Professional Development for Language Acquisition and ... · Web viewReading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students understand the basic features

Project GLAD - Anaheim City School DistrictLife In and Around a Pond

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I. UNIT THEME: All living things are classified and interdependent: Living things share similarities that allow them to be classified. All living things share certain needs and depend on each other. Different ecosystems can be impacted by humans. Cross-cultural:

Views on ecological needs differ – Biomes/ecosystems have common characteristics around the globe

II. FOCUS/MOTIVATION Observation Charts Inquiry Charts Realia Big Book CCD Super Scientist Award

III. CLOSURE/ASSESSMENT A team ecosystem project. Teacher/student developed rubric An individual and class social action plan – performance indication A personal exploration Teacher/student–made quizzes: classification Assessment of Learning Logs A discriptive writing piece – to prompt and standards

IV. SCIENCE AND SOCIAL SCIENCE CONCEPTS AND STANDARDS A. SCIENCE – STANDARDS – Grade 2

Life Sciences

2. Plants and animals have predictable life cycles. As a basis for understanding this concept: a. Students know that organisms reproduce offspring of their own kind and that the

offspring resemble their parents and one another. b. Students know the sequential stages of life cycles are different for different

animals, such as butterflies, frogs, and mice. c. Students know many characteristics of an organism are inherited from the parents.

Some characteristics are caused or influenced by the environment. d. Students know there is variation among individuals of one kind within a

population.

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e. Students know light, gravity, touch, or environmental stress can affect the germination, growth, and development of plants.

f. Students know flowers and fruits are associated with reproduction in plants.

Earth Sciences

3. Earth is made of materials that have distinct properties and provide resources for human activities. As a basis for understanding this concept:

a. Students know how to compare the physical properties of different kinds of rocks and know that rock is composed of different combinations of minerals.

b. Students know smaller rocks come from the breakage and weathering of larger rocks.

c. Students know that soil is made partly from weathered rock and partly from organic materials and that soils differ in their color, texture, capacity to retain water, and ability to support the growth of many kinds of plants.

d. Students know that fossils provide evidence about the plants and animals that lived long ago and that scientists learn about the past history of Earth by studying fossils.

e. Students know rock, water, plants, and soil provide many resources, including food, fuel, and building materials, that humans use.

Investigation and Experimentation

4. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

a. Make predictions based on observed patterns and not random guessing. b. Measure length, weight, temperature, and liquid volume with appropriate tools

and express those measurements in standard metric system units. c. Compare and sort common objects according to two or more physical attributes

(e. g., color, shape, texture, size, weight). d. Write or draw descriptions of a sequence of steps, events, and observations. e. Construct bar graphs to record data, using appropriately labeled axes. f. Use magnifiers or microscopes to observe and draw descriptions of small objects

or small features of objects. g. Follow oral instructions for a scientific investigation.

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B. HISTORY/SOCIAL SCIENCE – STANDARDS – Grade 2

People Who Make a Difference

Students in grade two explore the lives of actual people who make a difference in their everyday lives and learn the stories of extraordinary people from history whose achievements have touched them, directly or indirectly. The study of contemporary people who supply goods and services aids in understanding the complex interdependence in our free-market system.

2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments.

2. Label from memory a simple map of the North American continent, including the countries, oceans, Great Lakes, major rivers, and mountain ranges. Identify the essential map elements: title, legend, directional indicator, scale, and date.

4. Compare and contrast basic land use in urban, suburban, and rural environments in California.

V. ELA STANDARDS– Grade 2 and ELD STANDARDS (K–2)

A. ELA STANDARDS– Grade 2

Reading

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

Decoding and Word Recognition1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading.1.2 Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonant-vowel = su/ per; vowel-consonant/consonant-vowel = sup/ per).1.3 Decode two-syllable nonsense words and regular multisyllable words.1.4 Recognize common abbreviations (e.g., Jan., Sun., Mr., St.).1.5 Identify and correctly use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fly/ flies, wife/ wives).1.6 Read aloud fluently and accurately and with appropriate intonation and expression.

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Vocabulary and Concept Development1.7 Understand and explain common antonyms and synonyms.1.8 Use knowledge of individual words in unknown compound words to predict their meaning.1.9 Know the meaning of simple prefixes and suffixes (e.g., over-, un-, -ing, -ly).1.10 Identify simple multiple-meaning words.

2.0 Reading Comprehension

Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade two, students continue to make progress toward this goal.

Structural Features of Informational Materials2.1 Use titles, tables of contents, and chapter headings to locate information in expository text.

Comprehension and Analysis of Grade-Level-Appropriate Text2.2 State the purpose in reading (i. e., tell what information is sought).2.3 Use knowledge of the author's purpose( s) to comprehend informational text.2.4 Ask clarifying questions about essential textual elements of exposition (e.g., why, what if, how).2.5 Restate facts and details in the text to clarify and organize ideas.2.6 Recognize cause-and-effect relationships in a text.2.7 Interpret information from diagrams, charts, and graphs.2.8 Follow two-step written instructions.

3.0. Literary Response and Analysis

Students read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students.

Narrative Analysis of Grade-Level-Appropriate Text3.1 Compare and contrast plots, settings, and characters presented by different authors.3.2 Generate alternative endings to plots and identify the reason or reasons for, and the impact

of, the alternatives.

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3.3 Compare and contrast different versions of the same stories that reflect different cultures.3.4 Identify the use of rhythm, rhyme, and alliteration in poetry.

Writing

1.0 Writing Strategies

Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).

Organization and Focus1.1 Group related ideas and maintain a consistent focus.

