Daily PBL Plans

711-15
Monday
BIG IDEA: What would
happen if tomorrow
our state ran out of
water?
ENGAGE:
Show kids a paper bag
with a gallon jug of
water hidden inside. Tell
them that inside of the
bag is THE MOST
precious resource in the
world. It is more
important than gold or
diamonds!
ASK students to guess
what it is.
HINT: Every living thing
on planet Earth needs
this resource to survive.
SHOW the students the
container of water.

Week #_____1_____
Tuesday
ENGAGE:
Water Cards
Cut out the cards and
order them from the
activity you think uses
the least amount of
water to the activity
you think uses the
greatest amount of
water.
EXPLAIN: Have the
groups explain why
they ordered the cards
the way they did.

Wednesday
GUEST SPEAKER
SAWS the Stockton
Area Water Suppliers
Kristen Coon
kcoon@sewd.net
(209)444-3126
The Incredible
Journey

Thursday
Water Use
Around the
World Ditto
Students will
find the
approximate
annual water
use for each
country in the
table. For each
calculation,
change the
factors to
scientific
notation, round
decimals to the
thousandth
place, then
multiply.
Express your
answers in
scientific
notation,
rounded to the
thousandths
place.

Learning is fun as
students become
water molecules in a
fast-paced game that
PASS OUT the Water
moves them from
Diary student page.
oceans to rivers,
Tell the students to
plants, glaciers, lakes
reorder the water cards and clouds;
based on the
evaporating,
information in the
condensing,
water table.
transpiring,
accumulating, and
ASK:
precipitating to
How did your guesses
demonstrate the
compare to the actual
endless process of
number of gallons
the water cycle. The
used?
program also includes Reading from
as in-depth review of Earth Science
What surprised you the the water cycle and a mini text book:

Dates: Sept.
Friday
Water Facts Pie
Chart
Ditto Use the
data in the pie
graphs of water
distribution to
set up and solve.
Do questions 1
8, then regroup
to go over the
problems.
Continue reading
from the mini
book Earths
Hydrosphere
Review
vocabulary
words
Read pages:
10 11 Getting
Water Where It is
Needed
12 13
Californias
Water Needs

most? Why?
SAY: One way you can
keep track of how you
use water is by
keeping a Water Diary.
Using a Circle Map
(Thinking Map), write the
word water in the center
circle. Brain-storm all
the ways that we use
water.
First partner pair/share,
then add to the group
circle map on the white
board.
Ask: What are some
different places in your
house that water gets
used?
Tell the students as
Water Detectives, they
promise to monitor their
home water usage every
day and complete the
Water Diary to share
with the class.
Break the class up into

Fill in how many adults

and children live in
their household.
HOLD UP the gallon jug
of water you had in the
bag yesterday.
ASK: Estimate on the
student page how
many total gallons of
water their household
uses in one day by
flushing the toilet,
taking showers and
baths, using the
dishwasher, washing
hands, brushing teeth,
and using the washing
machine.
ASSIGN: Take the
Water Diary home and
fill it in for one full day
on the week-end.
The results will be
calculated

water filtering
demonstration.
[1 hour 30 minutes]
Debrief:
Reactions from the
guest speakers
presentation.
Are you surprised at
what you discovered?
Why do you think we
tend to place so little
value on our water?
Students are alarmed
by the realization that
fresh water is in such
limited supply on
Earth. Tell them: In
the next three weeks
you will learn how
they can easily learn
to conserve water
and protect this
precious resource.
EL Strategies:
Picture glossary word
wall
Hands on activities
Partner English

Earths
Hydrosphere by
Ann Cambal.
Vocabulary:
Aquifer
Condensation
Evaporation
Precipitation
Reservoir
Salinity
Sea Level
Sleet
Water Cycle
Water Table
Watershed
Match
vocabulary
words:
Word/picture/de
finition
READ pages:
2-3 Water on
Earth
4-5 Oceans of
the World
6 7 Fresh
Water
8 -9 Ground
Water

14 15
Californias
Water Sources
16 17 The
Water Cycle
18 19 Cloud
Formation
Comprehension
Questions:
1. What are the
three main steps
of the water
cycle?
2. What is the
main purpose of
a water
treatment plant?
3. How does
groundwater
become part of
an aquifer?
Write a
paragraph about
the use and
importance of
water resources
in Stockton.

