In this assignment, students read the TIME for Kids article "Robots at Work," by Shay Maunz, and write a four-paragraph Informative Essay about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow one of three prompts offering different levels of scaffolding in the writing area, ranging from light scaffolding to scaffolding with language frames and sentence starters. Practicing skills such as analyzing a text, writing a strong information and conclusion, and citing evidence will prepare students for writing in the Information genre. This assignment is part of the Science & Technology collection.

In this assignment, students read the TIME for Kids article "Building Green," by Jaime Joyce, and write a four-paragraph Informative Essay about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow one of three prompts offering different levels of scaffolding in the writing area, ranging from light scaffolding to scaffolding with language frames and sentence starters. Practicing skills such as analyzing a text, writing a strong information and conclusion, and citing evidence will prepare students for writing in the Information genre. This assignment is part of the Science & Technology collection.

In this assignment, students read the TIME for Kids article "City of Trees," by Rebecca Katzman, and write a four-paragraph Informative Essay about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow one of three prompts offering different levels of scaffolding in the writing area, ranging from light scaffolding to scaffolding with language frames and sentence starters. Practicing skills such as analyzing a text, writing a strong introduction and conclusion, and citing evidence will prepare students for writing in the Information genre. This assignment is part of the Science & Technology collection.

In this assignment, students read the TIME for Kids article "Drones in Space," by Brian S. McGrath, and write a four-paragraph Informative Essay about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow one of three prompts offering different levels of scaffolding in the writing area, ranging from light scaffolding to scaffolding with language frames and sentence starters. Practicing skills such as analyzing a text, citing evidence, and developing ideas will prepare students for writing in the Information genre. This assignment is part of the Science & Technology collection.

In this assignment, students read the TIME for Kids article "Future Food," by Rebecca Mordechai, and write a four-paragraph Informative Essay about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow one of three prompts offering different levels of scaffolding in the writing area, ranging from light scaffolding to scaffolding with language frames and sentence starters. Practicing skills such as analyzing a text, citing evidence, and developing ideas will prepare students for writing in the Information genre. This assignment is part of the Science & Technology collection.

In this assignment, students read the TIME for Kids article "Knitting Hearts," by Kio Herrera, and write a four-paragraph Informative Essay about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow one of three prompts offering different levels of scaffolding in the writing area, ranging from light scaffolding to scaffolding with language frames and sentence starters. Practicing skills such as analyzing a text, writing a strong information and conclusion, and citing evidence will prepare students for writing in the Information genre. This assignment is part of the Science & Technology collection.

In this assignment, students read the TIME for Kids article "Hope for Tigers," by Brian S. McGrath, and the “Protecting Private Land” data sheet, which provides a viewpoint that differs from the article. Then they write a four-paragraph Persuasive Speech about whether the government should be allowed to move people who live too close to wildlife reserves, if needed, to keep tigers safe. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow the prompt and develop their response, supported by differentiated levels of scaffolding. Practicing skills such as analyzing a text for information, stating an opinion, and developing that opinion with reasons and evidence will help students prepare for writing in the Argument genre. This assignment is part of the Earth in Trouble collection.

In this assignment, students read the TIME for Kids article "Fire Alarm," by Shay Maunz, and the “Amazon Is Okay” data sheet, which provides a viewpoint that differs from the article. Then they write a four-paragraph Persuasive Speech about whether the rules protecting the Amazon rainforest should be enforced. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow the prompt and develop their response, supported by differentiated levels of scaffolding. Practicing skills such as analyzing a text for information, stating an opinion, and developing that opinion with reasons and evidence will help students prepare for writing in the Argument genre. This assignment is part of the Earth in Trouble collection.

In this assignment, students read the TIME for Kids article "For the Birds," by Jaime Bryce, and the “Glass Is Great” data sheet, which provides a viewpoint that differs from the article. Then they write a four-paragraph Persuasive Speech about whether buildings must use bird-friendly designs. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow the prompt and develop their response, supported by differentiated levels of scaffolding. Practicing skills such as analyzing a text for information, stating an opinion, and developing that opinion with reasons and evidence will help students prepare for writing in the Argument genre. This assignment is part of the Earth in Trouble collection.

In this assignment, students read the TIME for Kids article "The Problem with Plastics," by Brian S. McGrath, and the “We Need Plastic” data sheet, which provides a viewpoint that differs from the article. Then they write a four-paragraph Persuasive Speech about whether world leaders should have companies stop producing plastics to reduce the plastic pollution problem. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow the prompt and develop their response, supported by differentiated levels of scaffolding. Practicing skills such as analyzing a text for information, stating an opinion, and developing that opinion with reasons and evidence help students prepare for writing in the Argument genre. This assignment is part of the Earth in Trouble collection.

In this assignment, students read the TIME for Kids article "Countdown to Day Zero," by Brian S. McGrath, and the “No Water Rules!” data sheet. The data sheet provides an opposing viewpoint to the article. Then they write a four-paragraph Persuasive Speech about whether or not the government should make rules about water use in order to save water. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow the prompt and develop their response, supported by differentiated levels of scaffolding. Practicing skills such as analyzing a text for information, stating an opinion, and developing that opinion with reasons and evidence will help students prepare for writing in the Argument genre. This assignment is part of the Earth in Trouble collection.

In this assignment, students read the TIME for Kids article "Speak, Fido!," by Shay Maunz, and write an Informative Paragraph about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow one of three prompts offering different levels of scaffolding in the writing area ranging from light scaffolding to scaffolding with language frames and sentence starters. Practicing skills such as analyzing a text for information, summarizing key concepts, and citing evidence will prepare students for writing in the Information genre. This assignment is part of the New Ideas collection.