Penmanship1.2 Create readable documents with legible handwriting.

Research1.3 Understand the purposes of various reference materials (e.g., dictionary, thesaurus, atlas).

Evaluation and Revision1.4 Revise original drafts to improve sequence and provide more descriptive detail.

2.0 Writing Applications (Genres and Their Characteristics)

Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.

Using the writing strategies of grade two outlined in Writing Standard 1.0, students:

2.1 Write brief narratives based on their experiences:

a. Move through a logical sequence of events. b. Describe the setting, characters, objects, and events in detail.

2.2 Write a friendly letter complete with the date, salutation, body, closing, and signature.

Written and Oral English Language Conventions

The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

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1.0 Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions appropriate to this grade level.

Sentence Structure1.1 Distinguish between complete and incomplete sentences.1.2 Recognize and use the correct word order in written sentences.

Grammar1.3 Identify and correctly use various parts of speech, including nouns and verbs, in writing and speaking.

Punctuation1.4 Use commas in the greeting and closure of a letter and with dates and items in a series.1.5 Use quotation marks correctly.

Capitalization1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings, months and days of the week, and titles and initials of people.

Spelling1.7 Spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why).1.8 Spell basic short-vowel, long-vowel, r- controlled, and consonant-blend patterns correctly.

Listening and Speaking

1.0 Listening and Speaking Strategies

Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.

Comprehension1.1 Determine the purpose or purposes of listening (e.g., to obtain information, to solve problems, for enjoyment).1.2 Ask for clarification and explanation of stories and ideas.1.3 Paraphrase information that has been shared orally by others.1.4 Give and follow three-and four-step oral directions.

Organization and Delivery of Oral Communication1.5 Organize presentations to maintain a clear focus.1.6 Speak clearly and at an appropriate pace for the type of communication (e.g., informal

discussion, report to class).

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1.7 Recount experiences in a logical sequence.1.8 Retell stories, including characters, setting, and plot.1.9 Report on a topic with supportive facts and details.

2.0 Speaking Applications (Genres and Their Characteristics)

Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

Using the speaking strategies of grade two outlined in Listening and Speaking Standard 1.0, students:

2.1 Recount experiences or present stories:

a. Move through a logical sequence of events. b. Describe story elements (e.g., characters, plot, setting).

2.2 Report on a topic with facts and details, drawing from several sources of information.

B. ELD STANDARDS (K–2)LISTENING AND SPEAKING Beginning Level Comprehension Begin to speak with a few words or sentences, using some English phonemes and

rudimentary English grammatical forms. Answer simple questions with one- to two- word responses. Respond to simple directions and questions using physical actions and other means of non-

verbal communication.Comprehension, Organization & Delivery of Oral Communication Independently use common social greetings and simple repetitive phrases.

Early Intermediate LevelComprehension Begin to be understood when speaking, but may have some inconsistent use of standard

English grammatical forms and sounds. Ask and answer questions using phrases or simple sentences. Comprehension, Organization & Delivery of Oral Communication Retell familiar stories and short conversations by "using appropriate gestures, expressions,

and illustrative objects. Orally communicate basic needs. Recite familiar rhymes, songs, and simple stories.

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Intermediate Level Comprehension Ask and answer instructional questions using simple sentences. Listen attentively to stories/information and identify key details and concepts using both

verbal and non-verbal responses. Comprehension, Organization & Delivery of Oral Communication Be understood when speaking, using consistent standard English grammatical forms and

sounds; however, some rules may not be in evidence. Actively participate in social conversations with peers and adults on familiar topics by asking

and answering questions and soliciting information. Retell stories and talk about school related activities using expanded vocabulary, descriptive

words, and paraphrasing.

Early Advanced Level Comprehension Listen attentively to stories/information, and orally identify key details and concepts.Comprehension, Organization & Delivery of Oral Communication Retell stories in greater detail including characters, setting, and plot. Be understood when speaking, using consistent standard English grammatical forms, sounds,

intonation, pitch, and modulation, but may have random errors. Actively participate and initiate more extended social conversations with peers and adults on

unfamiliar topics by asking and answering questions, restating and soliciting information. Recognize appropriate ways of speaking that vary based on purpose, audience, and subject

matter. Ask and answer instructional questions with more extensive supporting elements.

Advanced Level Comprehension Listen attentively to stories/information on new topics and identify both orally and in writing

key details and concepts. Demonstrate understanding of idiomatic expressions by responding to and using such

expressions appropriately. Comprehension, Organization & Delivery of Oral Communication Negotiate and initiate social conversations by questioning, restating, soliciting information

and paraphrasing. Consistently use appropriate ways of speaking and writing that vary based on purpose,

audience, and subject matter. Narrate and paraphrase events in greater detail, using more extended vocabulary. Speak clearly and comprehensibly using standard English grammatical forms, sounds,

intonation, pitch and modulation.

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READING – Word Analysis (ELD Standards) Beginning Level Concepts about Print, Phonemic Awareness, Vocabulary and Concept Development Recognize English phonemes that correspond to phonemes students already hear and

produce.

Early Intermediate Level Concepts about Print, Phonemic Awareness, Vocabulary and Concept Development Produce English phonemes that correspond to phonemes students already hear and produce,

including long and short vowels and initial and final consonants. Recognize English phonemes that do not correspond to sounds students hear and produce.

Intermediate Level Phonemic Awareness, Decoding and Word Recognition Pronounce most English phonemes correctly while reading aloud. Recognize sound/symbol relationship and basic word formation rules in phrases, simple

sentences, or simple text. Concepts about Print Recognize and name all upper and lower case letters of the alphabet.