groups of six. ASK five

other teachers IF you
may borrow their ipad
for one hour. Make
sure the ipads get the
internet. Log each ipad
onto:
http://www.nbcnews.com
/news/us-news/not-onedrop-how-long-willcalifornia-survive-lifewithout-n195976
[ NBC Newss coverage
of California is Going
Day in Tulare County
which is experiencing
severe water shortage. ]
Each group of six will
watch one of the
following short news
clips:
1. Not One Drop: How
Long Will CA Survive
Without Water?

anonymously so we
can get a class total. I
dont want any family
to be considered a
water hog!
Activity:
http://fcs.tamu.edu/ho
using/4h/humanfaucet.pdf
The Human Faucet
Create a class bar
graph on the following
information:

2. Its Sad For Me to See

my Children Going
Through This
3. I Feel Like A
Homeless Person
4. Its Frightening to

How many of you

brush your teeth
every day?
How many of you
brush your teeth
in the morning?
How many of you
brush your teeth
at night?
When you brush
your teeth, how
many of you turn
the water on and
start brushing
your teeth with
the water
running?
When you brush

learner with strong

English speakers
Intervention
Lesson:
Provide follow up
activity in centers
especially for
those who come in
and out the door
during one and a
half hours of the
guest speakers
time because they
were in the
mandatory
Language! A, B, or
C. This will help
fill in the gaps for
those students.

EL Strategies:
Write down key
terms
Word Wall
Encourage
participation
Intervention
Lesson:
Students
spend 4 5
minutes
rereading test
from the
previous
lesson
(above).
Teacher
listens in and
takes
anecdotal
notes.
Students
should read
individually
quietly out
loud .

Explain how
peoples lives,
homes, and
businesses are
affected.
[Be sure to
give details to
show what
youve learned
about the
importance of
water. Use
WORDS from
the mini book
as you write.]
EL Strategies:
Write down key
terms
Word Wall
Encourage
participation
Intervention
Lesson:
Connect using
decodable test
focused on
new sound
spelling.
Introduce
necessary high
frequency
words.

Take A Shower

your teeth, how

many of you turn
5. Sometimes I Pull Over
the water off
At a Gas Station to Wet
while you brush
my Hair Down.
your teeth?
[Do activity in the
The groups will watch
above web site]
the very short segment
and report to the other
groups what they saw.
EL Strategies:
Hands on activity
Whole group discussion
Wait time
following each groups
summary.
Intervention Lesson:
ADD in a preDesign the student
assessment of
groups creatively to
students prior
help lower or less
knowledge .
developed students.
Small group work
with the teacher as
necessary

EL Strategies:
Relate prior knowledge
Think/pair/share
Graphic Organizers
(Thinking Maps)
Intervention Lesson:
Group students

according to focused
needs. Plan for
groups to be flexible
and intensely focused
on filling gaps.

Daily PBL Plans

Monday
WATER DIARIES are
due today!
ASK:
How did your
predictions compare
to the actual
amount of water
your households
used in one day?
What activity used
the least amount of

Week #_______2____
Tuesday
SHOW students the
cover of the book
Down the Drain:
Conserving Water by
Anita Ganeri and
Chris Oxlade
Summary: Explains
why we need water,
how much water we
use, where water
comes from, how
we can save water,

Wednesday
SHOW students the
cover of the book A
Cool Drink of Water
by Barbara Kerley
Summary:
Beautifully
illustrated with
photographs, this
book depicts people
around the world
collecting, chilling,
and drinking water.

Dates Sept. 14 18 - 15

Thursday
Friday
SECOND READ:
READ ALOUD:
Read aloud AGAIN, A
Cool Drink of Water. Read pages 23-24 of
Down the Drain.
After reading ask:
[Book introduced
Tuesday Week 2] The
What is the overall
section is titled Why
message of this
Is Clean Water So
book?
Important?
Partners turn and
talk.

