V - Be GLAD · Web viewWord Analysis, Fluency, and Systematic Vocabulary Development. ......

VERTEBRATES GLAD Unit developed by

Norma Lovelace & Sylvia PriceEarlimart School District

PROJECT G.L.A.D.Earlimart School District

VERTEBRATESIDEA PAGES

I. UNIT THEME - Include cross cultural sensitivity theme

- Classification of Vertebrates- All living things affect the environment,

changing habitats that animals live in.- Survival – When habitats are destroyed,

animals adapt, die (become extinct), or move away.

- Through the study of vertebrates students will learn that appearances can be deceiving. They will learn we should not judge others on their appearance.

II. FOCUS/MOTIVATION

- Super Scientist Awards – Cognitive dictionary- Inquiry Chart- Poetry/Raps/Songs- Realia- Read Aloud- Play- The Important Book About Vertebrates- Observation Charts

III. CLOSURE

- Student generated text- Focused Reading- Portfolios- Inquiry Charts- Artwork- Projects/presentations on different animal

classification- Team exploration – Big Book

IV. CONCEPTS

- All animals are classified into two groups: Vertebrates and Invertebrates.

- Vertebrates have a backbone, invertebrates do not.

- Vertebrates are classified into five different groups: birds, mammals, amphibians, reptiles and fish.

- Each classification has characteristics of its own that help us identify animals. Animal characteristics relate to growth, survival and reproduction

- Living things cause changes in the environments in which they live. Some of these changes are detrimental to the organism and some are beneficial.

- All animals share the need to be respected for what they are.

- Appearances can be deceiving. Example: A monkey looks like fun but makes a terrible pet!

- Myths, fears, and misunderstandings are dissolved when knowledge is discovered and respected.

- Respect for a culture or a creature is developed through the knowledge and understanding of the differences and similarities of the culture or creature.

Life Sciences Standards

a. Students know plants and animals have structures that serve different functions in growth, survival, and reproduction.

b. Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands.

c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficial.

d. Students know when the environment changes, some plants and animals survive and reproduce; others die or move to new locations.

e. Students know that some kinds of organisms that once lived on Earth have completely disappeared and that some of those resembled others that are alive today.ELA STANDARDS - GRADE 3

Reading

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development1.2 Decode regular multisyllabic words.1.3 Read aloud narrative and expository text fluently and

accurately and with appropriate pacing, intonation, and expression.

1.6 Use sentences and words context to find the meaning of unknown words.

1.7 Use a dictionary to learn the meaning and other features of unknown words.

2.0 Reading Comprehension

2.1 Use titles tables of contents, chapter headings, glossaries, and indexes to locate information in text.

2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.

2.3 Demonstrate comprehension by identifying answers in the text.

2.4 Recall major points in the text and make and modify predictions about forthcoming information.

2.5 Distinguish the main idea and supporting details expository text.

2.6 Extract appropriate and significant information from the text, including problems and solutions.

3.0 Literary Response and Analysis

I.1 Distinguish common forms of literature.3.5 Recognize the similarities of sounds in words

Rhythmic patterns in a selection.

Writing

1.0 Writing Strategies

1.1 Create a single paragraph:a. Develop a topic sentence.b. Include simple supporting facts and details.

1.2 Write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and words in a sentence.

1.3 Understand the structure and organization of various reference materials.

1.4 Revise drafts to improve the coherence and logical progression of ideas by using an established rubric.

2.0 Writing Applications

2.1 Write narratives:

a. Provide a context within which an action takes place.b. Include well-chosen details to develop the plot.c. Provide insight into why the selected incident is

memorable.

2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.

Written and Oral English Language Conventions

1.0 Written and oral English language Conventions

1.1 Understand and be able to use complete and correct declarative, interrogative, imperative and exclamatory sentences in writing and speaking.

1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.

1.3 Identify and use past, present, and future verb tenses properly in writing and speaking.

1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences.

1.5 Punctuate dates, city and state, and titles of books correctly.1.6 Use commas in dates, locations, and addresses and for items

in a series.1.7 Capitalize geographical names, holidays, historical periods,

and for items in a series.

