Second Grade History Unit/Vocabulary Planning Guide

Second Grade History

Unit/Vocabulary Planning Guide Lindsey Pegg

SST 309 Fall, 2014

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Unit/Vocabulary Plan SST309 Pegg, Section 05

Unit/Vocabulary Planning Guide/Example Table of Contents

Page 3…………………..Overview/Rationale/Introduction Page 4…………………..Lesson 1 (2H.2.0.1) (KUDs and I Can Statements/Assessment Ideas/Sequence of Instruction) Page 7…………….…..Lesson 2 (2H.2.0.4) (KUDs and I Can Statements/Assessment Ideas/Sequence of Instruction) Page 11…….…………..Lesson 3 (2H.2.0.5) (KUDs and I Can Statements/Assessment Ideas/Sequence of Instruction) Page 13….……………..Lesson 4 (2H.2.0.6) (KUDs and I Can Statements/Assessment Ideas/Sequence of Instruction) Resource Attachments: Page 16………………..Resource A: Script for Vocabulary instruction for use with H2-2.0.1 Page 20………………..Resource B: Timeline and Questions for 2-H2.0.1 (Timeline of Early History of Community) Page 23………………..Resource C: Primary Source Pictures for 2-H.2.0.4 Page 24………………..Resource D: Rubric for Oral Presentation for 2-H.2.0.4 Page 25………………..Resource E: Vocabulary Lesson Thinking Map

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Unit/Vocabulary Planning Guide

Overview/Rationale/Introduction Overview: This unit’s purpose is to introduce historical thinking in second grade by getting them to understand that communities change over time and how their own community has changed over time. Students will understand that local communities change over time and that their local community in the past has changed and will continue to change. Students will be able to recognize how their community has changed and understand why communities change. Students will understand the difference between years and decades and demonstrate chronological thinking by use of a timeline. Students will be able to describe changes in their communities that have occurred and also understand that people may describe these changes differently. Students will understand that all communities have problems, and that problems are solved when members of the community come together to discuss the problem and take action to fix it. Lastly, students will use several different sources to write their own historical narrative about an event of the local community using information they collect. Rationale: It is important for young students to learn about have an understanding of the history of their community. Things are always changing and it is important for students to be able to recognize these changes and why they occur. Understanding their community’s history will help them make decisions in the future about their community. This unit is a great foundation to teaching the students the importance of and how to become active and educated members of a community. Introduction: The purpose of this unit is to help students use historical thinking to understand the past, to better understand their community and how communities change. In this unit students will participate in engaging activities to learn about communities. Students will participate in large and small group discussions about communities, make timelines, write short narratives about events in their community, and look at pictures of their community’s past and present.

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Unit Planning Template 1. KUDs: The road map:

GLCE (coding and wording); Verb(s) underlined; type of learning: Knowledge, Skill, Reasoning, Product

2-H2.0.1 Demonstrate chronological thinking by distinguishing among years and decades using a timeline of local community events. Verbs: Demonstrate/Distinguishing Level of Thinking: Skills/Performance

Knowledge (K) Understand (U) DO: Demonstration of Learning (DOL)

Vocabulary I Can

A community is a group of people living in the same place or having a particular characteristic in common. Our local community is made up of the people around us such as our neighbors, the people we attend church with, our friends and family that live in town, our teachers, and the rest of the people that live near us. Timelines are visual representations of time and can contain events and shows the order in which they occurred. This timeline shows events of our local community and shows the order in which they occurred. Chronological means starting with the

Students will understand that events of our local community can be recorded using a timeline and can recognize the order of events.

Students will circle an event on the timeline that happened before a certain event, an event that happened x number of years after, and an event after that event.

Chronological Years Decades Community Timelines

“I can look at a timeline and tell the order of events.”

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earliest and following the order (of time) which they occurred. For example, on the timeline the farthest left event happened first and the last event (furthest right) happened most recently. There are 365 days in a year and 10 years in a decade.

4. Sequence of Instruction (including one below for Vocabulary): What will you do? What will they do?

Lessons: How will you take them where they need to go? (Step-by-Step plan) Instructional strategies/Social constructs: How will they work?

(AND what will YOU do?)

Resources needed: What materials and resources will they need?