Point out the photo

on page 23 of the
village in Kenya.

water in your
household?
What activity used
the greatest amount
of water in your
household?
Have students write
the activity that
used the MOST
amount of water on
a sticky note.
Create on white
board a Bar Graph
titled:
Biggest WaterHogging
Activity
The x-axis should be
labeled with the
seven categories of
water usage from
the Water Diary.
The y-axis should be
labeled Number of
Households.
Students will place
the sticky notes
above the
appropriate
category.

and why clean

water is so
important.
SAY: This is a nonfiction book. It can
help us learn more
about water use and
conservation.
MODEL: Read
through the table of
contents.
READ ALOUD:
Pages 4 9 (it
explains why we
need water and how
we use water).
DISCUSS: reasons
from the book.
Look at the Water
Diaries. Brain-storm
ways to conserve
water.
SHOW students
that the section on
page 16 is titled:
How Can We Save
Water At Home?

READ ALOUD: the

entire book. Stop
and have the
students infer from
the photographs
where they think the
pictures were taken
and what was
happening.
At the end of the
book it tells the
location and photo
descriptions of each
picture.
SELECT several
common household
activities that use
water (washing the
dishes, washing a
car, washing the
dog, rinsing down
the driveway, etc.).
Have students
observe these
activities at home
and time in minutes
how long the water
runs during each
activity.
IN CLASS, have the
class time how long

READ the back

jacket flap about the
author. This book
was born of an idea
that I really wanted
to share with kidshow very basic
water is to
everyones life. Its
something we all
have in common,
whether we turn on
the faucet above
our kitchen sink or
haul water home
from the water tap.
Water is something
that unites us.

Locate Kenya on a
map.

EXPLAIN: The
author gained a new
perspective on
water use while
living on Guam and
in Nepal, where she
not only hauled her
own drinking water
but also boiled it
and treated it.

How do they
conserve their
water?

ASK:
Why do you think
she had to boil and
treat the water she
carried to her

PASS OUT the Water

in Kenya narratives.
[They were written
by Peace Corps
volunteers].
Comprehension
Questions:
Where do the Peace
Corps volunteers get
their water?
How does their daily
water use compare
to yours?

Have you ever

thought about what
it would be like not to
have water so readily
available?
What things would
you have to do
differently?
If your school had no
plumbing where

ASK: What was the

biggest water
hogging activity for
the class?
What are some
ways to reduce the
amount of water
used for that
activity?
Partner Pair/Share
ideas
EL Strategies:
Large amount of
interactions with
other students
during discussions.
Intervention
Lesson:
Direct students to
turn to a neighbor
and use Think-PairShare to explain the
purpose of a bar
graph (when you
want to show data
that can be read and
compared quickly).
When they are
finished, have the
whole class stand up.

READ ALOUD:
pages 16 21 about
saving water at
home and school.
WORKING in pairs
several ways they
could conserve
water on the back of
their Water Diaries.
[SAVE Water Diaries
for Monday May 18]
EL Strategies:
Scaffolding
understanding what
a diary is.
Intervention
Lesson:
Provide follow up
practice activity
in centers.

it takes to fill a
gallon milk jug at
the classroom sink.
Use this number to
calculate HOW
many
gallons/minutes
water comes out of
the tap.
Have the students
then calculate how
many gallons of
water were used for
each activity such
as washing the
dishes, the car, etc.
USE THESE
QUESTIONS ON A
FOLLOW UP DAY!
ASK: If you had to
haul your own water
yourself, assuming
you can carry a
gallon milk jug in
each hand, how
many trips to the
community water
tap would it take to
wash the dog?
[Use a generic
amount for dog
washing since not

home?
Math
Working in
cooperative
groups:
Using the same
ideas from
yesterdays activity
about washing the
dog. Predict how
many gallons it
takes to wash an
average American
car. Again
ASK: If you had to
haul your own water
yourself, assuming
you can carry a
gallon milk jug in
each hand, how
many trips to the
community water
tap would it take to
wash the car?

would you have to go

to get water?
Visit the web site:
(http://maps.google.
com)
Enter your schools
address. Find the
closest natural
source of water for
your location.
Calculate the
distance to the
source by using the
Get Directions
feature.
ASK:
Imagine what it
would be like to carry
water from that
source back to the
school.
How far would you
have to walk?

[Calculate how
many gallons of
water were used for
this activity]

How many times

would you need to fill
a bucket?