Listening and speaking

1.0 Listening and Speaking Strategies

1.1 Retell, paraphrase, and explain what has been said by a speaker.

1.2 Connect and relate prior experiences, insights, and ideas to those of a speaker.

1.3 Respond to questions with appropriate elaboration.1.7 Use clear and specific vocabulary to

Communicate and establish the tone.1.8 Clarify and enhance oral presentations through the use of

appropriate props.1.9 Read prose and poetry aloud with fluency, rhythm, and pace,

using appropriate intonation and vocal patterns to emphasize important passages of the text being read.

2.0 Speaking Applications

2.3 Plan and present dramatic interpretations of experiences, stories, poems, or plays with clear diction, pitch, tempo, and tone.

LISTENING & SPEAKING (ELD Standards) - Grade 3A. Begin to speak with a few words or sentences

(e.g., single words or phrases).EI. Begin to be understood when speaking, using

consistent use of standard English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns he/she).

I. Be understood when speaking, using consistent standard English grammatical forms and sounds; however, some rules may not be in evidence (e.g., third person singular, male and female pronouns).

EA. Be understood when speaking, using consistent standard English grammatical forms and sounds, intonation, pitch, and modulation, but may have random errors.

A. Speak clearly and comprehensively using standard English grammatical forms, sounds, intonation, pitch and modulation.

EA. Recognize appropriate ways of speaking that vary based on purpose, audience, and subject matter.

A. Consistently use appropriate ways of speaking and writing that vary based on purpose, audience, and subject matter

I. Listen attentively to stories/information and identify key details and concepts using both verbal and non-verbal responses.

EA. Listen attentively to more complex stories/information on new topics and identify the main points and supporting details.

A. Listen attentively to stories and subject area topics and identify the main points and supporting details.

EI. Restate and execute multi-step directions.B. Retell familiar stories and participate in short conversations by

using appropriate gestures, expressions, and illustrative objects.

EI. Orally identify the main points of simple conversation and stories that are read aloud using phrases or simple sentences.

I. Retell stories and talk about school-relatedactivities using expanded vocabulary, descriptive words, and paraphrasing.

EA. Retell stories in greater detail including characters, setting, plot, summary, and analysis.

A. Identify the main ideas, points of view, and fact/fiction in broadcast and print media.

I. Ask and answer instructional questions with

some supporting elements.EA. Ask and answer instructional questions with

more extensive supporting elements.B. Independently use common social greetings and simple

repetitive phrases.EI. Orally communicate basic needs.I. Actively participate in social conversations

with peers and adults on familiar topics by asking and answering questions and soliciting information.

EA. Actively participate and initiate more extended social conversation with peers and adults on unfamiliar topics by asking and answering questions, restating, and soliciting information.

EA. Use simple figurative language and idiomatic expressions to communicate ideas to a variety of audiences.

A. Demonstrate understanding of idiomatic expressions by responding to and using such expressions appropriately.

READING Word Analysis (ELD Standards)B. Recognize English phonemes that correspond to phonemes

students already hear and produce while reading aloud.B. Recognize sound/symbol relationships in own writing.EI. While reading orally, recognize and produce

English phonemes that do not correspond to phonemes students already hear and produce.

I. Produce most English phonemes correctly when reading aloud.

EI. Recognize common English morphemes in phrases and simple sentences.

I. Use common English morphemes in oral and silent phrases.

EA. Apply knowledge of common English morphemes in oral and silent reading to derive meaning from literature and texts in content areas.

Reading Fluency and Systematic Vocabulary DevelopmentB. Read aloud simple words in stories or games.EI. Read simple vocabulary, phrases, and

sentences independently.EA. Use decoding and knowledge of academic and social

vocabulary to achieve independent reading.A. Apply knowledge of academic and social vocabulary to

achieve independent reading.

EI. Use knowledge of English morphemes, phonics and syntax to decode and interpret the meaning of unfamiliar words in simple sentences.

I. Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning off unfamiliar words in written texts/

EA. Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words.

I. Recognize some common roots and affixes when attached to known vocabulary.

EA. Use come common roots and affixes when attached to known vocabulary.

A. Apply knowledge of common roots and affixes when attached to known vocabulary.

EA. Recognize simple analogies and metaphors in literature and texts in content areas.