(Page #s read, graphic organizers, books, posters, realia, etc…)

Lessons: How will you take them where they need to go? Pre-test/Anticipatory set: the hook – The teacher can introduce the concept of a timeline by simulating and modeling it for them. To introduce students to the concept of timelines, the teacher could for example, tell the students he/she has a problem. The problem is he/she wants to make a peanut butter and jelly sandwich but does not remember the order in which the steps are taken. The teacher will ask the students to help him/her put them in order from the first (oldest) thing that needs to be done to the last (newest) and final step. The teacher should have pictures of each step, each with a time on it (chronological). These pictures should be large enough to put on the board using a magnet or tape. Students will be encouraged to discuss the problem and arrange the steps in chronological order across the board. Direct Instruction:

1. The teacher can introduce the lesson by introducing the vocabulary lesson plan. The vocabulary lesson introduces the words: local community, year,

Resources needed: What materials and resources will they need? (also included on Works Cited page)

White Board Big pictures of step-by-step

Peanut butter and Jelly sandwich making

Local Community timeline Magnets/Tape Vocabulary Script (Attachment

A) Paper Pencils

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decade, chronological, and timeline. This lesson uses Marzano’s Six Steps to Building Academic Vocabulary. The anticipatory set problem can then be discussed among the students to resolve the problem. After this problem has been resolved, the teacher can ask questions such as, “How did you know to put them in order based on the time?” This question would hopefully lead into the concept of chronological order and its importance in the creation of timelines.

2. The teacher could then show an example of a timeline on the board. This timeline could include local community events the students may be familiar with. It is important to ask the students if they recognize anything from the timeline. The teacher will show the students how to read a timeline by reading the events in chronological order by saying, “________happened before _______” and “________ happened before _______.” The teacher then will ask students “what happened before/after____” to check for understanding of reading a timeline. Incorporating the vocabulary terms years and decades, the teacher could also state that “_______happened __ years after/before____” and “______happened a decade after/before ____”.

Guided Practice: 3. Utilizing the timeline on the board, students will practice reading the

timeline with teacher guidance and once the teacher feels the students are understanding it, the students will discuss in pairs or small groups and formulate their own questions about how to read the timeline. Students will engage in the Think, Pair, Share instructional strategy here to discuss their thoughts and questions.

Independent Practice: 4. For each of the vocabulary words the students will fill out an enriched

vocabulary sheet, by writing the word, writing a definition in their own words, drawing a picture/symbol to represent that word, and use it meaningfully in a sentence. After this, students will fill out their own timeline worksheet.

Instructional strategies/Social constructs: How will they work? The students must first be given time to THINK, then asked to PAIR with their elbow partner to discuss which events occurred first. Using two corners (instead of

Timeline Worksheet (Attachment B)

Timeline Worksheet Answer Sheet (B)

Timeline Worksheet Key (B)

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Four Corners) the teacher asks the students, “if you think the bread is laid out first go to corner 1, and if you think the bread is cut in half first go to corner 2.” After SHARING with their elbow partners, the students will as a class, put the events in order. 5. Assessment ideas: a. How will you know they’ve learned it? (Summative – Students demonstrate their learning.)

Students will create their own timeline using a list of local community events covering a timeframe of more than a decade and have completed the timeline worksheet independently. b. How will you grade it?

The teacher will use a checklist to check to see that events are placed on the timeline, the events are accurately ordered, and are ordered from left to right (chronologically). The timeline worksheet has an answer key.

GLCE (coding and wording) and Verb underlined

2-H2.0.4 Describe changes in the local community over time (e.g., types of business, architecture, and landscape, jobs, transportation, population). Verb: Describe Level of Thinking: Knowledge/Understanding


Vocabulary I Can

Changes in our community occur over time. The number of people living in our community changes. This is known as population. The landscape of the city changes; the visible physical features of the land such as hills, trees, plants, bodies of water

Students will understand that over time the local community changes.

List things in your community that have changed over time and explain/describe how.

Community Businesses Architecture Transportation Landscape Population

“I can tell how my community has changed over time.”

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etc. As the population increases, so does the landscape in order to build new businesses and architecture. A business is the activity

of making, buying, or

selling goods or

providing services in

exchange for money.

