Project GLAD
Project GLAD
Seattle School District
Washington State Temperate Rain Forest: Interdependence and Adaptation
Level 4
IDEA PAGES
I. UNIT THEME
The Washington state temperate rain forest is a northwest biome. Plants and animals depend on one another and have adapted to their environment for their survival. The temperate rain forest is a unique ecological system.
• Layers of the temperate rain forest
• Organisms in each temperate rain forest layer
• Interdependence of temperate rain forest plants and animals
• Adaptation of organisms in the temperate rain forest for survival
• Cross-cultural Sensitivity – Humans depend on the temperate rain forest and can cause changes in that environment that affect their ability to survive
II. FOCUS/MOTIVATION
• Cognitive Content Dictionary with Signal Word
• Super Scientist Awards
• Read Aloud
• Inquiry Chart
• Picture file cards with list, group, label activity
• Observation Charts
• Realia- plant and animal specimens
• Chants
• Poetry
III. CLOSURE
• Process all charts and learning
• Add to Living Wall
• Challenge questions
• Personal Exploration
• Evaluation of week, Letter Home to Parents
• Learning Logs – on-going assessment logs
CONCEPTS-SOCIAL STUDIES – Washington State Grade 4 EALRs
SOCIAL STUDIES STANDARDS
Standard 1. The student uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on Earth's surface.
1.1 GEOGRAPHY - Uses and constructs maps, charts, and other resources to gather and interpret geographic information
• Examines and describes map elements (e.g., latitude, longitude, equator, hemispheres, legend, key, compass) related to regions of the United States (Location)
1.2 GEOGRAPHY - Recognizes spatial patterns on Earth's surface and understands the processes that create these patterns
• Locates, identifies, and constructs physical maps, with attention to landforms and how they developed and changed by natural processes by region (Location, Region')
Social Studies Skills
1. Inquiry and Information
• Identifies key words, appropriate and varied sources
• Uses basic research skills
• Uses table of contents and indexes as social studies reference materials
• Locates particular facts in social studies documents
• Depicts data using graphic organizers
• Presents a product that demonstrate understanding of information and responds to central questions
3. Critical Thinking Skills
• Investigates cause and effect relationships and their impact on people, environments, and economic systems
Standard 2. The student understands the complex physical and human characteristics of places and regions.
2.1 GEOGRAPHY - Describes the natural characteristics of places and regions and explains the causes of their characteristics
• Identifies the natural characteristics of the Pacific Northwest
• Describes the geological process that formed the Pacific Northwest (Region, Location)
2.3 GEOGRAPHY - Identifies the characteristics that define the Pacific Northwest and the Pacific Rim as regions
• Describes the physical and human characteristics of the Pacific Northwest region (Location, Place, Human/Environment Interaction, Region)
Social Studies Skills
1. Inquiry and Information
• Identifies key words, appropriate and varied sources
• Uses basic research skills
• Uses table of contents and indexes as social studies reference materials
• Locates particular facts in social studies documents
2. Interpersonal and Group Process Skills
• Identifies roles of different members of a group; serves in different roles in groups
• Identifies appropriate people to gain needed information, asks relevant questions, records discussion
3. Critical Thinking Skills
• Distinguishes among fact and opinion
• Investigates cause and effect relationships and their impact on people, environments, and economic systems
Standard 3. The student observes and analyzes the interaction between people, the environment, and culture.
3.1 GEOGRAPHY - Identifies and examines people's interaction with and impact on the environment
• Describes how people in the region use their natural resources and how this affects the environment (Region, Human/Environment Interaction, Movement)
3.2 GEOGRAPHY - Analyzes how the environment and environmental changes affect people
• Analyzes how the environment and environmental changes of a region affect the cultural life of a people (Human/Environment Interaction, Region)
3.3 GEOGRAPHY - Examines cultural characteristics, transmission, diffusion, and interaction
• Explores cultural differences between groups within a region (Region, Movement, Human/Environment Interaction, Location, Place) Compares and contrasts cultural differences between regions
• Analyzes how these groups interact
Social Studies Skills
1. Inquiry and Information
• Selects a social studies topic
• Identifies key words, appropriate and varied sources
• Uses basic research skills
• Identifies main idea
• Depicts data using graphic organizers
• Presents a product
2. Interpersonal and Group Process Skills
• Communicates own feeling and beliefs
• Listens to other viewpoints on social studies issues
• Identifies roles of different members of a group
• Serves in different roles in groups
• Identifies appropriate people to gain needed information
• Asks relevant questions
• Records discussion
3. Critical Thinking Skills
• Identifies central issue
• Formulates appropriate questions
• Distinguishes among fact and opinion
• Compares advantages and disadvantages
• Suggests solutions
• Decides appropriate course of action
Investigates cause and effect relationships and their impact on people, environments, and economic system
IV. CONCEPTS-SCIENCE – Seattle School District Grade 4
Grade Level Expectations (GLEs) Addressed
by the Ecosystems Science Unit
EALR 1: SYSTEMS: The student knows and applies scientific concepts and principles to understand the properties, structures and changes in physical, earth/space, and living systems.
Component 1.1 Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and objects and how characteristics are used to categorize living things.
Students:
1.1.6 Understand how to distinguish living from nonliving and how to use characteristics to sort common organisms into plant and animal groups.
• Describe the characteristics of organisms.
• Classify and sort common organisms into plant and animal groups.
Component 1.2 Structures: Understand how components, structures, organizations, and interconnections describe systems.
Students:
1.2.1 Analyze how the parts of a system go together, and how these parts depend on each other.
• Identify the parts of a system (e.g., a device or natural or living thing) and how the parts go together.
• Describe the function of a part of a system.
• Describe a simple system that can perform a task and illustrate how the parts depend on each other using common classroom materials.
• Explain how one part of a system depends upon other parts of the same system.
• Predict and explain how a system would work if one of its parts was missing or broken.
• Describe what goes into (input) and out of (output) a system (e.g., what keeps a system running).
• Describe the effect on a system when an input in the system is changed.
Component 1.3 Changes: Understand how interactions within and among systems cause changes in matter and energy.
Students:
1.3.5 Understand that fossils provide evidence of plants, animals, and environments that existed long ago.
• Know that fossils provide evidence about plants and animals that lived long ago and the nature of the environment at that time.
1.3.8 Understand that living things need constant energy and matter.
• Identify sources of energy and matter used by plants and animals to grow and sustain life (e.g., air, water, light, food, mineral nutrients).
• Explain how plants and animals obtain food (e.g., plants make food from air, water, sunlight, mineral nutrients; animals obtain food from other living thing).
1.3.9 Understand that plant and animal species change over time.
• Recognize and tell how some kinds of plants and animals survive well, some survive less well, and some cannot survive at all in particular environments and provide examples.
• Recognize and describe how individual plants and animals of the same kind differ in their characteristics and sometimes the difference gives individuals an advantage in surviving and reproducing.
• Demonstrate or describe that fossils can be compared to one another and to living organisms according to their similarities and differences. Some organisms that lived long ago are similar to existing organisms, but some are quite different.
1.3.10 Understand that that an organism's ability to survive is influenced by the organism's behavior and the ecosystem in which it lives.
• Describe the characteristics of organisms that allow them to survive in an ecosystem.
• Describe the role of an organism in a food chain of an ecosystem (i.e., predator, prey, consumer, producer, decomposer, scavenger).
• Describe how an organism's ability to survive is affected by a change in an ecosystem (e.g., the loss of one organism in a food chain affects all other organisms in that food chain).
• Describe the path of substances (i.e., air, water, mineral nutrients) through a food chain.
EALR 2: INQUIRY: The student knows and applies the skills, processes, and nature of scientific inquiry.
Component 2.1 Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry.
Students:
2.1.1 Understand how to ask a question about objects, organisms, and events in the environment.
2.1.3 Understand how to construct a reasonable explanation using evidence.
4. Understand how to use simple models to represent objects, events, systems, and processes.
2.1.5 Understand how to report investigations and explanations of objects, events, systems, and processes.
ELD Standards
WASHINGTON STATE ELD STANDARDS LISTENING AND SPEAKING
EALR 1: The student uses listening and observation skills to gain understanding.
Component 1.1 – The student will focus attention.