EL Strategies:
Brainstorming
Comprehension

REMIND:
It is NOT safe to
drink water from a

Ask a student pair to

explain when they
would use a bar
graph.

all students or
teachers OWN a
dog.]
Math lesson
EL Strategies:
Realia seeing the
gallon size of water,
lifting it themselves.
Intervention
Lesson:
Learn more about
where your
communitys
drinking water
comes from in the
National
Geographic
lesson plan:
Splish-Splash:
Waters Journey
to My Glass.

check
Cooperative
Dialogue
Intervention
Lesson:
Designing the
student groups
creatively to help
the lower or less
developed
students.
Small group with
the teacher.

lake, river, or stream.

The water must be
boiled and filtered
before drinking.
EL Strategies:
Group discussion
Cooperative dialogue
# off 1 4 each
student pairs with
another student from
a different group who
has the same
number.
Intervention
Lesson:
Extra support for
those students
who cannot
calculate the
distance.
[Math]

Daily PBL Plans

Monday
ASK:
Have your ideas changed
about your own water use?
How?
SAY: There are many things
they can do at home and
school to conserve water?
Have students revisit their
water diaries to determine
where their families might
be wasting water.
REREAD the list of water
conservation ideas they
wrote on the back of their
Water Diaries.
REVIEW IDEAS:
[Possible ones kids may come up
with]
Turn off the tap when brushing
teeth.
Take showers instead of baths;
limit your time in the shower to 5
minutes or less.
When running a bath, plug the
drain before turning of the water.
Adjust the temperature as the

Week #______3_____
Tuesday
Shower and Decide
http://fcs.tamu.edu/housing/
4h/shower.pdf
Read over the hand out from
the above source. Do the
activity.
Talk about ONE way of
conserving some water
would be minimizing
everyones shower to 5minutes.
The Five Minute Shower
Once again it would be wise
to borrow the ipads from the
teachers you borrowed them
from in Monday Week 1.
Governor Brown is issuing
mandatory water restrictions
for the state of California. To
help your family take five
minute showers, I want you
to create a 5-minute play list
on a CD. A single song, or
combination of two songs
needs to be exactly five
minutes long.
An example:

Wednesday
Today groups
will look over
their multi-flow
maps and
decide what is
or are the best
solutions to the
water wasting
problem as
Americans wait
for warm water
to heat up.
To give groups
something to
think about
BEFORE they
start really
digging in to
yesterdays
task, I will have
them watch the
following video:
#TheWaterProje
ct You tube
See what
happens when
the water crisis
comes to the

Dates _Sept. 21 25 - 15
Thursday
Use this time
for groups to
plan, and
prepare for
their ideas to
be presented
via video
format
tomorrow.
This video
will be part of
the final
days
culmination.
EL
Strategies:
Scaffolding
understandin
g
Purposeful
grouping
Background
Knowledge
Extended
Discussion

Friday
Today videoing
of EACH group
to use as
culminating
project.
However,
todays Public
Service
Announcements
will be viewed
by each group.
Each group will
have a solution
to the excess
water waste
problem, as
showers are
being heated
up.
RUBIC score as
scored by peers
and teacher.
EL Strategies:

Make lessons
visual.
Link new

tub fills.
Install low-flow showerheads
Scrape dishes instead of rinsing
before putting in the dishwasher
Run the dishwasher with full
loads
Turn off the water when
washing dishes by hand, and
rinse all at once or in batches
Wash full loads of laundry;
adjust the water level to the size
of the load.
If the home does not have a
low-flush toilet, reduce the
amount of water used to flush by
displacing tank water with two
half-gallon plastic jugs filled with
pebbles or water.
Repair dripping faucets
Keep a bottle of drinking water
in the refrigerator instead of
running tap water to cool it for
drinking.
Dont defrost frozen food with
running water plan ahead and
defrost overnight in the
refrigerator, or defrost in the
microwave.

WRITING:
Have each student create a
water conservation plan for
their household.
Earlier finishers can make
water saving tips to post in
key areas around their
homes, such as over the

Rockaway Beach by the

Ramones 2:06
-andBaby Let Me Kiss You by
King Floyd 2:54

Let teams explore the iTunes

store to explore
combinations of a song or
two songs that total time
running equals exactly five
minutes.
Make a class play list from
each of the teams. With
money from your generous
donations purchase music
CDs for each student in your
class. Put the 5-minute
shower songs on the CD.
Encourage students to share
with their family. When the
song(s) is/are done, they get
out of the shower for that
day.

local Hollywood
Theater.