Architecture often

means the buildings

where businesses are

located. Architecture is

the art or practice of

designing and

constructing buildings.

This could also mean

churches, schools,

banks, and restaurants.

Transportation also

changes over time. The

roads, routes, and

vehicles people drive

change as the

community changes and

develops.



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(AND what will YOU do?) (Page #s read, graphic organizers, books, posters, realia, etc…)

Lessons: Anticipatory Set- the hook The teacher can read the books: My Community Long Ago by Bobbie Kalman, Children: Past and Present, Transportation: Past and Present by Matthew Frank to the students and have pictures of the past and present community posted on the board to interest students in how communities change and are currently changing. (Lesson Plan below made by Karen Lemmons—found on LOC) Day One: Introduce and/or review the word community with the students. What does community mean? What does a community look like? Do you live in a community? What does your community look like? Brainstorm with students for the answers. After students have answered the questions, have them talk about their community. What do you think your community looked like in the past? Do you think your neighborhood had more or fewer houses? Do you think your neighborhood had some businesses? If so, which ones? Discuss the past and current look of the communities. Tell students they will look at some pictures of Detroit in the early times. They will analyze the pictures, paying close attention to the buildings, the people, and the background. They will also look at some pictures of Detroit in the current times. They will compare/contrast the two pictures to identify and analyze the changes. They will write about the changes identified in the photos on a sheet of paper. When they have finished analyzing their pictures, they will also show their pictures and read aloud their reports to the class. The students can work with a partner, with one person analyzing the “old” picture and the other person analyzing the “current” picture. Then the two people will work together to write the paper. Before students are given the pictures to analyze, the teacher will model a photo analysis with two pictures. The teacher and the class will analyze the historic Detroit picture, using the photo analysis worksheet. Then the class and the students will analyze the current Detroit picture. When the worksheet is completed, the students and teacher will write a narrative on the changes between the two pictures.

Resources needed: What materials and resources will they need ? (also included on Works Cited page)

Primary Source Pictures (Attachment C)

Paper Pencils Rubric (Attachment D )

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Day Two: Review the last session lesson. What did we say the word community meant? According to the pictures, what did we see in the “old” Detroit picture that we do not see in the “current” Detroit picture? What did we say about those changes? What did we write about those changes? Using the examples from the last session, the students will now analyze two photos either individually or with a partner. The student must use the photo analysis worksheet to analyze the pictures. The students will write their answers on the sheet. Using that sheet as a guide, the students will write a narrative, about 3-5 sentences, on the changes they think happened between the two photos. When the students have finished writing their narrative, they will review it, edit and revise. The teacher will also review their narrative. When the students have written their “final” narrative, they will do an oral presentation to the class. The students will begin the assignment on this day. An additional period may be needed for revision and preparing for the oral presentation. Teacher will check for understanding of the assignment and answer any questions the students may have. Students will then select their partner, or, if the teacher prefers, will select partners for the students. Some students may decide to work alone. Students may select the two pictures they wish to analyze. If they cannot choose, the teacher will choose pictures for them. They will begin the assignment. Teachers should have enough pictures for about 30 students. Pictures can come from the Library of Congress website, Google website, or the print resources. Day Three: Teacher will monitor the students’ progress and assist where needed. Teacher will determine whether or not students need additional time and how much time. The preferred time is about 20-25 minutes. Oral presentations could begin on this day. Day Four: Finish oral presentations. If oral presentations are completed on this day, teacher could arrange for speakers to come and talk about the history of the community, or the architecture or points of interest in the community. Instructional Strategies/Social Constructs- The teacher can use the 10 X 10 Instructional Strategy during the anticipatory set to get students observing and thinking about what they see and what they see that has changed.

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EXIT STRATEGY: On the way out of the class, the students can turn in an exit card listing and briefly describing four changes that occur in communities. Assessment ideas: a. How will you know they’ve learned it? (Summative – Students demonstrate their learning.)

Students will orally present their analysis according to an oral presentation rubric. b. How will you grade it?

Rubrics will be used for the photo analysis. The written narrative must include the following: a minimum of 2-3 specific changes between the images. The oral presentation will be evaluated according to the oral presentation rubric.