EA. Use common idioms in discussions and reading.A. Use common idioms, some analogies and metaphors in

discussion and reading.EA. Recognize words that sometimes have multiple meanings in

literature and texts in content areas.A. Recognize words that sometimes have multiple meanings and

apply this knowledge consistently.I. Create simple dictionary of frequently used words.EA. Use standard dictionary to find the meanings of known

vocabulary.A. Use a standard dictionary to determine meaning of unknown

words.EI. Read own writing of narrative and expository text aloud with

some pacing, intonation, and expression.I. Read grade appropriate narrative and expository texts aloud

with appropriate pacing, intonation, and expression.EA. Read increasingly complex narrative and expository texts

aloud with appropriate pacing, intonation and expression.A. Read narrative and expository texts aloud with appropriate

pacing intonation and expression.B. Demonstrate comprehension of simple vocabulary with an

appropriate action.B. Retell simple stories using drawings, words, or phrases.

B. Produce simple vocabulary to communicate basic needs in social and academic settings.

B. Respond appropriately to some social and academic interactions.EI. Apply knowledge of content related vocabulary to discussions

and reading.

I. Use content related vocabulary in discussions and reading.EI. Demonstrate internalization of English grammar, usage, and

word choice by recognizing and correcting some errors when speaking or reading aloud.

I. Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud.

READING COMPREHENSION (ELD standards)

B. Point out text features such as title, table of contents, and chapter headings.EI. Read and identify basic text features such as title, table of

contents, and chapter headings.I. Read and identify text features such as title, table of contents,

chapter headings, diagrams, charts, glossaries, and indexes in written texts.

EA. Locate and identify the function of text features such as format, diagrams, charts, glossaries, and indexes.

A. Use text feature such as format, diagrams, charts, glossaries, indexes, etc., to locate and draw information from text.

B. Orally identify relationship between simple text read to them and their own experiences using key words and/or phrases.

EI. Read and orally identify relationships between written text and their own experience using simple sentences.

I. Read and use more detailed sentences to orally describe relationships between text and their own experiences.

EA. Describe relationships between text and their experiences.EA. Use resources in the text to draw conclusions and make

inferences.A. Use resources in the text to draw inferences, conclusions, and

to make generalizations.B. Respond orally to stories read to them by answering

questions, using one and two word responses.EI. Read and listen to simple stories and demonstrate

understanding by using simple sentences to respond to explicit detailed questions.

I. Use detailed sentences to orally respond to comprehension questions about written text.

B. Identify the main idea in a story read aloud using key words and/or phrases.EI. Read and orally identify the main ideas and use them to draw

inferences about written text using simple sentences.I. Read and use detailed sentences to orally identify main ideas

and use them to make predictions and provide supporting details for predictions made.

EA. Describe the main ideas and supporting details of a text.A. Describe main ideas and supporting details, including

supporting evidence.B. Identify the basic sequence of events in stories read to them,

using key words or pictures.EI. Orally identify the basic sequence of written text using simple

sentences.EA. Identify some significant structural patterns in text, such as

sequence/chronological order and cause/effect.A. Identify significant structural patterns in text, such as

compare/contrast, cause/effect, and sequence/chronological order.

EI. Orally identify examples of fact/opinion in familiar texts read to them.

I. Read and orally identify examples of fact/opinion and cause/effect in literature and content area texts.

EA. Distinguish between explicit examples of fact, opinions, inference, and cause/effect in texts.

A. Distinguish between fact/opinion, inference, and cause/effect in text.

B. Understand and follow simple one-step directions for classroom or work-related activities.

EI. Understand and follow simple two-step directions for classroom or work-related activities.

I. Understand and follow simple multi-step directions for classroom or work-related activities.

WRITING STRATEGIES & APPLICATIONS (ELD Standards)B. Write English alphabet legibly.EI. Given a model, write a friendly letter.I. Independently write a letter using detailed sentences.EA. Independently write a persuasive letter with relevant evidence.