Early Advanced Level Phonemic Awareness, Decoding and Word Recognition Use common English morphemes to derive meaning in oral and silent reading. Recognize sound/symbol relationship and basic word formation rules in phrases, simple

sentences, or simple text.

Advanced Level Decoding and Word Recognition Apply knowledge of common morphemes to derive meaning in oral and silent reading.

READING – Fluency and Systematic Vocabulary Development (ELD)

Beginning Level Vocabulary & Concept Development Read aloud simple words in stories or games. Demonstrate comprehension of simple vocabulary with an appropriate action. Retell simple stories using drawings, words, or phrases Produce simple vocabulary (single words or short phrases) to communicate basic needs in

social and academic settings.

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Early Intermediate Level Vocabulary & Concept Development Produce vocabulary, phrases, and simple sentences to communicate basic needs in social and

academic settings Read simple vocabulary, phrases, and sentences independently. Read aloud an increasing number of English words. Demonstrate internalization of English grammar, usage, and word choice by recognizing and

correcting some errors when speaking or reading aloud."

Intermediate Level Vocabulary & Concept Development Demonstrate internalization of English grammar, usage, and word choice by recognizing and

correcting errors when speaking or reading aloud. Use decoding skills to read more complex words independently. Use more complex vocabulary and sentences to communicate needs and express ideas in a

wider variety of social and academic settings. Vocabulary & Concept Development, Decoding & Word Recognition Recognize simple prefixes and suffixes when attached to known vocabulary.

Early Advanced Level Vocabulary & Concept Development Recognize simple antonyms and synonyms in stories or games. Use simple prefixes and suffixes when attached to known vocabulary. Use decoding skills and knowledge of academic and social vocabulary to begin independent

reading.

Advanced Level Vocabulary & Concept Development Explain common antonyms and synonyms. Recognize words that have multiple meanings in texts. Apply knowledge of academic and social vocabulary to achieve independent reading. Read narrative and texts aloud with appropriate pacing, intonation, and expression

READING – Reading Comprehension (ELD) Beginning Level Comprehension Respond orally to stories read to them, using physical actions and other means of non- verbal

communication. Respond orally to stories read to them by answering factual comprehension questions using

one- or two-word responses.

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Draw pictures from students’ own experience related to a story or topic. Understand and follow simple one-step directions for classroom or work-related activities. Comprehension & Analysis of Grade-Level-Appropriate Text Identify the basic sequences of events in stories read to them, using key words or pictures.

Early Intermediate Comprehension Respond orally to simple stories read to them by answering factual comprehension questions

using phrases or simple sentences Draw and label pictures related to a story topic or own experience Understand and follow simple two-step directions of classroom or work-related activities. Comprehension & Analysis of Grade-Level-Appropriate Text Orally identify the basic sequence of text read to them using key words or phrases Use the content of a story to draw logical inferences.

Intermediate Level Comprehension & Analysis of Grade-Level Appropriate Text Read and use simple sentences to orally respond to stories by answering factual

comprehension questions. While reading orally in a group, point out basic text features such as title, table of contents,

and chapter headings. Use the content of stories read aloud to draw inferences about the stories. Use simple phrases

or sentences to communicate the inferences made. Comprehension Write captions of words or phrases for drawings related to a story. Understand and follow some multi-step directions for classroom-related activities.

Early Advanced Level Comprehension & Analysis of Grade-Level-Appropriate Text Read and use detailed sentences to orally identify the main idea and use the idea to draw

inferences about text. Read and orally respond to stories by answering factual comprehension questions about

cause and effect relationships- Write a brief story summary (three or four complete sentences). Comprehension Read and use basic text features such as title, table of contents, and chapter headings. Read and orally respond to stories and texts from content areas by restating facts and details

to clarify ideas.

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Advanced Level Comprehension & Analysis of Grade-Level-Appropriate Text Prepare an oral or written summary or other information using a variety of comprehension

strategies ( e.g., generate and respond to questions, draw inferences, compare information from several sources), with literature and content area texts.

Comprehension and Analysis of Grade-Level-Appropriate Text and Expository Critique Locate and use text features such as title, table of contents, chapter headings, diagrams and

index.

READING – Literary Response and Analysis (ELD Standards)

Beginning Level Narrative Analysis of Grade-Level-Appropriate Text Listen to a story and respond orally by answering factual comprehension questions using

one- or two-word responses. Draw pictures related to a work of literature identifying setting and characters.

Early Intermediate Level Narrative Analysis of Grade-Level-Appropriate Text Orally respond to stories by answering factual comprehension questions, using simple

sentences. Recite simple poems. Orally identify setting and characters using simple sentences and vocabulary.

Intermediate Level Narrative Analysis of Grade-Level-Appropriate Text Use expanded vocabulary and descriptive words for oral and written responses to simple

texts. Read simple poetry and respond to factual comprehension questions using simple sentences.

Early Advanced Level Structural Features of Literature Read short poems and orally identify the basic elements. Narrative Analysis of Grade-Level-Appropriate Text and Literary Criticism Read and orally identify literary elements of plot, setting, and characters. Read and identify beginning, middle, and end of a story.

Advanced Level Narrative Analysis of Grade-Level-Appropriate Text Read and respond both orally and in writing to a variety of children's literature.

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Structural Features of Literature Describe the elements of poetry. Narrative Analysis of Grade-Level-Appropriate Text and Literary Criticism Compare and contrast literary elements of different authors.