Component 1.2 – The student will listen and observe to gain and interpret information.
|Proficiency |GLE |3-5 |
|Level | | |
|Beginning | 1.2 |Use physical actions and/or words to respond to simple directions and questions. |
|(EALR 1 | | |
|Comp. 1.2) | | |
|Advanced Beginning |1.2 |Respond to directions and questions. |
| | | |
| |1.2 |Use phrases to identify main points of simple conversations and stories. |
|Intermediate |1.2 |Respond to directions, questions, and some idiomatic expressions. |
| | | |
| |1.2 |Use simple sentences to retell or state main point and details of conversations and stories. |
| | | |
| |1.2 |Recognize inappropriate use of register. |
| |1.2 |Recognize that words may have different meanings in different contexts. |
|Advanced |1.2 |Respond to multi-step directions and to questions. |
| | | |
| | |Use descriptive sentences to retell stories in detail including characters, setting, and plot. |
| |1.2 | |
| | |Independently recognize inappropriate use of register. |
| | | |
| |1.2 |Use context to determine appropriate meaning of multiple meaning words. |
|Transitional |1.2 |Respond to multi-step directions and to questions. |
| | | |
| |1.2 |Use descriptive sentences to retell or state main point and supporting details of conversations, oral presentations and familiar literature and subject area content. |
| | | |
| | |Recognize inappropriate use of register and suggest alternatives. |
| |1.2 | |
| | |Use context to determine appropriate meaning of multiple meaning words. |
| |1.2 | |
Component 1.3 – The student will check for understanding by asking questions and paraphrasing.
|Proficiency |GLE |3-5 |
|Levels | | |
|Beginning |1.3 |Use classroom norms to signal to ask a question. |
|(EALR 1 | | |
|Comp. 1.3) |1.3 |Use single word/gestures to ask for repetition in order to clarify. |
|Advanced Beginning |1.3 |Use words and/or phrases, intonation to ask simple questions. |
| | | |
| |1.3 |Use words/phrases in a frame to paraphrase. |
|Intermediate |1.3 |Use simple forms* to ask questions about content. |
| | | |
| |1.3 |Use simple sentences to paraphrase. |
|Advanced |1.3 |Use simple forms* to probe for details about content. |
| | | |
| |1.3 |Use descriptive sentences with some content vocabulary to paraphrase. |
|Transitional |1.3 |Use more extensive supporting details and content area vocabulary to ask questions in a variety of contexts and situations. |
| | | |
| |1.3 |Use descriptive sentences with content vocabulary to paraphrase. |
| |
|*Simple forms are defined as Who, What, Where, When questions as well as subject/verb inversions e.g. “Is the dog big?” which would elicit Yes/No answer |
EALR 2: The student communicates ideas clearly and effectively.
Component 2.1 – The student will communicate clearly to a range of audiences for different purposes.
|Proficiency |GLE |3-5 |
|Level | | |
|Beginning |2.1 |Use words to participate in social conversations using informal language. |
|(EALR 2 | | |
|Comp. 2.1) |2.1 |Use, through repetition, common social greetings, simple repetitive phrases, and state basic needs using informal language. |
| | | |
| |2.1 |Use gestures and/or words to participate in group discussion or activity which involve concrete objects. |
| | | |
| |2.1 |Use words to tell a story from a familiar picture book. |
| | | |
| |2.1 |Use gestures and/or words to role-play an action or event. |
| | | |
| |2.1 |Repeat words which are part of the frozen register (i.e. Pledge of Allegiance). |
|Advanced Beginning |2.1 |Use phrases and/or simple sentences to participate in social conversations with peers using informal language. |
| | | |
| |2.1 |Independently use common social greetings, simple repetitive phrases, and state basic needs using informal language. |
| | | |
| |2.1 |Use words and/or phrases to role-play an action or event. |
| | | |
| |2.1 |Use words and/or phrases to tell a familiar story, or recount scenes from a film, video or drama. |
| | | |
| |2.1 |Use words and/or phrases to inform, and entertain. |
| | | |
| |2.1 |Use words and/or phrases to participate in group discussion or activity which involves concrete objects. |
| | | |
| |2.1 |Repeat phrases which are part of the frozen register (i.e. Pledge of Allegiance, poems, favorite stories). |
|Intermediate |2.1 |Use simple sentences to participate in social conversations on familiar topic with peers and adults. |
| | | |
| |2.1 |Use simple sentences to tell a story, inform, explain and entertain. |
| | | |
| |2.1 |Begin to use appropriate language registers for speaking to different audiences with teacher support. |
| | | |
| |2.1 |Give instructions for a familiar process; process may be out of sequence and/or steps may be skipped. |
| | | |
| |2.1 |Repeat sentences which are part of the frozen register (i.e. Pledge of Allegiance, poems, favorite stories). |
| | | |
| | | |
| | | |
|Proficiency |GLE |3-5 |
|Level | | |
|Advanced |2.1 |Use descriptive sentences to participate in social conversations with peers and adults. |
|(EALR 2 | | |
|Comp. 2.1) |2.1 |Use descriptive sentences to tell a story, inform, explain, entertain, and persuade. |
| | | |
| |2.1 |Begin to use appropriate language registers, with occasional lapses. |
| | | |
| |2.1 |Give instructions for a familiar process in an understandable manner. |
| | | |
| |2.1 |Use appropriate body language and eye contact when delivering oral presentations, with occasional lapses. |
| | | |
| |2.1 |Independently recite language used in frozen register i.e. Pledge of Allegiance, poems, favorite stories). |
|Transitional |2.1 |Independently participate in social conversations with peers and adults. |
| | | |
| |2.1 |Apply communication skills to narrate, inform, explain, entertain, and persuade in a variety of contexts. |
| | | |
| |2.1 |Use different language registers in situations as appropriate. |
| | | |
| |2.1 |Give instructions in a precise and understandable manner. |
| | | |
| |2.1 |Use appropriate body language and eye contact when delivering oral presentations. |
EALR 2: The student communicates ideas clearly and effectively.
Component 2.2 – The student will develop content and ideas. Develop a topic or theme; organize thoughts around a clear beginning, middle, and end; use transitional sentences and phrases to connect related ideas; and speak coherently and compellingly.
|Proficiency |GLE |3-5 |
|Level | | |
|Beginning | | |
|(EALR 2 | | |
|Comp. 2.2) | | |
|Advanced Beginning |2.2 |Connect words and phases using the conjunction and. |
| | | |
| |2.2 |Begin to sequence words and/or phrases related to familiar topic using a picture prompt. |
|Intermediate |2.2 |Connect sentences using the words and, and then, after and but. |
| | | |
| |2.2 |Organize a simple oral presentation in a logical order with a clear beginning, middle and end, with teacher support. |
| | | |
| |2.2 |Select and narrow a topic from a teacher-provided list, with teacher support. |
| | | |
| |2.2 |Choose examples to support ideas from list, with teacher support. |
|Advanced |2.2 |Connect sentences using the words and, and then, after, if and but. |
| | | |
| |2.2 |Organize an oral presentation in a logical order, ie. beginning, middle and end, with minimal teacher support. |
| | | |
| |2.2 |Select and narrow a topic from a teacher-provided list, with minimal teacher support. |
| | | |
| |2.2 |Use examples and details to support ideas with teacher support. |
|Transitional |2.2 |Connect sentences using the words and, and then, after, if and but to sustain a topic. |
| | | |
| |2.2 |Organize an oral presentation in a logical order, ie. beginning, middle and end. |
| | | |
| |2.2 |Select and narrow a topic from a teacher-provided list |
| | | |
| |2.2 |Use examples and descriptive details to support ideas. |
EALR 2: The student communicates ideas clearly and effectively.
Component 2.3 – The student will use effective delivery. Adjust speaking strategies for a variety of audiences and purposes by varying intonation, pitch, and pace of speech to create effect and aid communication.
