Grade 4 TEXT INTRODUCTIONS AND PROCEDURE

Sharing Background Knowledge:

• Read the title and the text prompt. • Students talk in pairs or triads. Then follow up with a whole class/group

discussion. • Keep the sharing to less than 20 minutes.

After Sharing:

• Teacher reads the questions on the student response sheet aloud to the group.

Text Prompts: Chimpanzee Champion* This is a text about a woman named Jane Goodall, who spent a long time studying chimpanzees in Africa. What is a chimpanzee? Based on the title and your background knowledge what are you wondering or thinking about? What they look like, act like, and are able to do? What do you think Jane Goodall wanted to learn about chimpanzees? Roller Coasters* This text is about different kinds of roller coasters. What is a roller coaster? Have you ever been on one? Based on the title and your background knowledge what are you wondering or thinking about? What do roller coasters look like? What it is like to ride on a one, or a smaller version at the fairs that come to town? Silken Laumann: Courageous Canadian* This text is about Silken Laumann, a top Canadian athlete who got badly injured before the Olympics. Based on the title and your background knowledge what are you wondering or thinking about? What do Olympic athletes have to do to become good enough? Game On!* This text is about sports played by the Aboriginal people of Turtle Island to stay fit and to enjoy. Turtle Island is a term used by some Aboriginal peoples to refer to the continent of North America. Based on the title and your background knowledge what are you wondering and thinking? What games do you think they played? What materials would they use? *After the text prompt discussion, remind students who have significant background knowledge on a topic to reference the information in THIS text when answering the assessment questions.

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Chimpanzee Champion Selection 1

*Communication While she was in Africa, Jane heard the chimps’ noisy hoots. She heard them drumming on trees with their feet. This was her first introduction to chimp talk. Jane watched the chimps day after day. In time, she learned their language. She learned that they had a special bark to let others know they had found food. She learned which calls meant fear, pain or pleasure. She learned that an uneasy hoot meant alarm. Chimp talk also included body language. They said hello with hugs and kisses. Male chimps stomped their feet or beat on trees to show they were in charge. Mother chimps sometimes tickled their babies to keep them from getting into trouble. Protecting Chimpanzees Although they act a lot like people, chimps cannot speak for themselves. That’s why Jane acts as their champion. She speaks for them.*

© 2003 by Evan-Moor Corp.

(Student copy for Oral Running Record)

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Oral Running Record Name _______________________ Date __________ Grade 4

Before starting tell the student: While you are reading this, be aware of any strategies you use. I will be asking you to tell me about them when you are done reading.

Word Count: 141 © 2003 by Evan-Moor Corp.

Chimpanzee Champion Selection 1 Errors SC

*Communication

While she was in Africa, Jane heard the chimps’ noisy hoots. She

heard them drumming on trees with their feet. This was her first

introduction to chimp talk. Jane watched the chimps day after day.

In time, she learned their language. She learned that they had a

special bark to let others know they had found food. She learned

which calls meant fear, pain or pleasure. She learned that an uneasy

hoot meant alarm.

Chimp talk also included body language. They said hello with hugs

and kisses. Male chimps stomped their feet or beat on trees to show

they were in charge. Mother chimps sometimes tickled their babies

to keep them from getting into trouble.

Protecting Chimpanzees

Although they act a lot like people, chimps cannot speak for

themselves. That’s why Jane acts as their champion. She speaks for

them.*

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Oral Reading Assessment Summary Sheet

Name ____________________ Date __________ Grade ___ Selection ___

Circle the percentage and miscues.

Accuracy Independent (98-100%) Instructional (95-97%) Frustration (<95%) (Use lower level text)

Percentage 100 99 98 97 96 95 94 93 92

Miscues 0 1 2 - 3 4 5 - 6 7 8 9 -10 11

Strategy Use:

Make a note if student pauses while reading. After reading, ask “When you paused here, what were you thinking? (Teacher checks appropriate boxes below and/or writes notes.)Note: Proficient readers may not pause and strategy use may be subconscious. You do not need to do a running record on these students after the first diagnostic assessment. Learning to Read Strategies: I stop when meaning is lost I stop when it doesn’t sound right I stop when it doesn’t look right I look for little words inside bigger words I look for chunks I know I reread I skip, read on and then go back I self -correct ___________________________ ___________________________

Reading Comprehension Strategies: I think about what I already know (Access Background Knowledge) I make connections I make a picture in my head (Visualize) I ask questions I find the important ideas I read between the lines (Infer) I change my thinking (Synthesize) I use text features ___________________________

Teacher Notes: ______________________________________________________________________________

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Fluency halting

phrasing often not in meaningful groups

careful

phrasing for meaning is inconsistent; word-by-word

fluent

short phrases; mix of short and longer phrases; uses punctuation

expressive

longer phrases; consistently use of punctuation

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Jane Goodall first made friends with a chimp when she was a year old. A baby chimpanzee was born in the zoo near her home. Jane’s mother gave her a stuffed chimp. She loved her furry friend very much. Jane wanted to go to Africa so that she could learn more about chimpanzees.