WRITING – Strategies and Applications (ELD Standards) Beginning Level Penmanship, Organization & Focus Copy words posted and commonly used in the classroom. Organization & Focus Write a few words or phrases about an event or character from a story read by the teacher. Write a phrase or simple sentence about an experience generated from a group story.

Early Intermediate Level Organization & Focus Write simple sentences about events or characters from familiar stories read by the teacher. Write simple sentences using key words posted and commonly used in the classroom.Organization & Focus, Evaluation and Revision Write one to two simple sentences. Intermediate Level Organization & Focus Write short narrative stories that include the elements of setting and character. Produce independent writing that is understood when read but may include inconsistent use

of standard grammatical forms. Following a model, use the writing process to independently write short paragraphs of at

least three lines. Write simple sentences appropriate for language arts and other content areas. Write a friendly letter of a few lines.

Early Advanced Level Organization & Focus Write short narratives that include elements of setting, character and events. Use the writing process to write short paragraphs that maintain a consistent focus.Organization & Focus, Evaluation and Revision Produce independent writing using consistent standard grammatical forms, but with some

rules that may not be in evidence.

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Advanced Level Organization & Focus Write short narratives that include examples of writing appropriate for language arts and

other content areas Write short narratives that describe the setting, character, objects, and events. Organization & Focus, Evaluation and Revision Produce independent writing using correct grammatical forms. Use the writing process to write clear and coherent sentences and paragraphs that maintain a

consistent focus.

Writing – Conventions (ELD Standards)

Beginning Level Capitalization Use capital letters when writing own name.

Early Intermediate Level Capitalization Use capital letters to begin sentences and proper nouns. Punctuation Use a period or question mark at the end of a sentence. Punctuation, Capitalization, Spelling Edit writing for basic conventions and make some corrections.

Intermediate Level Capitalization, Punctuation, Spelling Produce independent writing that may include some inconsistent use of capitalization,

periods, and correct spelling. Sentence Structure, Grammar, Spelling Use standard word order but may have some inconsistent grammatical forms.

Early Advanced Level Capitalization, Punctuation, Spelling Produce independent writing that may include some inconsistent use of capitalization,

periods and correct spelling. Sentence Structure, Grammar, Spelling Use standard word order with some inconsistent grammar forms. Punctuation, Capitalization, Spelling Edit writing for some conventions.

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Advanced Level Sentence Structure, Grammar Use complete sentences and correct word order. Grammar Use correct parts of speech, including correct subject/verb agreement.

Capitalization, Punctuation, Spelling Edit writing for punctuation, capitalization, and spelling. Sentence Structure, Grammar, Punctuation, Capitalization, Spelling Produce writing that demonstrates a command of the conventions of standard English.

V. VOCABULARY

adapt ecosystem humans nymph skeletonadaptation egg inherit organism skinadult energy interdependence oxygen stagesalgea feathers invertebrate photosynthesis stemamphibians flowering larvae plants tadpolebackbone flowers learned predator vertebratebacteria food chain leaves prey warmbeaks fungi life cycle producer webcarnivore fur limbs relationships wetlandcells germinating living/non-living roots youngclaws habitat metamorphosis scalescold blooded hatch molt secondary consumerconsumer herbivore muscle seeddecomposer horns non flowering shell

HMR Theme 2Henry and Mudge Exploring Parks Around the Pond:

and the Starry Night with Ranger Dockett Who's Been Here?

backpack exploring bankcampfire habitat cratercamping protect edgehike ranger mosslanterns tours pathtent urban shallow

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VI. RESOURCES AND MATERIALS – Teacher Classifying Living Things – Scholastic, 1995 Habitat Handbook – San Diego Zoo, 1992 – Zoological Society of San Diego Ed. Dept. Parade of Life – Prentice Hall Science, 1993 Ecology – Prentice Hall Science, 1993 Wetland Activities – Louisiana Dept. of Wildlife & Fisheries, Lake Charles, LA National Geographic

September 1994, “Sonoran Desert”April 1994, “The Everglades”July 1987, “The Great Lakes Troubled Waters”November 1979, “The Desert,” “The Wetlands”

Habitats Wetlands , McLeish, Evan, 1996 Rivers, Ponds, and Lakes , Ganeri, AnitaRESOURCES AND MATERIALS – Non-fiction Habitats , Hickman; Addison-Wesley* Pond and River , (Eyewitness Books); Knopf N.Y.* Ecosystems and Food Chains , Troll Associates* Pond Life (A New True Book) ; Children’s Press Chicago* Ponds and Streams (Nature Club) ; Stidworth; Toll Associates* Wonders of the Pond , Sabin/Grant; Troll Associates* Extinct Amphibians , Steele, P; Franklin Watts, N.Y.* Wetlands , (EcoZones), Stone, L; Rourke Enterprises Inc. Florida* Swamps and Marshes , Sabin; Troll Associates* Pond Life , Kirkpatrick; Raintree Publications* Chains, Webs and Pyramids; The Flow of Energy In Nature , Pringle/Adkins Crowell

Co. N.Y.* Endangered Wetland Animals , Taylor, D.; Crabtree Publishing, N.Y.* JE FLE, In The Small Pond, Fleming, Denise J 597.6 SNED, What Is An Amphibian?, Snedden, Robert J597.89 KALM, The Life Cycle of a Frog, Kalman, Bobbie & Smithyman, Kathryn J 597.8043 OWEN, Tadpole to Frog, Owen, Oliver S. J 597.92 SOUZ, What’s Under That Shell?, Souza, D.M. 574.526332, One Small Square Pond, Silver, Donald M. J 595.733 MCEV, Dragonflies, McEvey, Shane F. 591.52632 MICH, At The Frog Pond, Michels, Tilde J 597.87 DALL, Frogs & Toads, Dallinger, Jane & Johnson, Sylvia 551.48, Ponds and Streams, Court, Judith 597.8 STD, What Makes An Amphibian, Stone, Lynn 597.8 BAC, Tadpole and Frog, Back, Christine & Watts, Barrie