2-H2.0.5 Identify a problem in a community’s past and describe how it was resolved. Verb: Identify/Describe Level of Thinking: Knowledge/Understanding


Vocabulary I Can

Identify means to know and say what something is. A problem is a matter or situation that is unwelcome or harmful and needs to be dealt with and overcome. A resolution is an answer or solution to something. Problems of a communities past could be things like… good schools, affordable health care, a clean environment, industrial pollution, etc.

Students will understand how to recognize and resolve problems in their community.

Identify a problem of our community from the past and explain how it was resolved by writing 2-4 sentences.

Problem Resolved Identify

“I can pick out a problem our community had and tell how it was fixed.”

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Ways to resolve them are… voting!, community government meetings, petitioning, etc. Some examples of our communities past problems are: affordable health care, pollution, construction/road work.





Lessons: Pre-test/Anticipatory set: the hook – The teacher can share a problem the local community has had in the past that students

may be familiar with. The teacher could post an article excerpt from a newspaper onto

the board to spark student interest. Some examples students may be familiar with are:

natural disasters, floods, construction, economic turmoil, fires, and pollution.

Direct Instruction: The teacher can elaborate on a problem and have the students discuss potential solutions to the problems. The students can stand in two lines and do a Line Up Review by having several students share their thoughts with one another. Guided Practice: Once students sit down, the teacher can ask a few students to share what they discussed with their partners during Line Up Review. It is important for the teacher to share that there is more than one way to solve these such issues and that sometimes in communities multiple approaches occur and share with students that cost may be an issue when it comes to solving problems within communities.


Paper Pencils Library Resources (Books,

Articles) Stack of Newspapers

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Independent Practice: Independently, students will be asked to write down a problem and a solution to it from the local community. Instructional strategies/Social constructs: How will they work? Line Up Review during Guided Practice: Students will line up facing their elbow partner in two lines. Each student shares their thoughts with the person they are facing in the opposite line. After the teacher feels enough thoughtful discussion has occurred he/she can have one of the lines move down to the right or left one person. Each pair of students should be different now for further discussion. Assessment ideas: a. How will you know they’ve learned it? (Summative – Students demonstrate their learning.) Students will be making a project/foldable. Students will identify a problem in our local community and draw it on the inside of a Shutter Fold (p.12 Big Book of Social Studies). On the outside of the Shutter Fold they can define why it’s a problem (left flap) and a potential solution to the problem (right flap).

b. How will you grade it?

The teacher can use a checklist to check for a relevant problem, definition of the problem, and a potential solution to the problem. Students can present these orally to the class as well.


2-H2.0.6 Construct a historical narrative about the history of the local community from a variety of sources (e.g., data gathered from local residents, artifacts, photographs). Verb: Construct Level of Thinking: Products

A narrative is a story spoken or written of connected events. Historical means concerning past events.

Students will understand how to use a variety of sources to tell about the history of our local community.

Construct using at least four sources a historical narrative about the history of our local community.

Narrative Sources Artifacts Historical

“I can use many different sources to tell about my local community’s history.”

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Sources are things from which something comes. Many sources we have of history are things such as data gathered from residents of the time, artifacts, photographs, etc. Artifacts are objects made by human beings. Residents are people who live somewhere permanently. These different sources can tell us a lot about the residents of a community.

Residents





Lessons: Pre-test/Anticipatory set: the hook – The teacher will begin by discussing and reviewing all of the content thus far from the unit. The teacher can share how it all leads up to this project—writing a narrative. Direct Instruction- The teacher can share and list topics that have been discussed already within the unit and briefly review each. The teacher can ask students to go to the board and also add things to the list that were discussed in the unit. This will help students to


Whiteboard Markers Paper Sources

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begin thinking about what they have learned and how it all relates to writing a narrative. The teacher will describe the sources and how to use each one. Students must also be reminded to include changes, problems, solutions, and have a clear beginning, middle, and end to their narrative. The teacher can show this video https://www.youtube.com/watch?v=oR7lXHECZco&feature=youtu.be to the students as a refresher about how and why communities change. Guided Practice- As a class or in small groups they can discuss ideas for their narratives and what they want to write about. The students can brainstorm a list of sources they think they would like to use to research and write their narrative. Independent Practice- The students will begin to write their narratives after having used many sources to research their topic within the local community. Instructional strategies/Social constructs During Guided Practice students will use the Knee-to-knee, Eye-to-eye Instructional Strategy to discuss with a partner their ideas about their narrative. As the narratives are coming to a wrap, students can do a WRITE AROUND to answer the question, “what needs improvement?” This will be beneficial to the students writing to think about their own, and also to provide feedback to the author. Assessment ideas: a. How will you know they’ve learned it? (Summative – Students demonstrate their learning.)