B. Label key parts of common objects.EI. Use drawings, pictures, lists, charts,

and tables to respond to familiar literature using simple sentences.EI. Write an increasing number of words and Simple sentences appropriate for language Arts and other content areas.I. Use more complex vocabulary and sentences

Appropriate for language arts and other content areas.EA. Use complex vocabulary and sentences

Appropriate for language arts and other content areas.A. Write short narratives that include examples of writing

appropriate for language arts and other content areas.

I. Begin to use a variety of genres in writing.EA. Write multi-paragraph narrative and expository compositions

and examples appropriate for content areas, with consistent use of standard grammatical forms.

A. Write a persuasive composition using standard grammatical forms.

A. Write multi-paragraph narrative and expository compositions using standard grammatical forms.

B. During group writing activities, write brief narratives and stories using a few standard grammatical forms.

EI. Follow a model given by the teacher to independently write short paragraphs of at least four sentences.

EI. Write short narrative stories that include the elements of setting and character.

I. Narrate a sequence of events with some detail.EA. Write a detailed summary of a story.EA. Independently write simple responses to literature.A. Write narratives that describe the setting, character, objects,

and events.EI. Produce independent writing that is understood when read,

but may include inconsistent use of standard grammatical forms.

I. Independently create cohesive paragraphs that develop a central idea with consistent use of standard English grammatical forms.

EA. Arrange compositions according to simple organizational patterns.

A. Independently use all of the steps of the writing process.Writing ConventionsB. Use capital letters when writing own name and the beginning

of sentences.B. Use a period at the end of a sentence.EI. Use capital letters to begin sentences and

proper nouns.EI. Use a period at the end of a sentence, and use some commas

appropriately.I. Produce independent writing that may include some

inconsistent use of capitalization, periods, and correct spelling.

EA. Produce independent writing with consistent use of capitalization, punctuation, and spelling.

A. Produce writing that demonstrates a command of the conventions of standard English.

EI. Edit writing for basic conventions and make some corrections.EA. Edit writing for basic conventions.A. Edit writing for punctuation, capitalization, and spelling.

I. Use standard word order but may have some inconsistent grammatical forms.

EA. Use standard word order but may have some inconsistent grammatical forms, including inflections.

A. Use complete sentences and correct word order.A. Use correct parts of speech, including correct

subject/verb agreement.Literary Response & Analysis

B. Orally distinguish between fiction and non-fiction using one or two-word responses or phrases.

B. Use pictures, lists, charts, and tables to identify the characteristics of fairly tales, folktales, myths, and legends.

EI. Orally distinguish among poetry, drama, and short stories using simple sentences.

A. Describe the major characteristics of poetry, drama, fiction, and non-fiction.

EI. Orally identify the main events of the plot using simple sentences.

EI. Orally describe the setting of a piece of literature using simple sentences.

I. Use expanded vocabulary and descriptive words and paraphrasing for oral and written responses to texts.

EA. Read and orally identify the main problem of a plot and how it is resolved in a selection.

B. Orally identify different characters and settings in simple literary texts using words or phrases.

EI. Orally describe what a character is like by what he/she does in a selection, using simple sentences.

EA. Identify the motives of characters in a work of fiction.A. Compare and contrast the motives of characters in a work of

fiction.B. Listen to a story and respond orally by answering factual

comprehension questions using one- or two-word responses.EI. Orally respond to brief literary stories by answering factual

comprehension questions, using simple sentences.I. Apply knowledge of language to derive

meaning/comprehension from literary texts.EA. Recognize and describe themes stated directly in a text.A. Recognize and describe themes stated directly or implied in

literary texts.EA. Identify and describe figurative language.EA. Distinguish between literary connotations and symbols from

culture to culture.EA. Read and orally identify metaphors and similes in a selection.EA. Read and orally identify the speaker or narrator in a selection,

using simple sentences.

EA. Recognize the difference between first and third person in a literary text.

A. Identify and evaluate the author's use of various techniques to influence readers' perspectives.

EI. Recite simple poems.

