Open Word Sort

krill web flippers

fluke tentacles

meat plankton wings

insects trees ocean

seals molars rainforest

Illinois SchoolPark Forest, Illinois

Dear Second Grade Students,

Lions and tigers and bears, oh my! Those are some of the animals we will see on our trip to the zoo. But what do we know about these animals? Where do they live when they are not in a zoo? Do we have lions and tigers in the United States? Could parrots live in our backyards? Some animals are endangered and only live in zoo habitats. What is happening to their homes?

Before we go to the zoo I would like you to find out about these animals and create guide books for us to use on our trip. Please include information about the way animals look and behave in their natural environment. We also need information about the animal’s survival, conservation, and importance.

After we have learned about animals and visited them in the zoo the third graders will organize an election to choose a school mascot. A school mascot is a very important symbol. We need to choose a school mascot that is worthy of our attention and promotes school spirit! Most people choose a mascot because of the way it looks. Because you will know so much about animals I want you to nominate ten animals that could be our school mascot. The animals should represent all five classes - mammals, insects, reptiles, amphibians, and birds. Then we’ll have a school election to choose the best mascot for us. Be sure to include information about how these animals adapt and survive. We don’t want students choosing a mascot only because of the way it looks!

I look forward to your nominations and to our trip to the zoo.

Sincerely,

Dr. Joyce Carmine, PrincipalIllinois School

Semantic Features ChartSemantic Features ChartFood(predator preyrelationships)

Otherhabitatfeatures(location,description)

Features(size, bodyparts)

Behaviors(nesting,life clycle,hiding,movement,defenses)

Threats toanimal

Mammals

Fish

Birds

AmphibiansReptiles

Insects

Stages of Inquiry Stages of Inquiry in the Classroomin the ClassroomStages of Inquiry Stages of Inquiry in the Classroomin the Classroom

Encountering the Issue• getting the “big idea”• making connections

Reasoning with Information• evaluating, creating, judging, inferring, visualizing• making decisions

Task Analysis• defining the task• asking questions

Investigating Information• seeking, organizing, analyzing,• applying to project

Acting on Decisions• synthesizing • communicating findings

Making Connections Text to text, text to self, text to world Open and closed word sorts

Inferring and Visualizing creating models using text clues and prior knowledge using implicit and explicit information to reach conclusions (author and you)

Synthesizing text to text, self and world• applying to new settings and contexts• in your head

Asking Questions Right there, think and search Author and you, in your head

Determining Importance Features, structures of text Note taking, graphic organizers Facts to main ideas, summaries

Grade Rigby Fountas & Reading DRA Accelerated Wright Literacy Pinnell Recovery* ReadingK 1 A - 1 0.1 - 0.9K 2 A 1 A - 1 0.1 - 0.9 AK 3 – 4] B 2 2 0.1 - 0.9 B1 5 C 3 - 4 3 0.1 - 0.9 C – D1 6 D 5 - 6 4 1.0 - 1.9 E1 7 E 7 – 8 6-8 1.0 - 1.9 F1 8 F 9 - 10 10 1.0 - 1.9 G1 9 G 11 - 12 12 1.0 - 1.9 H1 10 H 13 - 14 14 1.0 - 1.9 I1 11 I 15 - 16 16 1.0 - 1.9 J2 12 J 17 – 18 16 1.0 - 1.9 K2 13 K 19 - 20 18 2.0 - 2.9 L2 14 - 15 L 20 2.0 - 2.9 M2 16 - 17 M 24 2.0 - 2.9 N3 18 N 28 2.0 - 2.9 O3 19 O 28 2.0 - 2.9 P3 20 P 30 2.0 - 2.9 Q4 Q 30 2.0 - 2.9 R4 R 34 3.0 - 3.9 S – T4 S 34 3.0 - 3.95 T 38 3.0 - 3.95 U 40 3.0 - 3.95 V 40 4.0 - 4.95 W 44 4.0 - 4.95 X 44 4.0 - 4.95 Y 5.0 - 5.95 Z

Leveling Correlation Chart

*Chara cteristicsdiffer am ong th evarious leve lingsys tems .

Types Characteristics

Life Cycle Habitats

Birds

location

value

body parts

defens es

s tages

location

food

conditions

migration

Know and apply conceptsthat explain how living thingsfunction, adapt and change.

Know and apply conceptsthat describe how living thingsinteract with their environment

Read: The Log HotelBy Anne Schreiber

Aspects of Content Area Vocabulary

Here is the book I want to read, PROPPED on my pillowWhat synonym can you give for propped?