The article in this assignment is available at Lexile levels: 570, 700, and 900, plus a Spanish language version.

In this assignment, students read the TIME for Kids article "Safe Travels," by Rebecca Mordechai, and write an Informative Paragraph about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow one of three prompts offering different levels of scaffolding in the writing area, ranging from light scaffolding to scaffolding with language frames and sentence starters. Practicing skills such as analyzing a text for information, summarizing key concepts, and citing evidence will prepare students for writing in the Information genre. This assignment is part of the New Ideas collection.

The article in this assignment is available at Lexile levels: 650, 810, and 950, plus a Spanish language version.

In this assignment, students read the TIME for Kids article "Turning the Tide," by Shay Maunz, and write an Informative Paragraph about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow one of three prompts offering different levels of scaffolding in the writing area, ranging from light scaffolding to scaffolding with language frames and sentence starters. Practicing skills such as analyzing a text for information, summarizing key concepts, and citing evidence will prepare students for writing in the Information genre. This assignment is part of the New Ideas collection.

The article in this assignment is available at Lexile levels: 470, 650, and 800, plus a Spanish language version.

In this assignment, students read the TIME for Kids article "Meet Stevie," by Corinne Purtill & TFK Editors, and write an Informative Paragraph about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow one of three prompts offering different levels of scaffolding in the writing area, ranging from light scaffolding to scaffolding with language frames and sentence starters. Practicing skills such as analyzing a text for information, summarizing key concepts, and citing evidence will prepare students for writing in the Information genre. This assignment is part of the New Ideas collection.

The article in this assignment is available at Lexile levels: 510, 650, and 800, plus a Spanish language version.

In this assignment, students read the TIME for Kids article "Lifesaving Drones," by Aryn Baker and TFK Editors, and write an Informative Paragraph about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow one of three prompts offering different levels of scaffolding in the writing area, ranging from light scaffolding to scaffolding with language frames and sentence starters. Practicing skills such as analyzing a text for information, summarizing key concepts, and citing evidence will prepare students for writing in the Information genre. This assignment is part of the New Ideas Collection.

The article in this assignment is available at Lexile levels: 500, 660, and 820, plus a Spanish language version.

In this assignment, students read the TIME for Kids article "Teacher's Pup," by Rebecca Mordechai, and write an Informative Paragraph about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow one of three prompts offering different levels of scaffolding in the writing area, ranging from light scaffolding to scaffolding with language frames and sentence starters. Practicing skills such as analyzing a text for information, summarizing key concepts, and citing evidence will prepare students for writing in the Information genre. This assignment is part of the New Ideas collection.

The article in this assignment is available at Lexile levels: 600, 780, and 890, plus a Spanish language version.

In this assignment, students read the TIME for Kids article "A Safer Sport," by Brian S. McGrath, and the "Stick with Tackle" data sheet. Then they write an Opinion Paragraph based on a prompt about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow the prompt and write their response, supported by differentiated levels of scaffolding. Practicing skills such as analyzing a text for information, stating an opinion, and using reasons and evidence to support the opinion will help students prepare for writing in the Argument genre. This assignment is part of the Cool Schools collection.

In this assignment, students read the TIME for Kids article "Waste Not," by Shay Maunz, and the “Kids, Nutrition, and Health" data sheet. Then they write an Opinion Paragraph based on a prompt about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow the prompt and write their responses, supported by differentiated levels of scaffolding. Practicing skills such as analyzing a text for information, stating an opinion, and using reasons and evidence to support the opinion will help students prepare for writing in the Argument genre. This assignment is part of the Cool Schools collection.

In this assignment, students read the TIME for Kids article "Recess Reform," by Rebecca Mordechai, and "The Trouble with Recess" data sheet. Then they write an Opinion Paragraph based on a prompt about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow the prompt and write their response, supported by differentiated levels of scaffolding. Practicing skills such as analyzing a text for information, stating an opinion, and using reasons and evidence to support their opinion will help students prepare for writing in the Argument genre. This assignment is part of the Cool Schools collection.

In this assignment, students read the TIME for Kids article "Maker Moment," by Rebecca Mordechai, and the "No Makerspace" data sheet. Then they write an Opinion Paragraph based on a prompt about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow the prompt and write their response, supported by differentiated levels of scaffolding. Practicing skills such as analyzing a text for information, stating an opinion, and using reasons and evidence to support the opinion will help students prepare for writing in the Argument genre. This assignment is part of the Cool Schools collection.

In this assignment, students read the TIME for Kids article "Learning at Home," by Rebecca Katzman, and the "School Is Essential" data sheet. Then they write an Opinion Paragraph based on a prompt about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow the prompt and write their response, supported by differentiated levels of scaffolding. Practicing skills such as analyzing a text for information, stating an opinion, and using reasons and evidence to support the opinion will help students prepare for writing in the Argument genre. This assignment is part of the Cool Schools collection.

In this assignment, students read the TIME for Kids article "Charging Ahead," by Shay Maunz, and the "Business of Buses" data sheet. Then they write an Opinion Paragraph based on a prompt about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow the prompt and write their response, supported by differentiated levels of scaffolding. Practicing skills such as analyzing a text for information, stating an opinion, and using reasons and evidence to support the opinion will help students prepare for writing in the Argument genre. This assignment is part of the Cool Schools collection.