Component 2.4 – The student will use effective language and style. Use language that is grammatically correct, precise, engaging and well-suited to topic, audience, and purpose.
|Proficiency Level |GLE |Grades 3-5 |
|Beginning |2.3 |Use gestures and/or words to participate in group discussion or activity. |
|(EALR 2 | | |
|Comp. 2.3, 2.4) |2.4 |Use gestures and/or words to communicate needs and role-play an action or event. |
|Advanced Beginning |2.3 |Use words and/or phrases to participate in group discussion or activity while beginning to use appropriate eye contact and volume. |
| | | |
| |2.4 |Use words and/or phrases to tell a story, inform, and entertain. |
|Intermediate |2.3 |Distinguish between appropriate ways of speaking to different audiences (register). |
| | | |
| |2.3 |Use simple sentences to share information with class, using appropriate volume. |
| | | |
| |2.4 |Use simple sentences with inconsistent use of syntax, tense, plurals, and subject/verb agreement. |
|Advanced |2.3 |Use appropriate ways of speaking that vary based on audience and subject matter. |
| | | |
| |2.3 |Use descriptive sentences to share information with class, while beginning to use appropriate volume, intonation, and expression. |
| | | |
| |2.4 |Use descriptive sentences with common grammatical forms, with some errors. |
|Transitional |2.3 |Use appropriate ways of speaking that vary based on audience and subject matter. |
| | | |
| |2.3 |Make oral presentation to class, using appropriate volume, intonation, eye contact, and expression. |
| | | |
| |2.4 |Speak clearly and comprehensibly using academic English with occasional errors. |
EALR 3: The student uses communication strategies and skills to work effectively with others.
Component 3.1 – The student will use language to interact effectively and responsibly with others.
Component 3.2 – The student will work cooperatively as a member of a group.
Component 3.3 – The student will seek agreement and solutions through discussion.
|Proficiency Level |GLE |3-5 |
|Beginning |3.1 |Independently use common social greetings, simple repetitive phrases, and state basic needs |
|(EALR 3 | | |
|Comp. 3.1, 3.2, |3.2 |Use words or gestures to contribute to group discussions, including personal experiences. |
|3.3) | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |3.3 | |
| | | |
|Advanced Beginning |3.1 |Use words and/or phrases to actively participate in social and academic conversations on familiar topics. |
| | | |
| |3.1 |Demonstrate turn-taking in a conversation and a group discussion. |
| | | |
| |3.2 |Use words and/or phrases to contribute to group discussions, including personal experiences. |
| | | |
| |3.3 |Use words and/or phrases to suggest a solution to a problem. |
| | | |
|Intermediate |3.1 |Use simple sentences to actively participate in social and academic conversations on familiar topics. |
| | | |
| |3.1 |Demonstrate turn-taking in a conversation and a group discussion, responding appropriately to nonverbal cues. |
| | | |
| |3.2 |Use simple sentences to explain ideas clearly in group discussions, including personal experiences. |
|Proficiency |GLE |3-5 |
|Level | | |
|Intermediate |3.2 |Begin to use established group rules and assume various assigned roles to further progress of group. |
|(EALR 3 | | |
|Comp. 3.1, 3.2, 3.3)|3.3 |Use simple sentences to brainstorm solutions to problems |
|Advanced |3.1 |Initiate and actively participate in social and academic conversations on unfamiliar topics. |
| | | |
| |3.1 |Demonstrate turn-taking in a conversation and a group discussion, responding appropriately to nonverbal cues. |
| | | |
| |3.2 |Use descriptive sentences to explain ideas clearly in group discussions, helping group move toward consensus. |
| | | |
| |3.2 |Use descriptive sentences to offer personal opinion based on what has already been said. |
| | | |
| |3.2 |Articulate and use established group rules and assume various assigned roles to further progress of a group. |
| | | |
| |3.3 |Use descriptive sentences to contribute and prioritize possible solutions to a problem. |
|Transitional |3.1 |Respond actively and appropriately both in group work and in informal interactions. |
| | | |
| |3.2 |Explain ideas clearly in group discussions and elaborate on the contributions of other group members. |
| | | |
| |3.2 |Contribute to group with examples and suggestions and assume various assigned roles to further the progress of the group. |
| | | |
| |3.2 |Contribute and prioritize multiple solutions to problems. |
| | | |
EALR 4: The student analyzes and evaluates the effectiveness of formal and informal communication.
Component 4.1 – The student will assess strengths and needs for improvement. Assess own and others’ communication strengths and needs and set goals for improvement.
Component 4.2 – The student will seek and offer feedback. Seek and use feedback to improve communication; offer suggestions and comments to others.
|Proficiency Level |GLE |3-5 |
|Beginning |4.1 |Attend to speakers in informal conversations and formal presentations. |
|(EALR 4, |4.2 | |
|Comp. 4.1, 4.2) | | |
|Advanced Beginning |4.1 |Use words and phrases to respond to speakers in informal conversations and formal presentations. |
| |4.2 | |
|Intermediate |4.1 |Use simple sentences to offer feedback in response to speakers in conversations and formal presentations. |
| |4.2 | |
|Advanced |4.1 |Use a rubric of effective traits to evaluate and to improve one’s own presentations and conversations. |
| | | |
| |4.2 |Use a rubric to offer specific feedback on presentations with regard to delivery skills, conventions and cultural norms. |
| | | |
| |4.2 |Seek, accept and apply feedback about presentations. |
|Transitional |4.1 |Use criteria to evaluate and improve one’s own and others’ presentations. |
| | | |
| |4.2 |Seek, accept and apply feedback. |
| | | |
| |4.2 |Use a rubric to offer specific feedback on presentations with regard to delivery skills, word choice and grammar. |
WASHINGTON STATE ELD READING STANDARDS
EALR 1: The student understands and uses different skills and strategies to read.
Component 1.1: Use word recognitions skills and strategies to read and comprehend text.
|Proficiency Level |GLE |3-5 |
|Beginning |1.1.1 |Recognize and use English concepts of print (e.g., alphabet, upper/lower case, directionality, words v. sentence, punctuation, parts of book). |
|(EALR 1 | |Recognize and produce English phonemes. |
|Comp. 1.1) |1.1.2 |Recognize, respond to, and produce rhyming words ending with phonemes the student already hears and produces. |
| |1.1.2 |Produce known words that begin with phonemes student already hears and produces. |
| |1.1.2 |Use gestures and single word responses to participate in a discussion of a story read aloud. |
| |1.1.3 | |
|Advanced Beginning |1.1.2 |Orally manipulate and segment simple known words by onset and rime. |
| |1.1.2 |Use onset and rime in word families to decode known words. |
| |1.1.2 |Segment and blend words containing 2-3 phonemes. |
| |1.1.2 |Identify syllables in known words. |
| |1.1.2 |Identify common consonant and vowel sounds in known words. |
| |1.1.2 |Add, delete, and/or substitute one phoneme for another in initial and final positions to make a new word. |
| |1.1.3 |Use words and/or phrases to participate in a discussion of a story listened to or read. |
| |1.1.4 |Use knowledge of phonics associated with known sounds to read familiar words. |
| |1.1.4 |Decode known words following common vowel patterns. |
|Intermediate |1.1.2 |Orally segment and blend known multi-syllabic words. |
| |1.1.2 |Add, delete, and/or substitute one phoneme for another in initial, medial, and final positions to make a new word. |
| |1.1.2 |Identify shared consonant and vowel sounds in known words. |
| |1.1.3 |Use simple sentences to participate in a discussion of a story listened to or read aloud. |
| |1.1.4 |Decode words following patterns, word families, etc. |
| |1.1.4 |Identify same sounds represented by different single letters or combinations of letters (e.g., fish, rough). |
|Advanced |1.1.3 |Participate in a discussion of a story listened to or read aloud. |
| |1.1.4 |Read words in context containing complex letter pattern/word families. |
| |1.1.4 |Apply multi-syllabic decoding when reading words. |
| |1.1.4 |Recognize that sounds are represented by different single letters and combinations of letters. |
|Transitional |1.1.2 | |
| |1.1.3 |NO DESCRIPTORS AT THIS LEVEL |
| |1.1.4 | |
WASHINGTON STATE ELD READING STANDARDS
EALR 1: The student understands and uses different skills and strategies to read.
Component 1.2: Use vocabulary (word meaning) strategies to comprehend text.
Component 1.3: Build vocabulary through wide reading.