V. VOCABULARY

Vertebrates adaptation Kingdom AnimaliaInvertebrates animals Phylum ChordataOrganisms Class Mammalia Ostelichthyes Class Reptilla Class Amphibia hibernateCharacteristic birds omnivoreClass Aves carnivore herbivoreKingdom camouflage ArthropodPhylum Echinodermata AnnelidaMollusca Coelenterata PoriferaBackbone amphibian predatorSpecies compare preyClassify contrast osmosisCold-blooded Warm-blooded plantaeArchaebacteria bacteria protistaFungi

VI. ORAL LANGUAGE/READING/WRITING SKILLS

- Vocabulary through context- Cause/effect predicting- Comparing/contrasting and analyzing information- Setting, character, and plot- Nouns, verbs, and prepositional phrases- Writing descriptive composition- Writing complete sentences- React to speaker with appropriate questions and comments- Express personal thoughts in a group.

VII. RESOURCES

Teacher Resources:

New Standard Encyclopedia, Vol. 13, pages 63 -65,Giant Science Resource Book, Evan-Moor PublicationsClassifying Living Things; How Organisms Are Related, Scholastic Inc., Indianapolis, IndianaNational Geographic Book of Mammals, National Geographic SocietyNational Geographic Animal Encyclopedia, National Geographic SocietyAnimal Encyclopedia for Children, Roger Few, Scholastic

Literature

Stellaluna - Janell CannonThe Rainbow Fish - Marcus PfisterOwl Babies - Martin Waddell & Patrick BensonDucks - Gail GibbonsWe Are Wolves - Melinda Julietta & Lucia GuarnottaCats, Cats, Cats! - Leslea Newman & Erika OllerReader's Digest Pathfinders: Birds - WELDON Owen Productions Lizards, Frogs, and Polliwogs - Douglas FlorianAnimal Lives: The Rabbit - Bert Kitchen & Sally TagholmCATS - Gail GibbonsUsborne First Nature Birds - Rosamund Kidman Cox & Barbara CorkOutside and Inside Sharks - Sandra MarkleIn the Forest - Ann Cooper & Dorothy EmerlingWolves - Gail GibbonsGulls…Gulls…Gulls… - Gail GibbonsMarshes and Swamps - Gail GibbonsDeserts - Gail GibbonsDogs - Gail GibbonsFrogs - Gail GibbonsWhales - Gail GibbonsSmart Survivors - Sneed B. Collard IIIIf You Were a Kitten - Marion Dane Bauer & JoEllen McAllister StammenAnimal Close Ups: The Crocodile, Valerie Tracqui & The BIOS AgencyAnimal Close Ups: The Polar Bear, Valerie TracquiEyewitness Book of Animals, Colin McCarthyFish: A First Discovery Book, Scholastic Inc.

The Big Book of Animals, Sheila HanlyEyewitness Book: Dog, Dorling KindersleyMammals at Your Fingertips, Judy Mayer & Grace GoldbergFarm Animals, Scholastic Inc.About Amphibians: A Guide for Children, Sill & SillAbout Mammals: A Guide for Children, Sill & SillAnimals to the Resue! Christopher FarranA True Book: Ocean Mammals, Elaine LandauEye Openers: Sea Animals, Angela Royston

VERTEBRATESUNIT PLANING PAGES

II. FOCUS/MOTIVATION

- Signal Word - Cognitive Dictionary- Inquiry charts - KWL- Observation Charts- Important Book About Vertebrates- Super Scientist Awards- Read Aloud - Rainbow Fish- Read Aloud - Stellaluna- Realia- Poetry/Songs- Home School Connection- "What classification

is your pet?"

III. INPUT

- 10-2 lecture in primary language groups- Preview/Review in Spanish- Pictorials: Amphibian/Frog/Bird/Mammal/Fish- Graphic Organizer - Kingdoms- Process Grid- Graphic Organizer - Venn Diagram on what

animals eat- Mural/Living Wall- Frog play

IV. Guided Oral Practice

- T-Graph for social skills- Daily oral processing of charts- Poetry/Song- Picture file cards - classify and compare- Farmer in the Dell- Process Grid- Cooperative Strip Paragraph- Heads together - Problem solving- Add to the living wall- Highlighting Poetry- Flexible Reading Groups- Exploration Report

IV. READING AND WRITING ACTIVITES

A. Total Class

- Farmer in the Dell/Sentence Pattering Chart- Group Frame- Read Aloud- Model of the Writing Process- Story Map- Cooperative Strip Paragraph from Process

