FOSS KIT: PAPER GRADE: KGN
Paper Recycling
Part 2: Recycling Paper, making paper pulp
Building Prior Knowledge:
~Teacher will prepare photograph step-by-step poster of recycling paper
process. Student at level 1/Entry can with aid of poster say one word for
each step. Students at Level 2/Beginning can say a phrase for each step
of recycling paper poster. Level 3/students can begin to use words or
phrases to describe process without poster. Level 4/ Expanding students
start to use vocabulary words while describing process. Level 5/Bridging
students can answer questions with appropriate vocabulary.
Built in Supports:
~ ~observation of
teacher
modeling each step of
activity
~ paired with peer capable of support
Language Function: observing and describing the process of recycling
paper; understanding that pulp turns into paper and paper turns into
pulp
LISTENING
Level 1
Enter
Ask student
to show me
things made
of paper (have
collection on
tray)
Level 2
Beginning
Student
identify and
chose paper
to fit
specific
describing
word; in a
controlled
environment
(tray)
Level 3
/Developing
Student will
sort paper
into two
piles,
“PAPER”
and “ NOT
PAPER” on
tray
Level 4
Expanding
Students
identify
some
classroom
uses of
paper
Level 5
Bridging
Students
look around
room and
identify
several
posted and
not posted
uses of
paper and in
other
environments
SPEAKING
Level 1
Enter
Student
repeats
“paper not
“paper and
repeats
already
identified
things made
of paper in
classroom
Level 2
Beginning
Students
repeat
facts, in
phrases or
statements
(ex.
“Kleenex is
made of
paper.”)
Level 3
Developing
Student can
sort paper and
explain how
they sorted,
differentiation,
sort by use
Teacher
provides
sorting mat.
PAPER
Level 4
Expanding
Students
can use
details to
describe
and uses of
many kinds
of paper
Level 5
Bridging
Student can
name type
of paper
and can use
academic
vocabulary
in
discussion,
(ex. Texture
words and
first ten
words in
vocabulary
of unit. )
Part 1: Matching Paper Samples
Building Prior Knowledge:
 Have small group of Level 1-3 learners help “inventory” the FOSS
paper kit with teacher or more likely an adult volunteer. Have
students repeat names of important tools from kit, label items from
kit and then ask those students to help introduce the kit to the
entire class.
 To prepare level 1-2 learners for matching “like” and “opposite”
activities, introduce a book of opposites from general library, give
these students an opportunity to practice these skills with
flashcards not necessarily words from unit but can include paper
vocab words.
 Teacher make “Uses of Paper” poster (photos of paper samples in
real life use) and introduces poster to whole class
Language Function: observing and describing many
kinds of paper, understanding that different kinds of paper have
different uses and functions.
Part 1: Matching and Naming Paper Samples
This is a whole class activity where students are broken into small
groups to “free explore” paper samples. Make groups a cross
sampling of all language levels. Teacher will visit each group to
make sure everyone has a chance to see and touch all paper
samples. Bring group back together and introduce “U
Sets of Paper” poster to whole class. After free explore next
activity is broken up into Level 1-5 skill sets.
Listening and Speaking
Level 1
Ask
student to
match one
paper
Level 2
Ask
student to
match
several
Level 3
Teacher
describes
paper
sample and
Level 4
Students
match paper
samples and
describe
Level 5
Teacher
describes
properties
and uses of
sample with
another
student’s
sample.
Partners
match
samples to
“Uses of
Paper”
poster.
paper
samples
with a
partner and
use one
word to
describe
paper.
name and
paper and
students
one use of
hold up
that paper.
the sample
that
matches
description
paper
sample, and
students
identify
correct
sample and
paper name.
Part2: Making a paper collage
Building Prior Knowledge:
Teacher reads to whole class books by Eric Carle where books
show use of cutting and tearing paper in illustrations. Also
introduce this new book that uses collage as an art form on every
page. Dream Something Big: The Story of the Watts Tower (2011
Dial Books for Young Readers) by Dianna Hutts Aston, collages by
Susan C. Roth. Use describing words in unit to describe paper
used in illustrations of book.
Model collage activity for all children, using unit vocab words: tear,
cut thin thick, rough, bumpy, smooth plain, patterned, stiff, shiny
to describe different kinds of paper.
Speaking:
Each level teacher questions added to next level
for increase speaking vocabulary.