When Jane was 26 years old, she went to Gombe National Park in Africa where many chimps lived. Jane watched them closely. Behaviour She saw that chimps acted a lot like people. She watched them search for food, play, make friends, and fight. They could think and make plans. They used tools like twigs to scoop termites out of mounds. They used chewed-up leaves like a sponge to soak up water. They showed when they felt happy, sad or mad. Sometimes, they fought. Often, they hugged and kissed.

Appearance

© 2003 by Evan-Moor Corp.

LEGEND Where chimps live in Africa.

Chimpanzee Champion Selection 1

Chimpanzees even look a lot like humans.

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*Communication While she was in Africa, Jane heard the chimps’ noisy hoots. She heard them drumming on trees with their feet. This was her first introduction to chimp talk.

Jane watched the chimps day after day. In time, she learned their language. She learned that they had a special bark to let others know they had found food. She learned which calls meant fear, pain or pleasure. She learned that an uneasy hoot meant alarm.

Chimp talk also included body language. They said hello with hugs and kisses. Male chimps Stomped their feet or beat on

trees to show they were in charge. Mother chimps sometimes tickled their babies to keep them from getting into trouble.

Protecting Chimpanzees Although they act a lot like people, chimps cannot speak for themselves. That’s why Jane acts as their champion. She speaks for them. *

Chimps face many dangers. As people build farms, roads and houses, they chop down the animals’ forest habitats. People hunt chimps for food. They also capture chimp infants to sell as pets or lab animals. Jane does not want people to do these things.

Because chimps are our closest living relatives, Jane thinks they should be protected. She feels that there should be more wildlife sanctuaries in Africa. These protected areas offer safe places for chimps to live. Although chimps face danger every day, Jane believes that people can work together to make things better.

© 2003 by Evan-Moor Corp.

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Chimpanzee Champion: STUDENT RESPONSE SHEET

Name ________________________ Date_______________ READ THE ENTIRE TEXT. THEN DO YOUR ANSWERS. 1. Using information from the section Behaviour, give the main idea. Find 3 or more important details that support the main idea.

Main Idea

Supporting Details (from text) •

•

• •

•

Not Yet Meeting Minimally Moderately Fully Meeting Exceeding 1. Main idea and supporting details

- no main idea -details are missing or incorrect

- finds part of the main idea - identifies few relevant details

- finds main idea - identifies 3 relevant details

- finds main idea; states in own words - identifies many relevant details, all of which are from the specified section

2. Use your own words to explain what you think the underlined words mean in this text.

champion- sanctuaries-

Not Yet Meeting Minimally Moderately Fully Meeting Exceeding 2. Word skills -definitions are

incorrect in any context

-definitions are mostly vague or incorrect in this context -student may use the word in a sentence

- definitions are mostly clear and correct in this context

-definitions are well explained and correct in this context

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3. Explain a connection you made between this text and what you already know about this topic. (text-to-self, text-to-text, or text-to-world).

4. What kind of person is Jane Goodall? Describe her to someone who has not read this text. Explain your thinking using information from the text.

5. What do you think the author really wants you to know about Chimpanzees? Explain why you think this.

Not Yet Meeting Minimally Moderately Fully Meeting Exceeding 3. Connecting -unable to make a

connection to this text

-makes a vague connection to this text

- explains a relevant connection to this text

-clearly explains a deep, relevant connection to this text

Not Yet Meeting Minimally Moderately Fully Meeting Exceeding 4. Inferring -unable to infer or

inference(s) is illogical

-inference(s) is basic -lacks evidence from the text

-inferences(s) is logical and supported with some evidence from the text

-inference(s) is insightful and supported with specific evidence from the text

Not Yet Meeting Minimally Moderately Fully Meeting Exceeding 5. Critical Literacy

-Response is illogical or not related to text

-literal response; lacks insight -no explanation

-response is beyond the text; shows some insight -limited explanation

-response links to bigger ideas/issues; insightful interpretation -detailed explanation

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Answer Key with Student Sample Responses Chimpanzee Champion Grade: 4 Selection: 1

1. Using information from the section Behaviour, give the main idea. Find 3 or more important details that support the main idea.