Group time to
come up with
the P.S.A.
Filming is Friday.
What can people
do to NOT waste
that precious
water that
Americans wait
for as they are
waiting for their
shower to heat
up???
EL Strategies:
Scaffolding
understanding
Purposeful
grouping

Math:
Each shower uses 2.5 gallons
Background
of water a minute. It takes
Knowledge
an average shower two
minutes to heat up.
Extended
Discussion
1. How many gallons of
water are being wasted by
Valuing
EACH member of your family
Linguistic
as they take a shower each
Differences

Valuing
Linguistic
Differences

Interventio
n Lesson:
Small group
work with
the teacher.
Creatively
help the
lower or
less
developed
students
create an
informative
Public
Service
Announcement that
isnt silly.

information to
prior
knowledge.
Determine key
concepts for
the unit and
define
language and
content
objects for
each lesson.
Modify
vocabulary
instruction for
ELLs.
Use
cooperative
learning
strategies.
Modify testing
and homework
for ELLs.
Intervention
Lesson:
Small group
work with the
teacher IF the
students are

bathroom sink, on the

dishwasher, near the
bathtub, etc.
Encourage students to use
ideas from the book Down
the Drain or the EPSs
Water Sense for Kids
website
(www.epa.gov/watersense/k
ids)

EL Strategies:
Large amount of
interactions with other
students.
Scaffolding understanding.

day?
2. Stocktons population is
close in estimate to 300,000
people. Image EVERY
Stocktonian took a shower
each day and wasted 2.5
gallons of water. How many
gallons of water are wasted
in Stockton, CA ALONE???
TASK: By Friday September
25th, have your team of four
create a PSA (Public Service
Announcement) that we will
tape on our ONE lap top on
Photo Booth. These will be
presented in class Friday.
The PSA should explain to
people WHAT to with this
HUGE amount of wasted
water.

Extended discussions.
Intervention Lesson:
EXTRA support. Sitting
with the students who
have an I.E.P. OR
sending them to the
Resource teacher at this
time to get extra
support in their writing.

Begin by coming up with

ideas in your groups. Today
perhaps use a multi-flow
map to guide your thinking.

Intervention
Lesson:
Organizational
strategies
Individual
Project
Choices,
instead on the
P.S.A.

having a
difficult time
peer scoring
the rubrics of
the other
groups.

In the center box, kids

should write:
Huge amount of water get
wasted waiting for showers
to heat up.
What leads to this (on the
left)what is the outcome..
(on the right).
What suggestions or
solutions do kids have to
prevent this HUGE water
waste problem?
EL Strategies:
Help Spanish speakers pick
out Spanish songs for their
5-minute shower. Their
families would probably
appreciate it.
Thinking maps to help
organize their ideas about
the huge water waste issue.
Help them find some logical

solutions.
Intervention Lesson:
Thinking Maps
scaffolding
understanding about the
water waste issue.

Daily PBL Plans

2______
Monday
This morning the
class will be going
to the computer lab
to spend one hour
independently
researching the
web site:
Geography4kids.co

Week #_______4_____
Tuesday
Group discussion:
Water conservation is
one of the most
important issues of our
time.
By the year 2025, half

Wednesday
Startling
Statements[These
statements will
have to do the
water
conservation,
water shortages

Dates Sept. 28 Oct.

Thursday
With California is a
drought, water is more
important than ever.
Helping your students
become stewards of
water is essential.
Today students will
create posters that

Friday
Unit Assessment
Today Kristen
Coon from SAWS
will return to
judge the Water
Conservation
posters.

m
Hydrosphere
This web site is a
wonderful review
of:
Oceans, lakes,
rivers, glaciers,
ground water, polar
caps that will be on
the final
assessment on
Friday October 2nd.
This web site has
lots of math,
science, and
language arts
components.
Pass out a STUDY
GUIDE for
Fridays
assessment.
EL Strategies:
Pairs check
cooperative
grouping so the EL
student is paired
with a strong
English language
student for
clarification.
Intervention

of the worlds
population will
experience a water
crisis unless steps are
taken now to conserve
resources.
Use a world map. Show
students some of the
areas in the word that
are currently suffering
from water shortage:
12 million people in the
Sudan
5 million people in Venezuela
2 million plus people in
Ethiopia