Grid- Primary Language paragraph- Poetry

B. SMALL GROUP (Cooperative tasks and flexible grouping)

- Ear-to-ear reading- Expert Groups- Create group paragraph from Process Grid- Shared, guided and flexible group reading- Read the walls- Poetry Frames- Focused reading- Readers’ Theater

C. INDIVIDUAL PRACTICE AND Writer’s workshop

- Reading/writing choices to all genres, domains- Journal Writing/Learning logs- Silent Sustained Reading/Writing- Poetry - Creative stories- Looking at picture file cards & other sources- International Library Corner- Add to Living Wall

V. EXTENDED ACTIVITIES FOR INTERGRATION

- Plays/Dramas about animals- Music/Songs about different animals- Cooking: Food from different habitats- Experiments with animals (i.e.: what they eat,

when they sleep…)- Guided Imagery (Imagine you are a tiger…)

VI. CLOSURE

- Process charts- Focused Reading

- What piece of writing will you take to publication?

- Share personal interactions- Inquiry Chart- Art work

- Group and Individual projects

VertebratesDay One

Focus and Motivation-Cognitive Dictionary/Signal word: Vertebrates-Super Scientist Awards-Observation Charts-Inquiry Chart-Read Aloud/Big Book: Important Book about Vertebrates-Personnel Interaction: “Are there animals that frighten you?”-Return to Inquiry chart-Song: Got a Bone-Unit Portfolios

Input-Scouts-Graphic Organizer: Kingdoms-Poems: Bird & Mammal-Realia: Bird -10/2

Guided Oral PracticeT-Graph: Respect-Heads togetherPicture File Cards: Observe/Predict/Exploration reportLiving Wall

Reading/WritingLearning Log: Difference between Dessert and Mountain habitatsWriter’s Workshop Mini-lesson: what it is, how to get startedWritingAuthor’s chair

Closure

Home School ConnectionInteractive journalsProcess Inquiry ChartSong: Got a Bone

Day Two

Focus and Motivation-Nature tape with animal sounds-Cognitive dictionary/Signal word-Process home/school connection-Review with word cards (graphic organizer)-Highlight poetry-Read Aloud: Stellaluna-10/2 with primary language

Input-Pictorial Comparison: Mammal/Bird Comparison

-10/2 with primary language- ELD review with TPR (living wall)/Learning log response

Guided Oral Practice-Poetry-Team discussion of benefits of adaptation

Input-Narrative Input: Grandfather’s Dream

Reading/Writing/Closure

-Team Tasks (Comparison Pictorial, Exploration Report, Group Inquiry Chart, Draw and label Living Wall)

-Expert Groups (Bird/Mammal)-Flexible group reading and ELD language group-Interactive journals-Home/School Connection-Collect journals-Song: Got a Bone

Day Three

Focus and Motivation-Cognitive Dictionary/Signal word-Pass back Journals-Home/School connection-Review narrative with word cards and conversation bubbles

Input-Poetry: Reptile/Yes Ma’am/Amphibian-Pictorials of reptile/amphibian

Reading/Writing-Learning logs

Guided Oral Practice-Sentence Patterning Chart

-Read-Trade-Flip-chant

Reading/Writing-Finish Expert Groups-Process Grid-Cooperative Strip Paragraph: topic Sentence: Mammals are

identified by their many characteristics.)-Respond, revise and edit

-Listen and Sketch

Reading/Writing-Flexible Group Reading (Clunkers and Links with at or above group)-Team Tasks (Story map, reptile pictorial, verse for Yes Ma’am, Flip Book, Sentence Patterning Chart)-Team Evaluation

Closure-Interactive journals-Home/school connection-“Got A Bone”

Day Four

Focus and Motivation

-Cognitive Dictionary/Signal word-Process Charts and poetry -Review narrative with story map

Reading/Writing

-Team Tasks -Flexible Leveled Reading Groups: (Struggling Readers using coop. Strip paragraph)

-Team Writer’s Workshop-Input on fictional Character Graphic Organizer-Interest Corners-Brainstorm two fact boxes-Quick-write, sketch-Read-rounds: Highlight/share

-Read the Walls with cognitive dictionary

Closure-Process Inquiry Chart-“Got A Bone”

Day FiveFocus and Motivation

-Signal Word – Cognitive Dictionary-Home/School Connection

Reading/Writing-Ear-to-ear with poetry booklet-Found Poetry-Team Tasks and Presentations:

-Flexible Leveled Reading Group (ELD Group Frame)

Closure-Family Feud Game-Process Inquiry Chart-Process all charts-Evaluate the unit: What helped you learn?