Component 1.4: Apply word recognition skills and strategies to read fluently.
|Proficiency Level |GLE |3-5 |
|Beginning |1.2.1 |Use picture dictionary to find or confirm word meanings. |
|(EALR 1, |1.2.2 |Given pictures and illustrations, indicate word meaning. |
|Comp. 1.2, 1.3, 1.4) |1.2.2 |Identify pictures from written labels or identify text words or phrases from pictures. |
| |1.3.1 |Produce simple vocabulary in response to a read-aloud, including texts from a variety of cultures and communities. |
| |1.3.2 |Produce one-word responses to simple questions or a prompt. W |
| |1.3.2 |Use a word or gesture to participate in a discussion or activity around content area concepts and vocabulary. W |
| |1.4.1 |Recognize sight words. |
|Advanced Beginning |1.2.1 |Use glossary and picture dictionary to find or confirm word meaning. |
| |1.2.2 |Demonstrate understanding of affixes and roots in familiar words. |
| |1.2.2 |Apply word-meaning strategies in text (e.g., word structure, phonics, abbreviations, illustrations, prior knowledge and context). |
| |1.3.1 |Use new vocabulary in simple sentences to discuss, prior knowledge, illustrations to predict and confirm word meaning and concepts from literary and informational |
| | |texts. |
| |1.3.1 |Use simple sentences to answer and ask questions and show understanding of new words. |
| |1.3.2 |Use words and/or phrases to participate in discussions of short, illustrated stories and show understanding of vocabulary. W |
| |1.4.1 |Read introduced sight words. |
| |1.4.1 |Use simple sentences with introduced sight words. |
|Intermediate |1.2.1 |Use dictionary and glossary to find or confirm word meanings and parts of speech. |
| |1.2.2 |Re-read, read on, and ask for help to gain meaning of unknown words. |
| |1.3.1 |Include new vocabulary from text in descriptive sentences orally and in writing. |
| |1.3.2 |Use descriptive sentences to discuss words and concepts across content areas. W |
| |1.3.2 |Identify familiar words with multiple meanings. |
| |1.4.1 |Read introduced sight words. |
| |1.4.2 |Read unpracticed text aloud at a target rate of 70-90 words correct per minute with comprehension. |
| |1.4.3 |Adjust reading rate to match purpose. |
|Advanced |1.2.1 |Use dictionary, glossary, and thesaurus to find or confirm word meanings, parts of speech, synonyms and antonyms. |
| |1.2.2 |Use word meaning strategies and affixes and roots to determine meaning of unknown words. |
| |1.2.2 |Use descriptive sentences to discuss prior knowledge, pictures, illustrations, context, and diagrams to clarify word meanings and concepts. |
| | |Use new vocabulary in own oral and written communication. |
| |1.3.1 |Identify and define words and concepts across content areas. W |
| |1.3.2 |Identify words with different meanings in different content areas. W |
| |1.3.2 |Use and read an increased number of sight words. |
| |1.4.1 |Read unpracticed text aloud at a target rate of 70-90 words correct per minute with comprehension. |
| |1.4.2 |Adjust reading rate to match difficulty of text such as content area reading and for different purposes. |
| | | |
|Advanced |1.4.3 | |
|(EALR 1, | | |
|Comp. 1.2, 1.3, 1.4) | | |
|Transitional |1.2.1 |Discuss use of dictionaries, glossaries and thesauruses to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of |
| | |words. |
| |1.2.2 |Explain how to derive word meanings from knowledge of affixes and roots. |
| |1.3.1 |Integrate new vocabulary from text into written and oral communication across content areas. |
| |1.3.2 |Explain how some words have different meanings in different content areas (e.g., area in math and geography). W |
| |1.4.2 |Read unpracticed text aloud at a target rate of 80-110 words correct per minute with comprehension. |
| |1.4.3 |Adjust reading rate to match difficulty of text and the purposes for reading (e.g., skimming for facts and scanning for key words). |
WASHINGTON STATE ELD READING STANDARDS
EALR 2: The student understands the meaning of what is read.
Component 2.1: Demonstrate evidence of reading comprehension.
Component 2.2: Understand and apply knowledge of text components to comprehend text.
|Proficiency Levels |GLE |3-5 |
|Beginning |2.1.1, 2.1.6 |Use one or two words, to participate in a discussion of meaning, answer questions, and complete a graphic organizer in response to story read aloud. |
|(EALR 2 | |Use gestures or one-word responses to answer literal comprehension questions before, during, and after simple text read aloud. |
|Comp. 2.1, 2.2) |2.1.1, 2.1.6 |Answer literal comprehension questions about short simple text sentences (i.e., active, positive, present tense, statements with regular plurals). |
| |2.1.1, 2.1.6 |Draw pictures to represent images from story read aloud. |
| | |Use one or two words to state main idea of text read aloud. W |
| |2.1.2 |Use gesture or words to participate in a discussion connecting self with characters, events and information from text read aloud. (also 2.1.3) W |
| |2.1.3 |Use gestures, pictures or one-word responses to predict what will happen based on pictures in text read aloud. W |
| |2.1.4 |Draw pictures to represent the sequence and story elements of simple literary text. W |
| | |Point to title, page numbers, table of contents and other text features. W |
| |2.1.5 | |
| |2.2.1, 2.2.3 | |
| |2.2.2 | |
|Advanced |2.1.1, 2.1.6 |Use words and/or phrases to discuss meaning while reading using context, looking back and reading ahead. |
|Beginning |2.1.1 |Use words and/or phrases to answer questions before, during and after text read aloud. |
| |2.1.2 |Use words and/or phrases to describe the mental images that occur from text read aloud. |
| |2.1.3 |Identify phrases and simple sentences that describe a picture or select a picture described by a phrase or simple sentences. W |
| |2.1.3 |Use phrases to state main idea and discuss theme/message in text read aloud. W |
| |2.1.4 |Use words and/or phrases to participate in a discussion connecting self to characters, events, and information from text read aloud. (also 2.1.3) W |
| | |Answer literal comprehension questions about simple text sentences including negatives, yes/no questions, simple past and future tenses, etc. |
| |2.1.5 |Use words and/or phrases to predict what will happen based on literary or informational text read aloud. W |
| | |Indicate what will happen next in text composed of simple sentences including negatives, yes/no questions, simple past and future tenses, etc. W |
| |2.1.5 |Use words and/or phrases to retell the sequence and identify story elements of simple literary text. W |
| |2.1.5 |Indicate the correct sequence in text composed of simple sentences including negatives, yes/no questions, simple past and future tenses, etc. |
| | |Identify locations of title, page numbers, table of contents and other text features. W |
| |2.2.1, 2.2.3 | |
| |2.2.1, 2.2.3 | |
| | | |
| |2.2.2 | |
|Intermediate |2.1.1 |Use simple sentences to ask and answer questions about text. |
|(EALR 2 |2.1.2 |Use simple sentences to describe images from story in literary text. |
|Comp. 2.1, 2.2) |2.1.3 |Identify the main idea and details in text. W |
| |2.1.4 |Use simple sentences in discussion or on a graphic organizer to connect prior experience and knowledge to characters, events, and information within a text. W |
| | |Answer both literal and inferential comprehension questions about text composed with irregular plurals, modals, common irregular verbs, prepositional phrases, etc.|
| |2.1.5 |W |
| | |Use simple sentences to predict and infer using prior knowledge and information drawn from text. W |
| |2.1.5 |Infer an idea supported by text details. W |
| |2.1.5 |Begin to use basic monitoring strategies to increase comprehension of text including picture cues and known words. |
| |2.1.6 |Use simple sentences to summarize and/or state the main idea with supporting details and to discuss theme/message of a literary or informational text. (also |
| |2.1.7 |2.1.3) W |
| | |Identify the correct sequence and predict what will happen next in text composed of sentences with modals, common irregular verbs, prepositional phrases, etc. |
| |2.2.1 |(also 2.1.5) W |
| | |Use simple sentences to retell story in sequence and to identify story elements. (also 2.1.5) W |
| |2.2.1 |Use simple sentences to explain organizational features (e.g., glossaries, tables of content, map keys, captions in text or electronic media). W |
| |2.2.2, 2.2.3 |Identify text written in simple listing and sequential order. |
| | | |
| |2.2.4 | |
| | | |
| | | |
|Advanced |2.1.1 |Use descriptive sentences to ask and answer questions based on literary and informational text. |
| |2.1.2 |Draw and use descriptive sentences to depict mental images that occur while reading. |
| |2.1.2 |Respond to questions about mental images that occur while reading text. |
| |2.1.3 |Identify the main idea and predict an idea or theme supported by text details. W |
| |2.1.3 |Use descriptive sentences to state the theme/message in a text. W |
| |2.1.4 |Use descriptive sentences to connect current issues, prior knowledge and experience to characters, events, and information within a text. W |
| | |Use descriptive sentences to predict and infer using prior knowledge and information drawn from text. W |
| |2.1.5 |Answer literal and inferential comprehension questions about text composed of complex sentences. Text may contain perfect tense, compounds, clauses or passive |
| |2.1.5 |voice. W |
| | |Identify the correct sequence and predict what will happen next in complex text. W |
| |2.1.5 |Use basic monitoring strategies to increase comprehension of text (e.g., picture cues, known words and note-taking). |
| |2.1.6 |Use descriptive sentences to complete teacher generated graphic organizer to organize information taken from text. W |
| |2.1.7 |Identify information from charts and graphs. W |
| |2.2.2, 2.2.3 |Use descriptive sentences to explain use of organizational features such as glossaries, tables of content, map keys, and captions in text or electronic media. W |
| |2.2.2 |Use descriptive sentences to independently retell story in sequence and to identify the story elements. W |
| | |Identify text written in simple listing, sequential order, description, and compare and contrast text structures. |
| |2.2.3 | |
| |2.2.4 | |
|Transitional |2.1.5 |Use descriptive sentences and specialized vocabulary to independently predict and infer using prior knowledge and information drawn from text. W |
|(EALR 2 | |Use descriptive sentences to identify and explain where and why comprehension was lost and use a comprehension repair strategy to regain meaning of text. |
|Comp. 2.1, 2.2) |2.1.6 |Use descriptive sentences and specialized vocabulary to summarize, state the theme/message, and identify the main idea and several supporting details in a text. |
| | |(also 2.1.3) W |
| |2.1.7 |Identify the correct sequence and predict what will happen next in grade level text. |
| | |Use descriptive sentences to apply understanding of organizational features (e.g., glossaries, table of content, map keys, captions in text or electronic media). W|
| |2.2.1 |Use descriptive sentences with specialized vocabulary to independently retell story in sequence and to identify the story elements. W |
| |2.2.2, 2.2.4 |Identify text written in simple listing, sequential order, description, and compare and contrast text structures. |
| | | |
| |2.2.3 | |
| | | |
| |2.2.4 | |
WASHINGTON STATE ELD READING STANDARDS
EALR 2: The student understands the meaning of what is read.