Narrative—Report. Each student will write a narrative/report about an event in the history of the local community. b. How will you grade it?

The teacher will check the narrative for completion. The students should have a clear beginning, middle, and end, and include things that have changed within the community, problems within the community, and how they have changed.

https://www.youtube.com/watch?v=oR7lXHECZco&feature=youtu.be

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Attachment A: A Script for Vocabulary Development

Teacher-talk: (Marzano’s Step One of Building Academic Vocabulary: Teacher introduces the word) Local Community

Teacher –Talk: (Step one) When a group of people live close together in a common area or neighborhood, does anyone know what this is called? (Wait for student responses) We often call these places communities. We give names to these communities. Our community’s name is (insert name). Can anyone name another community that is close to us? (Student Response) Our community of (name) is called our local community. Does anyone know why we call our community our local community? (Responses) The word local means belonging to a common area and here we all share this common area. This is our local community.

Step 2 - Building Academic Vocabulary: In your own words, write the meaning. Teacher-talk: If you were asked by a family member or friend what local community means, what would you say? Writing it in your own words, write it in the upper left hand box. (Attachment E) Step 3 - Building Academic Vocabulary: Draw a picture or symbol of something that shows you know the meaning. Teacher-talk: You know what a local community is and can explain it but how would you show what a local community is? In the bottom left corner, draw a representation of a local community. We will all probably have different pictures and that’s okay, just draw something that makes sense to you and show your elbow partner. Step 5 - Building Academic Vocabulary: Discuss the terms with each other (elbow partners). Teacher-talk: After you have used the word correctly in a sentence and written it in the bottom right corner, I would like you and your partner to share with each other why you wrote what you did, and how your picture shows what a local community is. Year

Teacher-Talk: (Step one) Can anyone tell me what a day is? (Students Answer) What about a week? (Student Responses) A month? (Wait..) A year? (Responses) A year is the time it takes for a planet to revolve around the sun. Can someone tell me how many days are in a year? (Student Responses) The amount of time it take is 365 days. When we think of the “new year” beginning on January 1st and ending on December 31st that is 365 days and the sun has then revolved fully around the sun one time.

Step 2 - Building Academic Vocabulary: In your own words, write the meaning. Teacher-talk: If I asked you to go tell a first grader in the hallway what a year is, what would you say? Writing it in your own words, write it in the upper left hand box.

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Step 3 - Building Academic Vocabulary: Draw a picture or symbol of something that shows you know the meaning. Teacher-talk: You know what a year is and can explain it but how would you show what a year is to a first grader? In the bottom left corner, draw a picture or illustration of a year. We will all probably have different pictures and that’s okay, just draw something that makes sense to you and show your elbow partner.

Decades Teacher-Talk: (Step one) Often times people group things to make them easier to work with such as dozens of cookies or counting by tens. If I asked you to count to one hundred by 1s it would take a while, wouldn’t it? (Pause) But if I asked you to count by 10s it would go much quicker, right? (Pause) We can group years in this same way to make them easier to count! One grouping of years is called a decade. Does anyone know how many years make up a decade? (Wait for answers) 10 years make one decade. This term, decade, can be used to describe a grouping of 10 years, such as the 1950s, or 1960s. When we say “the 50s or 60s” we are referring to those ten years and we call them decades.

Step 2 - Building Academic Vocabulary: In your own words, write the meaning. Teacher-talk: If I was reading in a book about the 1950s and it said “during the decade of the 1950s jazz music was popular”, and I did not know what it meant by “during the decade”, what would you tell me? Writing it in your own words, write it in the upper left hand box. Step 3 - Building Academic Vocabulary: Draw a picture or symbol of something that shows you know the meaning. Teacher-talk: Now that you know what a decade is and can explain it, draw a picture that shows what a decade is. In the bottom left corner, draw your picture or symbol. We will all probably have different pictures and that’s okay, just draw something that makes sense to you and show your elbow partner. Step 4 and 5 - Building Academic Vocabulary: Do activities that allow students to work with the words & discuss. Teacher talk: I am going to give you a list of years or decades. Some of the timeframes are one year and some are a decade. You and your table partner can work together to underline the years and circle the decades. Talk to each other and decide which each one is.