Got a BoneN. Lovelace

Got a bone. Got a bone.Got a bone right down my back.


I’m a vertebrate, that’s what I am,And with a backbone I can stand.




I’m a vertebrate and a mammal too.I stand straight and tall,

Just like you. *


Got a bone. Got a bone.Got a bone right down my back.I’m a vertebrate, but a fish am I,

With a backbone through the water I glide. *



I’m a vertebrate, an amphibian so,With a backbone in each life I know. *



I’m a vertebrate and a reptile cool.Without a backbone I’d be a fool. *


Got a bone. Got a bone.Got a bone right down my back.I’m a vertebrate, a bird in fact,

A backbone I do not lack. *

Fish Everywhere

By Norma Lovelace

Fish here, fish there,Fish, fish, everywhere!

Scaly fish breathing,Hungry fish eating,Smooth fish sleeping, And slimy fish swimming!

Fish in the ocean,Fish in the sea,Fish below the docks,And fish around me!

Fish here, fish there,Fish, fish, everywhere!

Fish! Fish! Fish!

Fish

I’m a fish.That’s my name.

I breathe with gills,That’s my fame.

I glide through the water using my fins,And swim in schools with friends and kin.

I may have bones, just like you,Or I may have cartilage: yes it’s true.

Mammals

I’m a mammal. That’s my name.I have hair or fur. That’s my game.

I give my young breast mildTo make them grow big and strong.

I live all over the world.That’s where I belong.

I’m a warm-blooded animal,You know that’s true.

My body temperature stays constant,Just like you!

BIRDS

I’m a bird.That’s my name.I have feathers.That’s my game.

I lat eggs, and my babies hatch.I feed them from a garden patch.

I live in trees And nests on the ground.

Singing is my hobby.Don’t you love my sound?

Adapt, Die or Move Away(Tune: “I’m a Nut”)By Norma Lovelace

When our habitat’s destroyed,Survival skills we must employ.We adapt, die or move away,Adapting is the way we stay.

Chorus:We adapt (clap, clap)Or we die (clap, clap)Or we move away to survive.

When the oil spills our oceans filled,Many fish and birds were killed.But some survived, they moved away,Others adapted so they could stay.

A forest fire destroyed our home.So some of us had to roam.Others died and some survived,Adapting to a different life.

Be careful how you treat this Earth.Respect living things and their worth.Disrespect destroys our homes.Can’t you feel the whole world moan?

Yes Ma’am

Is this a vertebrate? Yes Ma’am.Is this a vertebrate? Yes Ma’am.How do you know? It has a backbone.How do you know? I’m one of them.Give me some examples. Fish and mammals.Give me some examples. Amphibians, Birds and

Reptiles.

Is this a Mammal? Yes Ma’am.Is this a Mammal? Yes Ma’am.How do you know? It has hair or fur.How do you know? It had live young.Give me some examples. Humans and dogs.Give me some examples. Whales and Gorillas.

Is this a bird? Yes Ma’am.Is this a bird? Yes Ma’am.How do you know? It has feathers.How do you know? It lays its eggs.Give me some examples. Macaws and Parrots.Give me some examples. Penguins and Eagles.

Is this a reptile? Yes Ma’am.Is this a reptile? Yes Ma’am.How do you know? It has scales or plates.How do you know? It has leathery-shelled

eggs.Give me some examples. Snakes and Lizards.Give me some examples. Turtles and Armadillos.

Is this a fish? Yes Ma’am.Is this a fish? Yes Ma’am.How do you know? It breathes with gills.How do you know? It swims through the

water with a flip of its tail.

Give me some examples. Trout and Salmon.Give me some examples. Catfish and Sharks.