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597.CLA, Amphibian, Clarke, Barry 577.6 PAR, Pond and River, Parker, Steve 574.5 MILK, Discovering Pond Life, Milkins Colin J 591.929 ROSE, All Eyes On The Pond, Rosen, Michael & Leonard Tom 597.89, Common Frog, Oxford Scientific Films

RESOURCES AND MATERIALS – Poetry Earth Songs , Myra Cohen Livingston Light in the Attic , Shell Silverstein New Kid on the Block , J. Prelutsky When Clay Sings , B. Baylor Random House Book of Poetry

PEOPLE/COMMUNITY Endangered Species Program, 17 minute video tape Flyers, posters, Greg Shuett, Orange County Department of Education Project Learning Tree, State Dept. of Education, Jay Antunez (916) 323-2498 Project Wild, State Dept. of Education, Elena Scofield (916) 445-7613

TECHNOLOGY Google Advanced Search www.thinkquest.com www.enchantedlearning.com

DISTRICT TEXTBOOKS Houghton Mifflin Reading, Grade 2, Theme 2 Houghton Mifflin Science, Discovery Works Macmillan/California Vistas

http://www.thinkquest.com/

Project GLADAnaheim City School District

Life In and Around a PondLevel 2

Unit Planning Pages

I. FOCUS/MOTIVATION Cognitive Content Dictionary with Signal Word Observation Charts Inquiry Charts Big Book Realia Botanist/Ecologist Awards Personal interaction

II. INPUT Pictorial – Pond, life cycles Narrative – Around the Pond: Who’s Been Here? (realistic fiction) Graphic Organizer

Kingdom/species Comparative Input Chart Read Aloud

III. GUIDED ORAL PRACTICE T-graph/Team points Exploration Report Picture files – observe, classify, categorize, label, highlight – why? Poetry

Is this an ecosystem?I’m a botanist/an ecologist and I’m here to say…Metamorphosis BUGALOOLiving Things Here…I know a small pond…

Sentence Patterning Chart/Farmer-in-the-Dell Expert groups – wetlands Team Tasks Process Grid Personal interaction Oral book sharing

PLANNING PAGES 2

IV. READING/WRITINGA. TOTAL CLASS

Coop Strip with responding, revising and editing– compare/contrast

Poetry Frame and Flip Chant Narrative – Story Map

B. Small Group Practice: anything modeled by teacher Team Tasks ELD Review Ear-to-Ear Reading Flexible Group Reading – leveled Labeling of charts Focused Reading Big Books Expert Groups

C. INDIVIDUAL Learning Logs Journals Personal response All team tasks taken to individual tasks

D. READING/WRITING WORKSHOP Mini Lesson Write Author’s Chair Conference

V. CLOSURE/EVALUATION ASSESSMENT Portfolio assessment: Teacher and self-assessment Assessment of skills in Group Frames and Learning Logs Assessment of personal Process Grid Team Exploration

Teacher/Student Rubric Personal Exploration

Teacher/Student Rubric Team/class social Action Plan – endangerment of wetlands Teacher and student made quizzes – classification

SAMPLE DAILY LESSON PLANPAGE 1

DAY 1: (Classification)

FOCUS/MOTIVATION Scientist awards – 3 standards Cognitive Content Dictionary (CCD) with signal word Observation charts Inquiry chart Big book

INPUT Graphic organizer – 6 Kingdoms of Living Things

10/2 discussionLearning log

Graphic organizer: world map – World’s Wetlands- 10/2 discussion- Learning log

FOCUS/MOTIVATION Poetry

GUIDED ORAL PRACTICE T-graph – team points Picture file w/exploration report Rap – Metamorphosis BUGALOO

INPUT Narrative – Around the Pond: Who’s Been Here? By Lindsay Barrett George

10/2Learning LogELD Review

Read aloud

READING/WRITING Writer’s Workshop

Mini-lessonWriteAuthor’s chair

CLOSURE Process charts Interactive journals Home/School connection


DAY 2: (Ecosystems/interdependence)

FOCUS/MOTIVATION Cognitive Content Dictionary (CCD) with signal word Home/school connection Review with word cards – world map, 6 Kingdoms of Living Things Review with word cards and conversation bubbles – narrative Poetry

INPUT Pictorial input on pond ecosystem including food chain – 10/2 lecture

Above the surfaceOn the surfaceMid-waterBottomMargin

Learning logELD review

Chants – “Is this an Ecosystem?”, “Yes, Ma’am” Plant/photosynthesis pictorial input chart

- 10/2 lecture- Learning log

READING/WRITING Personal interaction

Think about what you eat/need. Where are you in the ecosystems? Poetry – highlighting, sketch, picture file

GUIDED ORAL PRACTICE Picture file sort – classify pond animal pictures and categorize by ecosystem Groups share one category

READING/WRITING Expert groups Team tasks Writer’s workshop

Mini-lessonWriteAuthor’s chair


CLOSURE Process charts Interactive journals Home/School connection

DAY 3:

FOCUS/MOTIVATION Cognitive Content Dictionary (CCD) with signal word Home/School connection Big book Review with word cards – Pond Pictorial

GUIDED ORAL PRACTICE Poetry Team food chain for pond Farmer-in-the-Dell – Sentence Patterning Chart (SPC)

Reading/Trading gameFlip chant

INPUT Expository read aloud-frogs Pictorial input-the frog including metamorphosis Personal interaction

Have you ever been to a pond?Have you ever seen a pond animal?