Component 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.
Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text.
|Proficiency Level |GLE |3-5 |
|Beginning |2.3.1 |Use gestures to indicate and draw pictures to represent cause and effect relationships and compare and contrast in simple short texts read aloud. W |
|(EALR 2 | |Use a word, gesture, or drawing to group objects with common attributes. |
|Comp. 2.3, 2.4) |2.3.2 |Match groups of familiar objects with common attributes. W |
| |2.3.3 | |
|Advanced |2.3.1 |Use words and/or phrases to describe: familiar concepts, cause and effect relationships, and compare and contrast within and/or between texts read aloud. W |
|Beginning | |Use words or phrases to categorize elements in literary and informational text. |
| |2.3.2 |Use words or phrases to discuss information found in general reference materials (e.g., picture dictionary, dictionary, thesaurus). W |
| |2.3.2 |Use words or phrases to identify the simplest forms of literary devices (e.g., simile, metaphors, and alliteration). W |
| | |Use simple note-taking skills to begin to synthesize information from a variety of sources. |
| |2.3.3 |Use words and phrases to make generalizations and draw supported conclusions from text. W |
| |2.3.4 |Use words or phrases to identify the author’s use of word choice. W |
| |2.4.1 |Distinguish between fantasy/ reality and fact/opinion in text composed of phrases or simple sentences. (also 2.3.1) W |
| |2.4.2 | |
| |2.4.3 | |
|Intermediate |2.3.1 |Answer cause/effect and comparison/contrast questions about written paragraph of text. W |
| |2.3.1 |Use simple sentences with text-based evidence to: |
| | |describe cause and effect |
| | |compare and contrast in text read aloud or independently W |
| |2.3.2 |Categorize objects according to common attributes. |
| |2.3.2 |Distinguish between fantasy/reality and fact/opinion in short text. W (also 2.2.4) |
| |2.3.2 |Locate information in adapted general reference materials (e.g., picture dictionaries, dictionary, thesaurus). |
| |2.3.2 |Use simple sentences to discuss information found in general reference materials (e.g., dictionary, encyclopedia, thesaurus). |
| |2.3.3 |Indicate understanding of common idioms (e.g., catch the bus, keep up, drop in). W |
| |2.3.3 |Use simple sentences to identify literary devices within a text (e.g., dialogue and alliteration). W |
| |2.4.1 |Use simple sentences to make generalizations and draw supported conclusions from text. W |
| |2.4.2 |Use simple sentences to identify facts that support the author’s word choice, purpose, tone, and use of persuasive devices. W |
| |2.4.3 |Use simple sentences to distinguish between: |
| | |fantasy and reality in literary text |
| | |fact and opinion (also 2.3.1) W |
|Advanced |2.3.1 |Answer cause/effect and comparison/contrast questions about extended written text. W |
| |2.3.1 |Use descriptive sentences and information texts to describe cause and effect and compare and contrast in literary and informational texts. W |
| | |Locate information on a topic in the appropriate resource/s for a specific purpose. |
| |2.3.2 |Demonstrate understanding of literary idioms used in extended text. W |
| |2.3.3 |Use descriptive sentences to identify literary devices (e.g., personification, imagery, dialogue, and alliteration) within a text. W |
| |2.3.3 |Use descriptive sentences to draw conclusions, and explain how to solve problems using information from a text. W |
| | |Use descriptive sentences to identify and explain the author’s use of word choice, sentence structure and length, and tone. W |
| |2.4.1 |Identify the author’s purpose and answer fantasy/reality and fact/opinion questions about extended text. W (also 2.3.1) |
|Advanced |2.4.2 |Use descriptive sentences to explain use of persuasive devices, propaganda techniques, and point of view. W |
|(EALR 2 |2.4.3 | |
|Comp. 2.3, 2.4) |2.4.3 | |
|Transitional |2.3.1 |Answer compare/contrast and cause/effect questions citing evidence from grade-level text. W |
| |2.3.1 |Use specialized vocabulary and evidence from literary and informational text to describe similarities and differences and explain cause and effect relationships. |
| | |W |
| |2.3.2 |Use specialized vocabulary across content areas to explain how to locate information on a specific topic in the appropriate resource/s and how the information fits|
| | |the topic. |
| |2.3.3 |Identify literary devices in grade level text. W |
| |2.3.3 |Use specialized vocabulary to explain use of literary devices (e.g., metaphor, simile, humor, exaggeration and idioms). W |
| |2.4.1 |Identify facts/opinions, draw conclusions, make generalizations and inferences from grade-level text. W |
| |2.4.1, 2.4.3, |Use specialized vocabulary to: |
| |2.4.5 |identify facts and opinions, |
| | |draw conclusions |
| | |make generalizations |
| | |explain how to solve problems using information from texts W |
| |2.4.2 |Identify effect of author’s word choice, syntax, and tone. W |
| |2.4.2, 2.4.4, |Use specialized vocabulary to identify, explain, and cite examples of the author’s use of: |
| |2.4.7 |word choice |
| | |sentence structure and length |
| | |tone |
| | |persuasive devices |
| | |propaganda techniques |
| | |point of view |
| | |beliefs and assumptions W |
| |2.4.3 |Explain difference between facts and opinions. W |
| | | |
| | | |
WASHINGTON STATE ELD READING STANDARDS
EALR 3: The student reads materials for a variety of purposes.
Component 3.1: Read to learn new information.
Component 3.2: Read to perform a task.
Component 3.3: Read for career applications.
|Proficiency Level |GLE |3-5 |
|Beginning |3.1.1 |Follow simple text directions composed of pictures, single words, or phrases to perform a task. |
|(EALR 3, |3.2.1 |Match printed word with common school item. |
|Comp. 3.1, 3.2, 3.3) |3.2.1 |Use word, gesture, or drawing to demonstrate comprehension of environmental print (e.g., school signs and labels in classroom). |
|Advanced Beginning |3.1.1 |Follow simple written directions to perform a task. |
| |3.2.1 |Match simple sentences to demonstrate comprehension of environmental print (e.g., school signs, labels in classroom). |
| |3.2.2 |Use words and/or phrases to identify functional documents (e.g., letters, forms, and menus). |
|Intermediate |3.1.1 |Follow multi-step directions composed of simple sentences to perform a task. |
| |3.2.1 |Use simple sentences to demonstrate comprehension of environmental print (e.g., school signs, labels, street signs). |
| |3.2.2 |Use simple entences to discuss the use of functional documents that are used in a school setting (e.g., bus schedules, lunch menus). |
|Advanced |3.1.1 |Use descriptive sentences to retell multi-step directions from text or oral prompt. |
| |3.2.1 |Use descriptive sentences to demonstrate comprehension of environmental print (e.g., school signs and labels in classroom). |
| |3.3.1 |Read and use functional documents that are used in a school setting. |
|Transitional |3.2.2 |Use specialized vocabulary to locate and use functional grade-level documents related to hobbies and interests. |
| |3.3.1 |Follow multi-step directions from grade-level text to perform a task at school and home. |
| |3.3.1 |Use specialized vocabulary to explain multi-step dicretions to perform a task at school and home. |
WASHINGTON STATE ELD READING STANDARDS
EALR 3: The student reads materials for a variety of purposes.
