheet and aid
if they need help. The worksheet consists of sentences that have errors in them
and a space for the kids to rewrite correctly.

o
8th grade social studies

• SS.8.13. Explain the powers and responsibilities of citizens, political parties, and the
media in a variety of governmental and nongovernmental contexts. (21st century skills)
o Activity- Have your students create a presentation on the different types of
governments and political parties. Have them research all about them. Make
sure they include what each type does and who does the tasks. Have them then
present their new found knowledge.
o Activity- For this one has the student complete an assignment where they will be
given a list of questions that include who oversees or who gets to do... Have
them research/ write who they think are responsible for that task.
• SS.8.14. Examine and explain the origins, functions and structure of government with
reference to the US Constitution and other founding documents, branches of
government, bureaucracies, and other systems and it’s effectiveness on citizens. (21st
century skills)
o Activity- This is a game simulation that they can plan on their own or have one
together as a class. It allows you to pick what you do with a said bill in each
branch and use the constitution and articles to know what you are doing. It’s a
great way for them to learn about the different branches and what everyone
does within that branch.
o Activity- Have a worksheet with a variety of things that ask if they have the right
to do... Have the students say whether they have a right or they don’t. Have
them write what amendment states that right. You could also have them explain
how the situation goes with the amendment.
• SS.8.2. Construct supporting questions that demonstrate the relationship between them
and the compelling question in an inquiry.
o Activity- Have the students create open-ended discussion questions about the
topic. Have them then use those questions to create a discussion with the rest of
the class. Make sure that their questions relate to the information and can be
discussed.
o Activity- Give the students different topics from within the government. Have
them complete an open-ended notes assignment and have them use their new
information to create questions on the topic they were given. Their questions
should come right from the inquiry and should be easy to find but you should
also have to think about them. If you want to take it farther have them switch
with someone else. You then go through and answer the question with the
inquiry notes you had done previously.
• SS.8.26. Discuss the components of a personal spending plan, including income, planned
saving and expenses. (21st century skills
o Activity- Teach the students all about a personal spending plan. Talking to them
about the most important parts with the plan has them go over ways that they
could use a spending plan in their life now or when they are older. Then also
have them discuss with the person next to them what they believe is the most
important part of a budget. For this have the students go through and create
their own spending plan. They might not have a job, but allowance or chore
money would be an income. It might look different from the average person, but
they are in 8th grade. The purpose is so that they do know how to do it for the
future.
o Activity- This is a simulation that will help them learn how to create a budget.
Have each kid draw a person from a cup. They are given their income, expenses,
and saving musts. They are given all the information that anyone would have
 when creating their own spending plans. Some people may have it harder with
what they are given. If you want to make it challenging, you could also throw a
curve ball at them halfway through that may make it like real life. By the end,
they should have a successful plan for that person and complete all their needs
and wants.
• SS.8.25 Examine the evolution of the function and structure of government in Iowa.
o Activity- Talk about woman suffrage and the different laws that have been added
to let different people vote. Then have a discussion about who should have the
right to vote, and why it matters. Then you can have them read the 19th
amendment as well as hippo' s letter.
o Activity- For this activity they are going to have an up-close view of Kim Rynolds
and the Iowa government. Allow them to ask their own questions they have
about the Iowa government and our governor. They can then use those to guide
research about the government. Have them answer their own questions and
those on a worksheet that will guide deeper research.

Teacher opinions

The teachers I asked about the Iowa core both think the same way about it. They feel that it
helps allow all the schools to be consistent. They both thought it was very difficult and
overwhelming at the beginning, but it has become easy for them. They both appreciate the way
our district approaches the Iowa core and help them out through the process.