READING/WRITING Expert groups Team tasks

GUIDED ORAL PRACTICE Mind map Process grid-frogs as first row

READING/WRITING Cooperative strip paragraph

RespondReviseEdit


Listen and sketch Reading/Writing Workshop

Mini lessonWriteAuthor’s chair (start conferencing later)

CLOSURE Read aloud – expository text Process charts Journals Home/School connection

DAY 4:

FOCUS/MOTIVATION Cognitive Content Dictionary (CCD) with “stumper” word Poetry

INPUT Story map of narrative Read aloud – National Geographic or other

READING/WRITING Flexible group reading

Team tasks-oral evaluationELD group frame (narrative retell)

INPUT Read aloud: Endangered Wetlands

Expository – ecological needs

READING/WRITING Learning logs

Invent an ecosystem: All 6 parts Place it anywhere

Reading/writing workshop

CLOSURE Oral book share groups Turn in Learning logs for assessment


DAY 5:

FOCUS/MOTIVATION Cognitive Content Dictionary (CCD) with “stumper word” Chants/Poetry Introduce ecology action plan

READING/WRITING Flexible group reading

Team tasks- written evaluationCoop strip paragraph (struggling/emergent group)Clunkers and links

Ear-to-ear reading with poetry booklet Found poetry Strip book

READING/WRITING WORKSHOP Mini -lesson Write Author’s chair

CLOSURE Team presentations Focused reading w/Cognitive Content Dictionary Letter home Process inquiry chart Process week – “What helped you learn?”

Life In And Around a PondTeacher-Made Big Book

By Charlene Ruble and Jean Thompson

A pond is a community of interdependent plants and animals.

The pond is one kind of wetland. The pond is an ecosystem. Every ecosystem has non-living parts like the water and the soil.

I just thought you might like to know…


The first part of every ecosystem is the sun. Sunlight gives heat and light. Without sunlight all pond life would eventually die. Most ponds are not very deep so some sunlight is able to reach to the depths of the pond.



The producers are the plants that live in and around the pond. Plants provide food, oxygen, shelter, and hiding places for the animals. Some pond producers are water lilies, duckweed, reeds, and cattails. Microscopic plants called phytoplankton live in the pond water too.



The primary consumers are the animals that eat plants. They are called herbivores. In pond environments some herbivores are the black swan, beaver, Canada goose and

capybara.



The secondary consumers are the animals that eat other animals. They are called carnivores.

In pond ecosystems some carnivores are the great blue herons, toads, frogs, newts, and water striders.

Microscopic animals called zooplankton live in the pond water too.



Animals that eat both plants and animals are called omnivores. Some omnivores in pond habitats are the painted turtle, raccoon, trumpeter swan, pupfish,

muskrat, and crayfish.



Some animals eat dead or decayed plants and animals. They are called detrivores. The dead and decaying plants and animals in the mud at the bottom of the pond are called

detritus. Some pond detrivores are snails, worms, amoebas, goldfish, and copepods.



The pond is one kind of wetland. The pond is an ecosystem. Every ecosystem has non-living parts like water and soil.

I just thought you might like to know.

Around the Pond: Who’s Been Here?BY LINDSAY BARRETT GEORGE

(NEED COPYRIGHT PERMISSION TO PRINT HERE)

Layers of the Pond

Above the

Surface: sun oxygen

On the Surface

M

id-water

Bottom

` Living Things

Living things here, living things there,Living things, living things everywhere.

Hungry living things preying,Green living things photosynthesizing,Microscopic living things separating,Living things interrelating.

Living things in a habitat,Living things beside a pond,Living things around an ecosystem,And living things in me.

Living things here, living things there,Living things, living things everywhere,LIVING THINGS! LIVING THINGS! LIVING THINGS. M. Brechtel

I Know a Small Pond

I know a small pondA small quiet pondIn the middle of a meadowWhere tadpoles wiggle and jiggleAnd dragonflies wings hover and quiver.

I know a small pondA small quiet pondIn the middle of a meadowWhere frogs splitter and splatterAnd tiny minnows scatter.

I know a small pondA small quiet pondIn the middle of a meadowWhere beavers pile and packAnd the raccoon’s paws splish and splash.

Till the breezes chill on a cold winter’s nightAnd all the animals leave or find a place to sleep tight.

Charlene Ruble

Ecology Marine CadenceAdapted by Jean Thompson

We just know what we’ve been toldEcology’s worth its weight in goldWe study here, we study thereEcologists study habitats everywhere.

Sound off...ecology!Sound off...interdependence!Sound off 1–2–3–4 look around!

We study wild life wetlands, too.To save them is our job to do.Pond communities must be kept cleanLiving things want no chlorine.

Sound off...amphibians!Sound off...algae!Sound off 1–2–3–4 look around!

Marine CadenceWe just know that we’ve been toldThe little pond’s layers with life unfold.On its surface we can see,Insects and beetles moving carefree.

Sound off...skimming!Sound off...skating!Sound off 1–2–3–4 Little Pond!

See those animals swim all around.In still water not making a sound.Fish, Plankton, Crustaceans, Tadpoles, and new populations.