Component 3.4: Read for literary/narrative experience in a variety of genres.
|Proficiency Level |GLE |3-5 |
|Beginning |3.4.2 |Use drawings, word, or gesture to respond to or distinguish between two genres (e.g., fiction and non-fiction). |
|(EALR 3 | | |
|Comp. 3.4) | | |
|Advanced Beginning |3.4.2 |Use words or phrases to distinguish between two genres (e.g., simple narrative and fairy tale). |
|Intermediate |3.4.1 |Use simple sentences to identify and discuss the culture and/or traditions described in a piece of literature. |
| |3.4.2 |Use simple sentences to respond to and distinguish among a variety of genres. |
|Advanced |3.4.1 |Use descriptive sentences to identify and discuss the culture and/or traditions described in a piece of literature. |
| |3.4.2 |Use descriptive sentences to discuss literature written in a variety of genres. |
| |3.4.2 |Use descriptive sentences to compare/contrast the culture and/or traditions described in a piece of literature with that of the reader. |
|Transitional |3.4.1 |Identify and discuss the culture and/or traditions described in a piece of literature. |
| |3.4.2 |Use specialized vocabulary to examine and explain the characteristics of genres. |
| |3.4.2 |Use specialized vocabulary to compare and contrast cultures and traditions from a variety of literature. |
WASHINGTON STATE ELD READING STANDARDS
EALR 4: The student sets goals and evaluates progress to improve reading.
Component 4.1: Assess reading strengths and need for improvement.
Component 4.2: Develop interests and share reading experiences.
|Proficiency Level |GLE |3-5 |
|Beginning | | |
|(EALR 4, |4.2.1 |Use word, phrase or gesture to indicate preference for certain books read aloud. |
|Comp. 4.1, 4.2) | | |
|Advanced Beginning |4.1.1 |Use words and/or phrases to explain what good readers do. |
| |4.1.2 |Set instructional level reading goals with teacher. |
| |4.2.1 |Use words and/or phrases to discuss favorite authors and texts read aloud. |
|Intermediate |4.1.1 |Use simple sentences to explain what good readers do. |
| |4.1.2 |Set goals to learn basic English phonemes, rules, and sight words and track progress through use of word banks, charts, and logs. |
| |4.2.1 |Use simple sentences to indicate preference and recommend books to other students. |
|Advanced |4.1.1 |Use descriptive sentences to explain what good readers do. |
| |4.1.2 |Use descriptive sentences to set reading goals and track progress through use of charts, rubrics, and reading logs. |
| |4.2.1 |Use descriptive sentences to discuss and share favorite authors, texts, genres, and common reading experiences. |
| |4.2.1 |Develop a list of favorite authors and books. |
| |4.2.1 |Use descriptive sentences to participate in guided book talks. |
|Transitional |4.1.2 |Set reading goals, create a plan, and record progress on a chart or graphic organizer. |
| |4.2.1 |Use specialized vocabulary to discuss and share favorite authors, texts, genres, and common reading experiences. |
| |4.2.1 |Use specialized vocabulary to participate in book talks. |
|Proficiency Level |Grades 3-5 |
|Beginning |Draw, label and sequence pictures to tell a story |
| |Use labeled drawings or graphic organizers to convey main ideas with supporting details |
| |Write familiar words or sight words |
|Advanced Beginning |Write unfamiliar words and phrases about familiar topics |
| | |
| |Write simple sentences using a model or frame |
|Intermediate |Choose and maintain focus on topic |
| |Use simple sentences to write: |
| |a narrative with a beginning, middle, and end |
| |an expository paragraph about one topic |
| |Use basic transitions |
|Advanced |Use descriptive sentences to write: |
| |a narrative with a beginning, middle, and end |
| |expository paragraphs about one topic with supporting details |
| |Use transitions |
|Transitional |Use specialized vocabulary in several paragraphs to write in more than one genre across content areas (e.g., narrative, expository) |
| |Use transitions to link paragraphs |
|Proficiency Level |Grades 3-5 |
|Beginning |Copy and follow patterns to write word and phrases |
|Advanced Beginning |Use words and phrases to write about own experiences and follow pattern to create a story |
|Intermediate |Use simple sentences to write paragraphs for different purposes |
| |Begin to choose appropriate words to convey meaning and express voice to different audiences |
| |Begin to use simple figurative language and idiomatic language |
|Advanced |Use descriptive sentences to write simple paragraphs for different purposes using vocabulary found in literary and informational text |
| |Choose appropriate words to convey meaning and express voice to different audiences |
| |Use simple figurative and idiomatic expressions |
|Transitional |Write paragraphs for different audiences and purposes using some specialized vocabulary across content areas |
| |Begin to choose words that are precise, engaging, and well-suited to topic and audience |
| |Use figurative and idiomatic expressions appropriately |
|Proficiency Level |Grades 3-5 |
|Beginning |Write top to bottom, left to right when copying |
| |Begin to use invented spelling to write familiar words and phrases |
| |Capitalize own name and some proper nouns |
| |Begin to write sight words |
|Advanced Beginning |Use invented spelling to write familiar words and phrases |
| |Begin to write words and phrases with inconsistent use of capitalization |
| |Write sight words |
|Intermediate |Write simple sentences with inconsistent word order and subject/verb agreement |
| |Begin to edit writing for punctuation, capitalization, and spelling |
|Advanced |Write complex sentences with inconsistent word order and subject/verb agreement |
| |Edit writing for punctuation, capitalization, and spelling |
|Transitional |Use conventional grammar, ending punctuation, capital letters, and spelling independently; some rules may not be in evidence |
|Proficiency Level |Grades 3-5 |
|Beginning |Draw pictures, write words or phrases to name or describe something, and to express self |
| |Draw a picture or write for self, teacher, or other known person |
|Advanced Beginning |Write phrases to respond to prompts, describe, and express self |
| |Write for self, teacher, or other known person. |
|Intermediate |Write simple sentences to tell a story, inform, entertain, reflect, question, and record information |
| |Distinguish among appropriate ways of writing to different audiences |
|Advanced |Apply skills to narrate, inform, explain, entertain, persuade, and to question |
| |Determine appropriate purpose and audience for writing |
|Transitional |Apply skills using specialized vocabulary to narrate, to inform, to entertain, to persuade, and to explain across content areas |
|Proficiency Level |Grades 3-5 |
|Beginning |Use words to complete lists, personal journal entries, songs and poems based on a model |
|Advanced Beginning |Use words and phrases to write in a variety of forms based on a model (e.g., journal entries, songs, poems) |
|Intermediate |Use simple sentences to write in a variety of forms (essays, narratives, journals, poems, reports, explanations, memos, experiments) |
|Advanced |Use descriptive sentences to write in a variety of forms (e.g., essays, narratives, reports, explanations, dialogues, memos, directions, experiments) |
|Transitional |Use specialized vocabulary to write independently in a variety of forms (e.g., extended essays, narratives, reports, explanations, dialogues, brochures, tables, graphs, experiments)|
|Proficiency |Grades 3-5 |
|Level | |
|Beginning |Draw pictures and use words from shared reading and own experience |
|Advanced Beginning |Use phrases to participate in group brainstorming and writing |
|Intermediate |Use pictures and modeled graphic organizers to generate ideas for simple stories |
|Advanced |Use brainstorming techniques to generate and organize ideas (e.g., graphic organizers, pictures and lists) |
|Transitional |Use brainstorming techniques to organize and begin to plan writing |
|Proficiency |Grades 3-5 |
|Level | |
|Beginning |Use gestures and words to participate in group writing |
|Advanced Beginning |Create rough drafts which include words and phrases |
|Intermediate |Create rough drafts which include simple and descriptive sentences |
|Advanced |Create rough drafts which include complex sentences |
|Transitional |Create rough drafts which include complex sentences across content areas |
|Proficiency |Grades 3-5 |
|Level | |
|Beginning |Use words and phrases to participate orally in revision of group writing |
|Advanced Beginning |Revise own writing for clarity |
|Intermediate |Revise own writing for appropriate audience |
| |Offer feedback on other’s writing |
|Advanced |Incorporate input from others into own writing |
|Transitional |Apply knowledge of text features and specialized vocabulary to enhance text |
|Proficiency |Grades 3-5 |
|Level | |
|Beginning |Use gestures and words to participate in editing of group writing |
| |Use a model to publish selected writing in appropriate format |
|Advanced Beginning |Participate in group editing for capitalization |
|Intermediate |Use picture dictionary to correct spelling |
| |Publish selected writing in appropriate format |
|Advanced |Use dictionary to correct spelling |
| |Correct errors independently |
|Transitional |Correct some errors independently |
| |Use reference tools to correct spelling, punctuation, and capitalization |
| |Publish in appropriate format |
V. MATH/SCIENCE/HISTORY/SOCIAL STUDIES SKILLS
• Classification of objects
• Modeling numbers with visual representations
• Ordering numbers
• Comparing numbers and concepts (length, etc.)
