open word sort krillweb flippers fluke tentacles meat plankton wings insects treesocean seals molars...
TRANSCRIPT
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