Is this an Amphibian? Yes Ma’am.Is this an Amphibian? Yes Ma’am.How do you know? It has two lives.How do you know? It lays its jelly-like

globs of eggs.Give me some examples. Frogs and Toads.Give me some examples. Newts and

Salamanders.

Reptiles

I’m a reptile.That’s my name.

I have scales or plates,That’s my fame.

I’m a cold-blooded animal,Yes it’s true.

So I need heat to survive,Not like you.

Most of my family lay eggs underground,But a rattlesnake has it’s young live,

So I’ve found.I have dry scaly skin,I hibernate and hide.

When I grow big,I could lose my skin on the outside.

Amphibians

I’m an amphibian.That’s my name.

I lead a double life,That’s my fame.

I begin as an egg in fresh water it’s true,But as an adult you can find me on fresh land too.

Frogs, Salamanders, Newts and Toads,Are all part of my classification,

So I’m told.I’m cold-blooded like a reptile and hibernate too.

I have leathery skin or slimy skin.YAHOO!

The Predator and The PreyN. Lovelace

Said the predator to the prey,“Watch out! I’m very near.I’m looking for some food

Be it a lion or a deer.Now don’t be upset a great big bunch,

I just want to eat you for my lunch.Its nothing personal, don’t you know?

But I need you to survive, Whether you’re a friend of foe.”

Said the prey to the predator,“Well this all may be true.

And you keep the surplus population down too!But if it’s all the same to you,

I’ll camouflage my view.And although you need me,

I need you too!”

Side By Side (Words by N. Lovelace & Tim Bybee)

Oh our Earth a valuable resourceSome waste each day without remorse.But we can work hand in hand,

To save our land,Side by side.Well if we want to be ready tomorrowTo keep all our children from sorrow,We’ll work hand in hand,To save our land,Side by side.

Through all kinds of problems,Crucial as they may be,As long as we keep trying,We’ll have diversity.

(Return to first verse)

Group Frame for Writing

Fish here, fish there,

Fish, fish, everywhere!

_________ fish ____________,

_________ fish ____________,

_________fish_______________,

And ____________ fish ________________!

Fish in ________________________,

Fish in ________________________,

Fish below ___________________,

And fish ______________________________!

Fish here, fish there,

Fish, fish, everywhere!

FISH! FISH! FISH!

The Important Book About Vertebrates

The important things about vertebrates are that they have a backbone and that

they adapt, die, or move away when their habitats are destroyed.

Animals are classified into two major groups: vertebrates and invertebrates. Invertebrates do not have a backbone.

Vertebrates do have a backbone. Vertebrates are classified into five

groups; mammals, birds, reptiles, fish and amphibians.

But, the important things about vertebrates are that they have a backbone

and that they adapt, die, or move away when their habitats are destroyed.

Mammals



Mammals are animals with a backbone. They give birth to live young. The mothers feed their young with milk. They have fur. They are warm-blooded and they cannot produce their own food.

But, the important things about mammals are that they have a backbone and that they adapt, die, or move away when their habitats are destroyed.

Birds



Birds are animals with a backbone. They lay eggs. All birds have feathers, but not

all birds fly.

But, the important things about birds are that they have a backbone and that they

adapt, die, or move away when their habitats are destroyed.

Reptiles



Reptiles are animals with a backbone. They are cold-blooded. Most lay leathery

eggs and have dry scaly skin.

But, the important things about reptiles are that they have a backbone and that


Amphibians



Amphibians are animals with a backbone. The word amphibian means “double-

life.” They are animals that spend part of their life in water and part on land. They are found in moist environments. They

are cold-blooded and they hibernate. Some have leathery skin and some are

slimy to the touch.

But, the important things about amphibians are that they have a

backbone and that they adapt, die, or move away when their habitats are

destroyed.

FISH



Fish are animals with a backbone. They have streamlined bodies, scales and fins. They breathe through gills and they live

in both marine and freshwater environments.

But, the important things about fish are that they have a backbone and that they

adapt, die, or move away when their habitats are destroyed.



There are billions upon billions of animals in this world. But, if they are a

mammal, bird, reptile, fish, or amphibian they have a backbone and are classified as

a vertebrate because….



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