Grade 4 Selection 1 Question 1

Not Yet Meeting Minimally Moderately Fully Meeting Exceeding

Main idea They like to fight What the chimpanzees do all day in the forest

Is about how the chimpanzee acted and spoke to one another

Chimps act a lot like people

I think the main ideas is about how they act and how they’re so much like us

Supporting details

- they cannot talk to us - they get crazy

- they chop down the animals forest habitat - people want chimps for their labs to sell

- lot like people - she is trying to save them

- hug and kiss - they showed when they are happy, sad, or even mad - they search for food - they think and plan

- they can make plans and make up ideas - they use tools: twigs, leaves and use them to pick up food - chimps make friends, play, and fight like people do - sometimes they would use chewed up leaves as a sponge

2. Use your own words to explain what you think the underlined words mean in this text.

Grade 4: Selection 1 Question 2 Word Skills

Not Yet Meeting Minimally Moderately Fully Meeting Exceeding

champion

someone in the end

means king, you win a trophy

they are amazing, they could do better

someone who does something good to save something or someone

Jane was like their champion, because chimps couldn’t speak, but Jane spoke up for them

sanctuaries

- a lot of years

places, areas

animal homes a safe place for animals to live

safe areas for chimps to live where they are protected

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3. Explain a connection you made between this text and what you already know about this topic. (text-to-self, text-to-text, or text-to-world).

4. What kind of person is Jane Goodall? Describe her to someone who has not read this text. Explain your thinking using information from the text.

5. What do you think the author really wants you to know about Chimpanzees? Explain why you think this.

Grade 4: Selection 1 Question 3

Not Yet Meeting Minimally Moderately Fully Meeting Exceeding

Connecting - often climb trees - I don’t have one

I’ve seen a chimp once in the zoo and it was cute, I wish I had one as a pet.

I’ve seen a chimpanzee in the Vancouver Zoo. It was in a tree eating a banana

- Jane watches chimpanzees’ lives. Once when I was watching a cat and I found out that when a cat pricks up its tail, they are showing off. - Jane Goodall reminds me of Biruté because she saves orangutans from people that cut down trees.

My connection to this story is I watched a movie and it was about a girl who went to Africa to learn about chimpanzees. This connected to the text because the text is about chimpanzees. The text is very close to the movie because the girl in the movie learned the language of the chimpanzees.

Grade 4: Selection 1 Question 4

Not Yet Meeting

Minimally Moderately Fully Meeting Exceeding

Inferring Jane is pretty and she’s also cool.

Jane likes animals.

Jane is nice and she cares about animals.

I think Jane is a kind, caring person because she cares so much about chimps. She tries to help chimps.

She is hard-working, kind, smart and observant She likes to watch chimps. She opens sanctuaries and tries to stop people from hurting the chimps.

Grade 4: Selection 1 Question 5

Not Yet Meeting

Minimally Moderately Fully Meeting Exceeding

Critical Literacy

To show you that they can actually do stuff.

I think that the author wants us to learn more about chimps

I think the author was trying to tell you how chimps behaved and where they live and speak

- Maybe when you are older you can go and help the chimps, because they are in danger and need help - That chimps are part of our world and to say stop taking away their homes and their families and protect them

The author most wants you to know that we need to take care of the chimps and that we should not take their homes away from them. Also that it is not just one person’s job to protect all the animals, it’s all of our jobs.

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GRADE 4 RUBRIC: READING FOR INFORMATION Name________________________ Term 1 Date: ___________ Term 2 Date: _____________ Term 3 Date: ___________ Selection ______________ Selection ____________ Selection ___________ Not Yet Meeting Minimally Moderately Fully Meeting Exceeding 1. Main idea and supporting details

no main idea

details are missing or incorrect

finds part of the main idea

identifies few relevant details

finds main idea

identifies 3 relevant details

finds main idea; states in own words

identifies many relevant details; all of which are from the specified section

2. Word skills definitions are incorrect in any context

definitions are mostly vague or incorrect in this context

student may use the word in a sentence

definitions are mostly clear and correct in this context

definitions are well-explained and correct in this context

3. Connecting

unable to make a connection to this text

makes a vague connection to this text

explains a relevant connection to this text

clearly explains a deep, relevant connection to this text

4. Inferring unable to infer or inference(s) is illogical

inference (s) is basic

lacks evidence from the text

inference(s) is logical and supported with some evidence from the text

inference(s) is insightful and supported with specific evidence from the text

5. Critical Literacy

response is illogical or not related to text

literal response; lacks insight

no explanation

response is beyond the text; shows some insight

limited explanation

response links to bigger ideas/issues; insightful interpretation

detailed explanation

Overall Assessment

Not Yet Meeting

Minimal

Moderate

Fully

Exceeding

Implications for Teaching:

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GRADE 4 PLANNING SHEET Date_______________________ Category Fully Meeting INSTRUCTIONAL PLANS FOR THE CLASS, SMALL GROUP,

or INDIVIDUAL 1. Main idea and supporting details

- finds main idea -identifies 3 relevant details

2. Word skills - definitions are mostly clear and correct in this context

3. Connecting -explains a relevant connection to this text

4. Inferring - inference(s) is logical and supported with some evidence from the text

5. Critical Literacy

- response is beyond the text ; shows some insight -limited explanation

Other implications for teaching

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