“Here is my shuttle with the astronaut crew that I’ll STASH with my cars.” (The Bag I’m Taking to Grandma’s House)What synonym can you give for stash?

ColoniesColonies

HoneycombHoneycomb

PollenPollen

cirruscirruscumuluscumulus stratusstratus

Aspects of Content Area Vocabulary

Terms are often semantically related.Armbruster and Nagy, Vocabulary in content area lessons. 1992

Aesop’s Fable: The Fox & The Sick Lion

semantically unrelated

Open Word Sort

krill web flippers

fluke tentacles

meat plankton wings

insects trees ocean

seals molars rainforest

Closed Word Sort

krill web flippers

fluke tentacles

meat plankton wings

insects trees ocean

seals molars rainforest

Categories:•Animal habitats•Animal features•Food for animals•no clue

Closed Word Sort

oceanrainforest

webtrees

meat krillinsects

plankton

flippers fluke

tentacles wing

molars

Categories:•Animal habitats•Animal features•Food for animals•no clue

•animal habitats

animal features

food for animals

Making Connections Making Connections With WordsWith Words

Making Connections Making Connections With WordsWith Words

and are connected because and are connected because

kitbeaverswasteomnivoredroppingsfins

kitbeaverswasteomnivoredroppingsfins

whalescubdensherbivorefurlodges

whalescubdensherbivorefurlodges

Making Connections Making Connections With WordsWith Words

Making Connections Making Connections With WordsWith Words

More About Beavers,Page 28, 29

Anticipation GuidesAnticipation GuidesAnticipation GuidesAnticipation GuidesMeMe TextTextMeMe TextText

Mosquitoes eat plant nectar and pollinate Mosquitoes eat plant nectar and pollinate plants.plants.Mosquitoes eat plant nectar and pollinate Mosquitoes eat plant nectar and pollinate plants.plants.

Mosquitoes make great food for fish.Mosquitoes make great food for fish.Mosquitoes make great food for fish.Mosquitoes make great food for fish.

Honeydew is a favorite food of theHoneydew is a favorite food of themale mosquito.male mosquito.Honeydew is a favorite food of theHoneydew is a favorite food of themale mosquito.male mosquito.

The larvae do not breed successfully in The larvae do not breed successfully in water that has fish or frogs.water that has fish or frogs.The larvae do not breed successfully in The larvae do not breed successfully in water that has fish or frogs.water that has fish or frogs.

Mosquitoes are the most dangerous Mosquitoes are the most dangerous Animal in the world.Animal in the world.Mosquitoes are the most dangerous Mosquitoes are the most dangerous Animal in the world.Animal in the world.

Making ConnectionsMaking Connections

There are how many types of bees? How many eggs does the queen lay? What does the drone do? Where does a colony live? What do worker bees do for the colony? What do bees do with pollen? Where do bees live?

In the Book (Investigation Information)

Right There:Queens Lay 1500 eggs each day.Right There:Drones mate with the queen bee.

Worker Bees…•Make wax•Feed the larvae•Collect pollen•Store pollen•Make honey•Guard the hive

In Your Head (Inference)

In the Book (Gathering Information

Right There:Queens Lay 1500 eggs each day.Right There:Drones mate with the queen bee.

Worker Bees…•Make wax•Feed the larvae•Collect pollen•Store pollen•Make honey•Guard the hive

In Your Head (Inference)

On Your Own

Do you know someone who works as hard as the bee?

Author and You (Inference)

Which bee is the busiest?

Why is it necessary for the queen to lay so many eggs?

Question/Answer Relationship (QAR)Question/Answer Relationship (QAR)Question/Answer Relationship (QAR)Question/Answer Relationship (QAR)

IN THE BOOK Right There:

answer in text, easy to find; words used in question and used in answer are in same sentence

IN MY HEAD Author and You:

answer not in text; must think about what is known, what text is saying and how it fits together

Think and Search: words and answers come from different parts of text (or books)

On My Own: using experiences to answer question

I wonder…? Choose a book, turn the pages

and WONDER Write “I wonder… (about

animals)?” Wonder and Wander in the books!

1. I wonder...2. what horses eat?3. where horses live?4. how horses help people?

Name: ____________________________________

What are the parts of a tree and what do they do?

Tree Part What does it do?

Draw a picture of a tree’s life cycle.

What are the two main types of trees? How can you tell them apart?

In the box below, draw a picture of your favorite tree. Next to the picture,explain how to identify this tree.

What products are made from trees? How are trees important inyour life?