Chronological Teacher-Talk: (Step one) If I wanted to write a story, would it be okay to write the end first, then the beginning and then the middle? (Wait for student reactions/responses) Why can’t I do this? (Responses) Does it make sense this way? (Wait) So I should probably write the beginning, middle, then end so it makes sense. We call this order chronological order. Has anyone ever heard of the word chronological? (Student Responses) What does it mean? (Wait for answers). Chronological means starting with the date

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or event that happened first and then moving to dates or events that happened after and are closest to now. With your elbow partner, share ideas of some things that we would list in chronological order. (Have some share with the class).

Step 2 - Building Academic Vocabulary: In your own words, write the meaning. Teacher-talk: If I asked you to organize a story that was all jumbled up, and put it into chronological order, what would you do? Tell me your own definition of the word chronological. Write it in the upper left hand box. Step 3 - Building Academic Vocabulary: Draw a picture or symbol of something that shows you know the meaning. Teacher-talk: Draw a picture that shows what chronological means. In the bottom left corner, draw your picture or symbol. We will all probably have different pictures and that’s okay, just draw something that makes sense to you and show your elbow partner.

Timeline

Teacher-Talk: (Step one) Has anyone ever heard of a timeline before? (Student Response) If we separate the two smaller words in the word timeline to be “time” and “line”, what do you think this means and could be used for? (Responses) A timeline is a nice visual graph we can look at easily to see what events happened first and over a period of time. We can place the events in order on the timeline from earliest to latest (most recent—left to right). Does everyone remember what it is called when we list things in order of happening? (Chronological) We can use chronological thinking when we create timelines. What are some good uses and places for timelines? (Responses) (Social studies, History, charting their own life events, etc.)

Step 2 - Building Academic Vocabulary: In your own words, write the meaning. Teacher-talk: Thinking about chronological order, what would you tell me a timeline is used for? Tell me your own definition of timeline. Write it in the upper left hand box. Step 3 and 5 - Building Academic Vocabulary: Draw a picture or symbol of something that shows you know the meaning & discuss. Teacher-talk: Draw a picture that shows what a timeline is and what it is used for. In the bottom left corner, draw your picture. Share your picture with your elbow partner and discuss the relationship between chronological order and a timeline. Step 4 and 5: I will have students fill out a timeline. They will need to create a timeline of local community events over the last two decades. Students must make their timeline demonstrating chronological order. After all students have their timeline finished, they can share and discuss with their elbow partners why the events are in that order. Step 6: Play Vocabulary Bee. It is similar to a spelling bee but with vocabulary instead. Read the definition off and the students will have to give the correct vocabulary term or give the vocabulary term and the student will say the definition. Students can also get into small groups and take turns being the “quizzer” and then each student has a chance at a word. Using the words from this

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vocabulary lesson—local community, year, decade, chronological order, and timeline. This game can be added onto as new words come up throughout the unit. This game can also be modified by using a projector and displaying the vocabulary words on the screen or whiteboard. Two chosen students start off by standing on either side of the board facing away from the words. Using a fly swatter (each have one) after the teacher reads or says a definition of a vocabulary word and says go, the students will race to hit the matching word first. Students will then hand their fly swatter to new students to continue the game.

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Resource B: Timeline and Questions for 2-H2.0.1

A Timeline of the Early History of a Community

10 years 10 years

First

farm

More Farmers

come

Sawmill

is built

First

store

First

school

First church

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Assessment

Directions: Use the timeline of the early history of a community to help you fill in the blanks:

The sawmill was built ________ years after the first farm. The store was built _____________ decade after the first farm. The school was built ____________years after the store. The church was built ____________ decade after the store How many years and decades of history are shown on the timeline?