Sound off...swimming!Sound off...wriggling!Sound off 1–2–3–4 Mid-water!

Deeper down it’s not a pretty sightThere’s lots of mud and not as much light.Crayfish, larvae, mussels, leeches,Rotting vegetation is food for many creatures.

Sound off...burrowing!Sound off...hibernating!Sound off 1–2–3–4 Detritus!

Now birds fly above it is true.And mammals live ‘round the margins too.Raccoons, beavers, and water shrew,Skunks and earthworms live there too.

Sound off...nesting!Sound off...hiding!Sound off 1–2–3–4 Little Pond!

Charlene Ruble ‘05

Yes Ma’amAdapted by Jean Thompson

Is this a reptile? Yes, Ma’amIs this a reptile? Yes, Ma’amHow do you know? It has rough scaly skin.How do you know? It lays leathery eggs.Give me some examples. Painted turtle and snapping turtleGive me some examples. Snakes and crocodiles.

Is this an amphibian? Yes Ma’amIs this an amphibian? Yes, Ma’amHow do you know? It has smooth slimy skin.How do you know? It lays jelly-like eggs.Give me some examples. Salamanders and frogs.Give me some examples. Newts and toads

Is this a mammal? Yes Ma’amIs this a mammal? Yes Ma’amHow do you know? It has fur.How do you know? Its mother feeds it milk.Give me some examples. Raccoons and deer.Give me some examples. Beavers and muskrats.

Is This an Ecosystem?Adapted by Jean Thompson and Charlene Ruble

Is this an ecosystem?Is this a ecosystem?Where is it placed?Where is it placed?

Does it have six parts?Can you tell me all?Well, what is the first?And what does it do?

And what comes next?And what’s non-living?Give me some examples.Two more examples.

And what comes third?And what are producers?Give me some examples.What do they do?

Yes, ma’am.Yes, ma’am.It’s in a wetland.It’s in a wetland.

Yes, ma’am.Yes, ma’am.The sun of course.Gives heat and light.

Non-living.It’s never lived.Water and dirt.Wind and sand.

Producers.All the plants.Water lilies and algae.Make their own food.

And what comes fourth?And what are consumers?Give me some examples.What do they do?

And what comes fifth?And what are these?Give me some examples.And what do they do?

What comes sixth?And what are these?Give me some examples.And what do they do?

Well, now are you through?Did you tell me true?And what did you chant?And what did you chant?

Primary consumers.Plant eaters.Beavers and swan.They eat the plants.

Secondary consumers.Meat eaters.Frogs and herons.They eat other animals.

Decomposers.They live off the detritus.Snails and goldfish.Breakdown dead things.

Yes, ma’am.Yes, ma’am.An ecosystem.An ecosystem.

Marcia Brechtel

I can spell tent t-e-n-t.I can spell hike h-i-k-e.I can spell bank b-a-n-k.But I can’t spell ECOSYSTEM.

I can spell moss m-o-s-s.I can spell path p-a-t-h.I can spell pond p-o-n-d.But I can’t spell ECOSYSTEM.

Yes, I can! Yes, I can!ECO-SYS-TEMEcosystem! Ecosystem!

Jean Thompson 12/05

We are frogs, small and brown,Hopping, hopping on the ground.With long, sticky tongues, we eat those flies,We have big and bulging eyes,We’re born from eggs, every one of usThat makes us OVIPAROUS

We’re frogs, CROAK, CROAKWe’re frogs, CROAK, CROAK

Our eggs are long and jelly-like,We turn into tadpoles with a tail,As tadpoles we breathe through our gills,As frogs, it’s lungs, and we breate air.From eggs to tadpoles to frogs, that’s us.That is METAMORPHOSIS!


We have teeth on our upper jaw,Our cousin toads have none so far,Our webbed feet and back legs so long,Let us climb and jump so strong,Our sticky tongue is fast and long,With a deep, deep voice we sing our song.


Marcia Brechtel

Protecting the Habitat (HMR Grade 2 Theme 2)By Jean Thompson and Charlene Ruble (Tune: “Billy Boy”)

Would you like to go campingMy friend, my friendWould you like to go campingMy best friend.Bring a tent and a lanternWe will both explore and learnWe are outdoors andProtecting the habitat.

Would you like to take a hikeMy friend, my friendWould you like to take a hikeMy best friend.A campfire we will buildSo we won’t get chilled.We are outdoors andProtecting the habitat.

Would you like to take a tour My friend, my friendWould you like to take a tourMy best friend.The park ranger is our guideAround the urban outsideWe are outdoors andProtecting the habitat.

Would you like to take a walkMy friend, my friendWould you like to take a walkMy best friend.The deer path we will followTo the water’s edge so shallowWe are outdoors andProtecting the habitat.

Would you like to see the pondMy friend, my friendWould you like to see the pondMy best friend.The sunfish in a craterAnd moss-covered bank laterWe are outdoors andProtecting the habitat.

Metamorphosis ChantBy Jean Thompson and Charlene Ruble (Tune-”I’m a Nut”)

(Tune/“I’m a Nut”)

Frog eggs do not have hard-shells,They’re laid in the water well.Then they float all around,Sometimes in a large mound.

Jelly-like (click, click)Jelly-like (click, click)

The center has a black dot,Wriggling around and pops out.Breathing in water with gills,Eating plants takes no skill.

A tadpole! (glub, glub)A tadpole! (glub, glub)

Weeks later front legs are here,Then the hind legs appear.Finally the tail is gone,Soon it will sing a song.