Change Over Time: Life Cycle of a TreeChange Over Time: Life Cycle of a Tree

Maple key

(seed)

Fallsfrom

mature

tree.

Spinsto

forest

floor.

Liesunder

leaves all

winter.

Mapel seed

sprouts

Seed

inside

key

swells.

Seedcoat

splits

apart.

Tiny root

creepsinto the

damp soil.

Seedling

grows

Stretchesleaves to

sun.

Leavesmake

chlorophyll

and food

Becomes

dormant

in winter.

Tree

matures

Producesblossoms

which are

fertilized.

Smooth

trunk

becomes

rough.

Makes

moremaple

keys(seeds).

Tree dies

Maple

can live

for 200

years.

Manyholes

made byanimals

lightening

Not

enoughsap can

feedgrowth.

Change Over Time: Life Cycle of a TreeChange Over Time: Life Cycle of a Tree

Words And Concepts (WAC)

A B C D E F G H

I J K L M N O P

Q R S T U V W X

Y Z

Reading Strategy: Determining Importance

Finding Important Finding Important Information: VocabularyInformation: Vocabulary

Finding Important Finding Important Information: VocabularyInformation: Vocabulary

PropertiesDescribe it.

CategoryWhat is it?

ComparisonWhat is it like?

Illustrations: What are some examples?

Non-ExamplesExamples

CharacteristicsDefinition

word

The Frayer ModelThe Frayer ModelThe Frayer ModelThe Frayer Model

CharacteristicsDefinitionA member of a class of higher vertebrates

MammalExamples Non-

examples• human

• squirrel

• dog

• bat

• horse

• whale

• cow

• rabbit

• frog

• snake

• turtle

• butterfly

• spider

• lizard

• shark

• chicken

• warm-blooded

• have fur

• produce milk

The Frayer ModelThe Frayer ModelThe Frayer ModelThe Frayer Model

DavidRight There:•What did David do as soon as he saw the clock?•What type of shirt did David put on?

Think and Search•What did David look for before he left the house?•What steps did David take to get ready to leave the house?

Author and Me•Where was David headed that morning?•What time of day was David getting ready to go?

•On My Own•Should parents wake their children up for school?

Cutting Up With FactsCutting Up With FactsCutting Up With FactsCutting Up With Facts

Cows have four stomachs. They eat grass

Rabbits eat their droppings. Rabbits eat grass.

The starfish stomach goes out of its body and into the shellfish

Frogs pushes their stomach out of their body when if it eats something bad.

Ostriches can run 40 miles an hour. It can kick its enemies.

Ostriches have long nails.

Chameleons change colors to hide.

Baboons live together in troups.

Cobras puff out their necks to look bigger.

Whales can talk to each other.

Meercats stand guard to warn of danger.

Features

Behaviors

What can we infer?

Cows have four stomachs. They eat grass

Rabbits eat their droppings. Rabbits eat grass.

The starfish stomach goes out of its body and into the shellfish

Frogs pushes their stomach out of their body when if it eats something bad.

Ostriches have long nails.

Animal features…The cheeta has a spotted coat.

What can we infer?

Animal behaviors…

Ostriches can run 40 miles an hour. It can kick its enemies.

Chameleons change colors to hide.

Cobras puff out their necks to look bigger.

Whales can talk to each other.

Meercats stand guard to warn of danger.

Baboons live together in troups.

ABC’s of Inferring

A B C D E F G H

I J K L M N O P

Q R S T U V W X

Y Z

Reading Strategy: Inferential Thinking

Inferential ThinkingInferential ThinkingInferential ThinkingInferential Thinking

Animal SurvivalAnimal Survival

Final Product OrganizerFinal Product OrganizerFinal Product OrganizerFinal Product OrganizerCompare features of planets

to earth:

• Temperature

• Surface• Atmosphere/weather

• Sun’s affect

• Revolution/rotation• Moons

Constellations:

• Diagrams• Location in sky

• History

• Myths

Exploration

• Names of missions• Time and distance

• Manned or unmanned

• Day in the life of anastronaut

Descriptive information about

the planet:• Distance from sun

• Order of the planet

• Geophysical features• Phases/years

• How it was named

• Time needed to travel fromEarth using NASA fleet

2Interactions of solar bodies:

• Comets• Meteors

• Asteroids

• Moons• Other planets

• Earth

• Sun

Goldilocks

• Temperature/seasons• Distance from sun

• Surface

• Atmosphere• Jupiter as guardian

Explain Earth as the

“Goldilocks” planet and whywe must care for our planet.

111 2

4

65

3

Emily Alford

(847) 397-1665

ealford@ncisc.org