Level 1
Teacher
shows
example of
paper cut
Level 2
Teacher
shows one
kind of
paper to
Level 3
Teacher
asks to
name more
than one
Level 4
Students
can
recognize
most paper
Level 5
Students
can name
all kinds of
paper and
and torn,
asks
student to
show same.
Student
uses words
“cut” or
“tear” when
pointing to
examples in
collage.
student
and asks
student to
show that
type of
paper in
their
collage.
Have
student
repeat
property
and name
of paper.
(ex. “slick”/
waxpaper)
type of
paper, name
the
properties
of paper
and if they
used
different
kind of
shapes of
paper.
names and
properties.
Students
can name
different
shapes they
made of
paper.
shapes of
paper.
Part 3: Writing and Drawing on Paper
Building Prior Knowledge:
Inventory materials crayon pen marker and six kinds of paper
Function comparing papers and observing ink and pencil on paper
Small groups 4-5 students to a group
Level 1
Teach the
word “soaks”
and “absorbs”
by
demonstrating
marker on
paper towel
and wax
paper. Let
students free
Level 2
Students
will use
short
sentences
or
phrases.
Students
will
restate
and
Level3
Students
show
understanding
of vocab as
teacher asks,
“Show me two
papers that
absorb the
ink?”
Level4
Teacher
models
vocab
word
and
looks
for
students
to find
other
Level5
Students
will use the
vocabulary
in their
observations
and in the
discussion.
explore with
all paper.
describe
what they
observe.
“This
paper can
absorb.”
paper
that fits
the
same
vocab
word.
Part 3: Folding Paper
Building Prior Knowledge: Review the properties of paper samples,
both kinds and uses of paper, review “Real Life Uses of Paper
“poster.
Because of hands on demonstrating differeation with teacher
questions
Level 1
How
many
times can
you fold
the
tissue
paper?
Teach
the
concept
of easy
and hard
by folding
papers
Level 2
Modeling
and folding
with kids
and trying
to teach
vocabulary,
crease,
fold,
matching
corners.
Level 3
Students
could
categorize,
sort by “easy
and
difficult at
a more
independent
level
Level 4
Using more
independence,
finding more
detail answers
about the
attribute s of
paper
Level 5
Use
Teacher
Guide
Questions
with him.
Many of the Center Activities in the paper FOSS
paper unit are very hands on, student’s actually
touching and changing paper. These activities do
not need much extra prior knowledge for E.L.L.
students to complete and understand. Many of
the activities build from previous learning or
vocabulary exposure and practice in previous
paper lessons. The center activities that this
applies to are:
 Center Activity #3: Folding paper (pirate!)
hats and folding paper to make a drinking cup.
With previous experience in paper folding,
(see previous lessons), students can
review the concept of, “matching corners”
and “crease”. Most of this activity is
watch a model and copy step by step.

Center Activity #6: Paper-Mache
Paper macheing will be new to most all
kindergarten students not just E.L.L.
students. E.L.L. students have had previous
paper experience with tearing paper but all
groups of children (both ELL and non Ell
students) need to be introduced to the
concept “overlapping”. Teacher or adult
volunteer can model how paper strips can be
overlapped. All students will watch as
teacher or adult mixes wheat paste and
demonstrates how to dip strip of torn paper
into wheat paste and applied to bowl form.
Teacher should allow for time in small group
to explore dipping and using fingers to wipe
of excess of wheat paste.
Level 1
Level 2
Level 3
Level 4
Level 5
Teacher
models
overlapping
and asks
student to
repeat
word
“overlappin
g” Teacher
asks
students
questions
using
vocabulary
words, ex.
“Does the
wheat
pasts make
the paper
strips
smooth?”
Do you
think the
paper bowl
will feel
smooth or
Same as
level one
but add
teacher
questions
that ask
for
vocabula
ry words
“mold”
and
“wheat
paste”
Same as
level 1 and
2 but
more
independe
nt
discussion
of what
the wheat
paste will
do to the
paper.
All
previou
s but
adding
the
words
“paper
mache”
as the
project
concep
t.
After
hearing
overview of
project and
seeing
demonstrati
on students
will be able
to describe
how they
applied
paper, using
vocab
words:
across,
around and
overlapping.
Students
can
answering
questions
about
description
words about
paper:
smooth,
stiff when
the paste
dries?’
stiff, dry.
 Activity Center #7 & 8 Paper Envelopes and
Paper Boxes
See previous folding paper lessons for E.L.L.
accomadations.