A froglet! (croak, croak)A froglet! (croak, croak)

No longer a mystery,Metamorphosis, you see,A change in animal form,It’s fun to see it transform.

Life cycle (click, click)Life cycle (click, click)

Biologist Bugaloo

I’m a biologist and here to say,I study about life everyday.Sometimes I write a paper,Sometimes I read a book,Sometimes I just go and take a look.

Animals, plants, plankton too,Doing the biologist bugaloo!

How do they live in a habitat?How do they move and adapt?All these things and even more!How do they take in fresh air?What’s the life cycle here and there.

Animals, plants, plankton, too,Doing the biologists bugaloo!

Whether in a lab or at a siteI study, study with all my mightInvestigating, experimentingTrying very hard to understandOrganisms that live in water and on land.

Animals, plants, plankton too,Doing the biologist bugaloo!

Charlene Ruble and Jean Thompson 2005

Life In and Around a PondHome/School Connection #1

Ask your parents to tell you about a pond or wetland they have seen and sketch a picture of it below. Show some of the plants and animals that live there. Ask them to tell you where they saw the pond or wetland.

Student _____________________________ Parent ______________________________

La Vida Dentro y Alrededor de una CharcaConexión entre Escuela y Hogar #1

Preguntales a tus padres que te hablen acerca de una charca o de un pantano que han visto y haz un bosquejo de abajo. Enseña algunas plantas y algunos animals que viven ahí. Preguntales que te digan donde fue que miraron la charca o el pantano.

Estudiante____________________________ Padre _____________________________


Explain photosynthesis or metamorphosis to an adult at home. Draw or sketch the process below.

Student _____________________________ Parent ______________________________


Explicale a un adulto en tu casa lo que es fotosíntesis o metamorfosis. Haz un dibujo o diseño del proceso abajo.



Retell the Around the Pond: Who’s Been There story to an adult at home.

Student _____________________________ Parent ______________________________

Conexión entre Escuela y Hogar #3

Cuéntale a un adulto en tu casa el cuento Around the Pond: Who’s Been There.



Pond animals adapt. Humans adapt too. Tell or sketch 3 ways you and your family adapt.

Student _____________________________ Parent ______________________________


Los animals de la charca se adaptan. Los humanos tambien se adaptan. Haz un bosquejo o anota trés formas en las que tú y tu familia se adaptan.


Expert Group #1:

Dragonfly

The dragonfly is an insect. It has beautiful wings and loves to dart about above the water. Its large eyes on the front of its head give it excellent sight to spot gnats and mosquitoes for dinner. Its powerful jaws have special hooks to catch and hold its prey.

Dragonflies lay their eggs in the water. Nymphs hatch from the eggs. The nymphs have gills to take in oxygen from the water.

The dragon fly nymphs are predators that feed on small animals. They are the real dragons of the pond that attack insects, tadpoles, and small fish. Dragonflies are eaten by birds, frogs, and toads.

Expert Group #2:Turtles

Turtles are reptiles and are cold-blooded. Turtles are toothless but have strong jaws to crunch snails, fish, baby snakes, and insects. They have strong claws to rip their food apart. Most turtles that live in ponds such as the painted turtle or terrapin have webbed feet like a duck. They have no ears but feel vibrations and their sense of smell is strong. They can locate food in the dark.

Pond turtles lay their eggs on the bank of a pond in a shallow pit. It may dig several holes to make false nests to fool skunks, badgers, squirrels, raccoons and other predators. After an hour the female lays 5–10 yellow-white eggs in one of the holes. She covers them with soil, sand, or leaves. Heat from the sun will keep them warm and help develop the embryos. Female turtles never return to their eggs. Predators frequently find them. Fewer than half will hatch.

Turtles go into hibernation gradually, burying down in the mud and leaves and coming out when the day warms up. When the weather is very cold the turtle will bury itself deeper and deeper in the mud beneath streams and ponds and hibernate for months. The hole will be 8 to 10 inches below the ground. The turtle stops eating and breathes slowly during hibernation.

Expert Group #3:Heron

The heron is a bird with large wings and it can fly long distances. It has long legs for standing in the water, and its beak is long too, for spearing fish, frogs, and shell fish. It is brilliant at standing still, so it can have a better chance of catching its dinner. On land, the heron also eats small mammals, and even birds. The great blue heron is 4-feet tall with a blue-black crest on its head.

The heron builds its nest in the trees around the pond. The parents take turns keeping the eggs warm until hatching. Then the parents share in feeding the young herons.

Their predators are raccoons and snakes who eat the eggs. Herons fly south for the winter but are among the first birds to return to the pond in the spring.

Expert Group #4:Raccoon

The raccoon’s fur is brownish gray. It has a bushy tail with 4–6 black or brown rings. Its face has black patches around the eyes, looking like a mask. Its ears are small.

The marsh raccoon inhabits small trees and logs around the water for its home. The raccoon often uses the ground burrows of other animals for raising its young or sleeping during the coldest part of the winter.

Raccoons are mammals. Their babies are born alive. Four or five young are born in April or May. The mother carries her babies by the neck like a cat. Raccoons are omnivorous. It feeds on grapes, frogs, grub worms, crickets, crayfish, bird eggs, and baby birds. Winter is its greatest enemy when food is scarce.The raccoon can be seen washing its food. It is actually feeling the food to see which part it should not eat. Wetting the food enhances its senses.

Animal andHabitat

DescriptionAnd

Classification Food/Prey Enemies/Predators Life Cycle Interesting

Facts

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Professional Development for Language Acquisition and ... · Web viewReading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students understand the basic features