• Measuring
• Recording data
• Choosing appropriate strategy to solve a problem
• Scientific thinking processes: observing, communicating, relating, inferring, applying
• Participation and study skills
VOCABULARY
amphibian grasses pollution
antlers gravel precipitation
bacteria hatch predator
banana slug hemlocks prey
biologist herds primary consumer
bird hermaphrodites raccoons
blackberry herring rainforest
botanist hibernate redds
branches huckleberry Roosevelt elk
bull elk humans salal
burrow insects salmon
calf invertebrates salt water
camouflage king salmon secondary consumers
canopy leaves shrubs
carnivore lichen slime
cedar logging snakes
Chinook lungs soil
cluster mammals spawn
colonnades mane species
conifers maples sticky toe pads
cow mate stumps
coyotes microorganisms symbiosis
crustaceans mice tadpoles
debris migrate temperate
decomposer moist tentacles
deer moss territory
deforestation muscular foot thicket
ecosystem natural disasters toads
eggs needles trample
endangered nests twigs
epiphyte nocturnal underparts
evolve Northern spotted owl understory
extinction nostrils vertebrates
fir trees numbing voles
fish nurse log watershed
flying squirrel old growth forest weeds
forager Olympic National Park wetlands
fresh water organisms wing span
fringed Pacific Ocean wetlands
fungi Pacific northwest
fur Pacific tree frog
geese pellets
gills pilchard fish
grip plankton
IX. RESOURCES AND MATERIALS-Non-fiction
Behler, Deborah A. The Rain Forest of the Pacific Northwest. New York: Benchmark Books, 2001.
Cole, Joanna The Magic School Bus Goes Upstream: A Book About Salmon Migration. New York: Scholastic Inc, 1997.
Cowley, Joy Red-Eyed Tree Frog.
Crewe, Sabrina The Salmon. Austin, TX: Steck-Vaughn, 1997.
Fink Martin, Patricia A. Northern Spotted Owls (True Books: Animals).
Kirk, Ruth The Olympic Rain Forest: An Ecological Web. Seattle: University of Washington Press, 1992.
Guiberson, Brenda Spotted Owl. New York: Henry Holt and Company, 1994.
Guiberson, Brenda Teddy Roosevelt Elk. New York: Henry Holt and Company, 1997.
Harper, Alice Bryant The Banana Slug: A Close Look at a Giant Forest Slug of Western North America. Aptos, CA: Bay Leaves Press, 1988.
Hirschi, Ron People of Salmon and Cedar. New York: Cobblehill Books, 1996.
Hirschi, Ron Salmon. Minneapolis: Carolrhoda Books, Inc., 2001.
Himmelman, John A Slug’s Life. New York: Children’s Press, 1998.
Llamas, Andreu Salmon: Tireless Travelers. Milwaukee: Gareth Stevens Publishing, 1996.
Lyons, C.P. Trees and Shrubs of Washington. Renton, WA: Lone Pine Publishing, 1999.
McMillan, Bruce Salmon Summer. Boston: Houghton Mifflin, 1998.
Miles, Victoria Spotted Owlets. Point Roberts, WA: Orca Book Publishers, 1993.
Moorhead, Bruce The Forest Elk: Roosevelt Elk in Olympic National Park. Seattle, WA: Northwest Interpretive Association, 1994.
Owen, Leslie E. Pacific Tree Frogs.
Patent, Dorothy Garden of the Spirit Bear. New York: Clarion Books, 2004.
Schwabacher, Martin Frogs. New York: Benchmark Books, 2004.
Steelquist, Robert Field Guide to the Pacific Salmon. Seattle, WA: Sasquatch Books, 1992.
Suzuki, David and Sarah Ellis Salmon Forest. Vancouver: Greystone Books, 2003.
RESOURCES AND MATERIALS-Fiction
Murphy, Claire The Prince and the Salmon People. New York: Rizzoli, 1993.
Wright-Frierson, Virginia A North American Rain Forest Scrapbook. New York: Walker and Company, 1999.
RESOURCES AND MATERIALS-Internet Sites
(good quick facts for world map pictorial)
RESOURCES AND MATERIALS-Poetry
Blomgren, Jennifer Where Would I Be In An Evergreen Tree? Seattle: Sasquatch Books, 2004.
Cole, Babette The Slimy Book. Red Fox Books.
Reed-Jones, Carol Salmon Stream. Nevada City, CA: Dawn Publications, 2000.
Reed-Jones, Carol The Tree in the Ancient Forest. Nevada City, CA: Dawn Publications, 1995.
RESOURCES AND MATERIALS-District Texts
Houghton Mifflin Reading Adoption, 4th Grade,
Theme 6 “Nature: Friend and Foe:” Selections 1 and 2
FOSS Science Kits, 4th Grade, Ecosystems
Pegasus (Kendall-Hunt Publishing Co.) Reading Adoption
Themes “Environment” and “Living Things”
RESOURCES AND MATERIALS-Materials (Realia)
Owl pellets
Lichen
Moss
Elk fur
Cedar bark
Sitka spruce cone and bark
Douglas-fir cones
Western hemlock cones
RESOURCES AND MATERIALS-Experts
Rustin Director, Fish Biologist, United States Army Corps of Engineers, Seattle Division
Larry Gore, Ranger, Hoh Rain Forest, Olympic National Park
Project GLAD
Seattle School District
Washington State Temperate Rain Forest: Interdependence and Adaptation
Level 4
UNIT PLANNING PAGES
*REMEMBER 10/2
FOCUS/MOTIVATION
• Super Scientist Awards
• CCD
• Observation Charts
• Inquiry Chart
• Picture File Cards and Realia
• Big Book Read Aloud
• Learning Logs
VI. INPUT
• Big Picture Pictorial Input – World Map with Temperate Rain Forest Location
• Pictorial Input – Layers of the Temperate Rain Forest
• Pictorial Input – Northern Spotted Owl
• Narrative Input – Northern Spotted Owl
VII. GUIDED ORAL PRACTICE
• Heads Together
• T-Graph with Team Evaluation
• Chants/Raps/Poems
• Process Grid
• Picture File Sort
• Farmer in the Dell
-Read
-Trade
-Flipchant
VIII. READING/WRITING
• Exploration Report
• Found Poetry
• Poetry Booklet
• Word Cards (From Pictorial/Narrative Input)
• Expert Groups
• Learning Logs/Writer’s Workshop
• Team Tasks
• Story Map
• Coop Strip Paragraph (Read, Revise, Edit)
• Read Walls
• Personal CCD/Picture Dictionary
• Ear to Ear Reading
• Listen/Sketch
• Leveled Reading Groups
-Coop Strip Paragraph (Struggling Readers)
-ELD Group Frame (Narrative Input Retell)
-Clunkers and Links (At or Above Grade Level Readers)
IX. REINFORCEMENT/EXTENTION ACTIVITIES
• Highlighting and Sketching on Chants
• Guest Speaker
• Student-Made Book
• Chant/Poetry Writing
• Fieldtrip
• Art Activities (posters, dioramas)
• Nature Walk
• Songs/Music/Movement
• Role Playing
• Independent Research Projects
X. CLOSURE/EVALUATION
• Student Generated Text
• Portfolios
• Home School Connection – Daily Closure
• Revisit the Inquiry Chart
• Assessment
-Independent Writing to Prompt
-Complete Blank Process Chart on Temperate Rain
Forest Animals
Project GLAD
Seattle School District
Washington State Temperate Rain Forest
Interdependence and Adaptation
Level 4
SAMPLE DAILY LESSON PLAN
Day 1
FOCUS/MOTIVATION
• Behavior Standards
• Super Scientist Awards
• CCD with Signal Word-Temperate
• Observation Charts using Picture File Cards
• Inquiry Charts
• Big Book-The Important Book of the Temperate Rain Forest
• Form Teams-pass out portfolios
INPUT
• Big Picture Pictorial Input-World Map with Temperate Rain
Forest locations
• Pictorial Input-Layers of the Temperate Rain
• ELL Review
-10-2 interaction, primary language use is encouraged
GUIDED ORAL PRACTICE
• Chants-The Temperate Rain Forest Zone, I’m a Banana Slug
• T-Graph-Cooperation
• Specimen Rotation
• Exploration Report-Moss
• Picture File Sort
Reading/Writing
• Journals
• Writer’s Workshop
INPUT
• Graphic Organizer-Tree of Life
-10-2, primary language use is encouraged
CLOSURE
• Home/School Connection
Day 2
FOCUS/MOTIVATION
• CCD with Signal Word-Ecosystem
• Home/School Connection-Process
• Review all charts with Word Cards
INPUT
• Pictorial Input-Northern Spotted Owl
-10/2, primary language is encouraged
• Narrative Input-Northern Spotted Owl
-10/2, primary language is encouraged
GUIDED ORAL PRACTICE
• Chants-Northern Spotted Owls; Frogs Here, Frogs There
• Chants Review-The Temperate Rain Forest Zone; I’m a Banana Slug
READING/WRITING
• Team Tasks
• Expert Groups
• Revisit Northern Spotted Owl pictorial with ELL
• Expert Group-Banana Slug
• Writer’s Workshop
CLOSURE
• Read Walls-Students Revisit Living Walls
• Read Aloud Big Book
• Home/School Connection
Day 3
FOCUS/MOTIVATION
• CCD with Signal Word-Adaptation
• Home/School Connection-Process
• Review Northern Spotted Owl Narrative with Word Cards, Conversation Bubbles
• Review Northern Spotted Owl Pictorial with Word Cards.