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Assessment - Answer Key

Directions: Use the timeline of the early history of a community to help you fill in the blanks:

The sawmill was built ____2____ years after the first farm. The store was built ______1_______ decade after the first farm. The school was built _____5_______years after the store. The church was built _____1_______ decade after the store How many years and how many decades of history are shown on the timeline? 20 years and 2 decades

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Attachment C:

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Attachment D: Rubric Oral Presentation. Teacher Name: Ms. Lemmons Student Name: ________________________________________

CATEGORY 4 3 2 1 Preparedness Student is completely

prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Stays on Topic Stays on topic all (100%) of the time.

Stays on topic most (99-90%) of the time.

Stays on topic some (89%-75%) of the time.

It was hard to tell what the topic was

Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic

Student is able to accurately answer most questions posed by classmates about the topic

Student is able to accurately answer a few questions posed by classmates about the topic.

Student is unable to accurately answer questions posed by classmates about the topic.

Listens to Other Presentations

Listens intently. Does not make distracting noises or movements

Listens intently but has one distracting noise or movement.

Sometimes does not appear to be listening but is not distracting.

Sometimes does not appear to be listening and has distracting noises or movements.

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Attachment E:

What I think it means:

Definition in my own words:

Picture of what I think it is:

Examples:

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Works Cited Beck, I., McKeown, M., and Kucan, L.(2002) Bringing Words to Life. New York, NY: The Guilford Press Marzano, R. and Pickering, D. (2005), Building Academic Vocabulary: Teacher’s Manual. Alexandria, VA: Association for Supervision and Curriculum Development Zike, Dinah (2000) Foldables. New York, NY: Macmillan/McGraw-Hill Frank, M. (2009). Children: Past and Present. Pelham: Benchmark Education Company. Frank, M. (2009). Transportation: Past and Present. Pelham: Benchmark Education Company. Kalman, B. (2011). My Community Long Ago. St. Catharines, Ont.: Crabtree Pub Google Images. Retrieved November 9, 2014 from https://www.google.com/search?q=pictures+that+show+then+and+now&biw=1366&bih=673&source=lnms&tbm=isch&sa=X&ei=rgFgVMHbC8G2yASYsoC4Dw&ved=0CAYQ_AUoAQ#tbm=isch&q=pictures+that+show+then+and+now+communities Google Images. Retrieved November 9, 2014 from https://www.google.com/search?q=pictures+that+show+then+and+now&biw=1366&bih=673&source=lnms&tbm=isch&sa=X&ei=rgFgVMHbC8G2yASYsoC4Dw&ved=0CAYQ_AUoAQ#tbm=isch&q=pictures+that+show+then+and+now+allegan+mi+regent+theater Growth and Change Shapes Communities. (n.d.). Retrieved November 9, 2014. http://youtu.be/oR7lXHECZco Your Community: Then and Now By: Karen Lemmons. Retrieved November 9, 2014 from http://educationextras.com/LOCelementary.html

https://www.google.com/search?q=pictures+that+show+then+and+now&biw=1366&bih=673&source=lnms&tbm=isch&sa=X&ei=rgFgVMHbC8G2yASYsoC4Dw&ved=0CAYQ_AUoAQ#tbm=isch&q=pictures+that+show+then+and+now+communities

https://www.google.com/search?q=pictures+that+show+then+and+now&biw=1366&bih=673&source=lnms&tbm=isch&sa=X&ei=rgFgVMHbC8G2yASYsoC4Dw&ved=0CAYQ_AUoAQ#tbm=isch&q=pictures+that+show+then+and+now+communities

https://www.google.com/search?q=pictures+that+show+then+and+now&biw=1366&bih=673&source=lnms&tbm=isch&sa=X&ei=rgFgVMHbC8G2yASYsoC4Dw&ved=0CAYQ_AUoAQ#tbm=isch&q=pictures+that+show+then+and+now+allegan+mi+regent+theater

https://www.google.com/search?q=pictures+that+show+then+and+now&biw=1366&bih=673&source=lnms&tbm=isch&sa=X&ei=rgFgVMHbC8G2yASYsoC4Dw&ved=0CAYQ_AUoAQ#tbm=isch&q=pictures+that+show+then+and+now+allegan+mi+regent+theater

http://youtu.be/oR7lXHECZco

http://educationextras.com/LOCelementary.html

Documents

Second Grade History Unit/Vocabulary Planning Guide