About 884 million

people across the globe
do not have access to
safe drinking water
every day.
Talk about the meaning
of conservation and
reasons to conserve
water.
Explain what a water
meter is and how it
works and where to find
it.
Reading the six digits
across, students will

around the world, highlight tips such as

etc.]
watering at the right
times, plant water-wise
Students are told plants, take 5-minute
not to look at the showers and catch rain
startling
water to use in the
statement
garden.
(question) that
they have on
ASK in advance to
their backs.
borrow the schools
They circulate
chrome book cart so
asking five other students can look up a
students to
good water saving tip.
provide an
The theme of the poster
estimate for an
should be:
answer. After
finding the
Waste No Water
average of the
Now
five estimates
provided by
Ask students to think
others, students
again about how much
look at their
they use water and how
statements
much they SHOULD
(questions) and
value it.
write their own
estimate if they
Have them draw
disagree with the themselves, friends,
average. Actual
family, classmates or
answers are
the community
given after the
conserving water
students share
TODAY. We all need to
estimates with
do our part to waste no
the whole group. water now.
REVIEW FOR

As an added bonus,

When Kristen
arrives, each
student will
present their
posters and
explain their
ideas for ways our
city can save
water so we dont
run out.
During lunch
while the
students are out
of the room
Kristen will award
the winning
student with a
special Water
Conversation
Detective Ribbon.
EL Strategies:
Comprehension
check, read parts
of the test aloud
to them if they
need help.
Intervention
Lesson:
Read parts of
the assessment

Lesson:
Plan for certain
groups of
students to need
a lot of extra
support
negotiating the
web site. Plan
for groups to be
sitting near each
other. Teacher
plan to be
flexible and
intensely
focused on filling
gaps.

mark the starting

number shown on the
meter. Tell kids to
check their meters once
a week on the same day
and record the ending
number shown on their
water meter. The
difference is the amount
of water consumed.
PRACTICE in class.

Draw a water meter on

the board. Show the
kids a starting number.
Have the class brain
storm:
Each student will add a
days total to the
pretend water meter.
How many times a day
do you think your family
flushes the toilet?
Multiply that number by

ASSESSMENT ON
FRIDAY
Today kids will
get out their
study guides
passed out on
Monday. They
will go over each
vocabulary word,
and component
to make studying
at home with a
partner easy.
They will practice
in class with
table mates.
EL Strategies:
Reviewing
previously taught
material in an
interesting
manner. Using
joking
frequently as a
way to say the
same thing in a
slightly different
way. Students
want to learn
what is funny,
they want to join
in on the fun!

Kristen Coon, the

woman who did the
water presentation on
week one will be visiting
the classroom again to
put a ribbon on the
MOST creative poster.
That poster will also be
displayed in the front
office of her company!
Show the students
examples of the past
two years winning
posters.

Winner 2014

Winner 2013
NOTE: This project will

out loud for

some students.
Modify the test
for other
students.

5 gallons.
How many people are in
your family. Lets
assume they ALL now
take a five minute
shower. Multiply the
number of people in the
family by 25 gallons.
How many times a day
do you brush your
teeth? Multiply each
person in the family by
2 gallons.
How many times does
your family use the
dishwasher each day?
Multiply that number by
10 gallons.
ADD up all the water
usage and add the
numbers to the total
already on the water
meter.
SHOW the kids how you
would then subtract the
starting number from
the ending number.
Tell them to become
water stewards at

Intervention
Lesson:
Sit with these
students
bring you
teacher board
with a copy of
the study
guide. Your
goal is to HELP
these students
understand the
material being
taught.

obviously take longer

than the allotted one
hour time frame. Since
Mrs. Coon is returning
to the classroom
tomorrow, allow the
children as long as they
need to create their
posters.
The important thing
here is the posters
are entirely student
generated! They may
not take them home, so
there is NO chance that
a parent can create the
poster for them! If they
win, its all on their own
efforts. They will be
proud!
EL Strategies:
Realia seeing the past
winners examples.
Intervention Lesson:
Spelling check on
posters for these
students.

home and alert their

families if the water
usage starts going up.
There may be a leakage
somewhere.
EL Strategies:
Integrate language and
content.
Teach mathematical
vocabulary, if
necessary.
Tap prior knowledge
about what students
may or may not know
about a water meter.
Intervention Lesson:
Explicit instructions
and practice in
reading, writing
word problems.