READING/WRITING
• Team Tasks
GUIDED ORAL PRACTICE
• Farmer-in-the-Dell: Northern Spotted Owl
- Read
-Trade
-Flipchant
• Chants-Roosevelt Elk Bugaloo
• Chants Review-Northern Spotted Owls; Frogs Here, Frogs There
• Process Grid-Northern Spotted Owl, Banana Slug, Pacific Tree Frog
READING/WRITING
• Expert Group-Pacific Tree Frog
• Co-op Strip Paragraph-Temperate rain forest animals are scientific in many ways.
• Revise, Edit Co-op Strip Paragraph
GUIDED ORAL PRACTICE
• Chants-Temperate Rain Forest Ecosystem, Yes Ma’am
• Chants Review-The Temperate Rain Forest Zone; I’m a Banana Slug
• T-Graph for Social Skills
CLOSURE
• Journal Writing
• Home/School Connection
Day 4
FOCUS/MOTIVATION
• CCD with Signal Word-students choose from living wall
• Home/School Connection-Process
• Read Aloud-Where Would I Be in an Evergreen Tree?
Guided Oral Practice
• Chants
READING/WRITING
• Story Map from Narrative Input of Northern Spotted Owl
• Flex Groups
-Clunkers and Links (At or above grade level readers)
-Struggling Readers
• Team Tasks
Guided Oral Practice
• Chants Review- Conifer Bugaloo; Chinook Salmon Swim Off
READING/WRITING
• Ear to Ear Reading of Poetry Booklet
• Struggling Readers
• Read Walls
• Personal CCD
CLOSURE
• Process Inquiry Chart
• Listen/Sketch-The Tree in the Ancient Forest
• Home School Connection
Day 5
FOCUS/MOTIVATION
• CCD with Signal Word-students choose from living wall
• Home/School Connection-Process
• Process charts
• Chants
GUIDED ORAL PRACTICE
• Team Share-Students choice
READING/WRITING
Group Frame-Owl Narrative (ELL, Struggling Readers)
• Flex Groups
-Clunkers and Links (At or above grade level readers)
• Finish Team Tasks
• Ear-to-Ear Reading of Poetry Booklet
• Listen and Sketch
• Here/There Poem
CLOSURE
• Student’s Reflect-What helped me learn?
TEMPERATE RAINFOREST
Big Book
By
Elizabeth Urmenita
Seattle Public Schools
(11/05)
Page 1
The important thing about the temperate rainforest is that it is a unique ecosystem, in which plants and animals depend on one another and adapt to their environment to survive.
Page 2
Temperate rainforests are a specialized ecosystem found only in New Zealand, Southern Chile, Oregon, Washington State, and Alaska. Only about three percent of the original rainforest in the United States remains. Most of today’s temperate rain forest in the United States is in the Hoh National Rain Forest on the Olympic Peninsula in Washington State.
But the important thing about the temperate rainforest is that it is a unique ecosystem, in which plants and animals depend on one another and adapt to their environment to survive.
Page 3
It rains a lot in the temperate rainforest. The sound of water is everywhere! It is in the rush and trickle of streams and the hushed drip of the mist. Precipitation ranges from 12 to 17 feet every year. That is 140 to 200 inches of rain a year! Rain and fog keep everything damp in the temperate rain forest.
But the important thing about the temperate rainforest is that it is a unique ecosystem, in which plants and animals depend on one another and adapt to their environment to survive.
Page 4
Unlike the tropical rainforest, the temperate rainforest has seasonal changes. Winter temperatures can drop to near freezing. It may sometimes be cold enough for some ice and snow. Summer temperatures can rise to about 80 degrees Fahrenheit.
Plants and animals in the temperate rainforest respond to the seasons in their growth and reproductive patterns. Spring brings new life as young leaves grow on barren branches, as animals are born, and as eggs hatch. Summer is for growing fruits and berries as young animals grow bigger and stronger. Fall brings maturation and preparation for winter. Deciduous plants begin to lose their leaves. Frogs find a place to hibernate under the fallen leaves. Winter is a season of rest and endurance as plants and animals prepare for another spring.
But the important thing about the temperate rain forest is that it is a unique ecosystem, in which plants and animals depend on one another and adapt to their environment to survive.
Page 5
The tallest trees in the temperate rainforest are the evergreens. They produce edible seeds for animals to eat and their branches and trunks support blankets of moss. The Sitka spruce and the Western hemlock are the dominant species in this ecosystem. They can grow to be 300 feet tall and 23 feet around. They are magnificent coniferous trees that form the forest canopy layer.
But the important thing about the temperate rainforest is that it is a unique ecosystem, in which plants and animals depend on one another and adapt to their environment to survive.
Page 6
Dogwoods and vine maples also live throughout the temperate rainforest. These shorter deciduous trees that shed their leaves in the fall grow in the shade of the evergreens. Shrubs like wild currants, huckleberries, salal, and Oregon grape plants thrive in the filtered sunlight. They grow sweet fruits and berries. They form the understory layer of the forest.
But the important thing about the temperate rainforest is that it is a unique ecosystem, in which plants and animals depend on one another and adapt to their environment to survive.
Page 7
In the temperate rain forest, dead fir needles, leaves, twigs, and fallen trees litter the forest floor. Mosses, lichens, and small plants like the Oregon oxalis grow on and around the littered forest floor. Shade tolerant mushrooms and wild flowers grow among the thick, moist carpet. These low growing plants, mosses, and fungi form the forest Ground Layer.
But the important thing about the temperate rainforest is that it is a unique ecosystem, in which plants and animals depend on one another and adapt to their environment to survive.
Page 8
The thick ground cover makes it difficult for seedlings to grow. Many seedlings germinate and grow on fallen, decaying trees. In time, the logs rot completely away and young trees, up on stilt-like roots, continue to grow and mature.
But the important thing about the temperate rainforest is that it is a unique ecosystem, in which plants and animals depend on one another and adapt to their environment to survive.
Page 9
Many plants live in the temperate rainforest. A plant takes up nearly every bit of space in this ecosystem. Some plants even live on other plants! These are the epiphytes. They make the temperate rainforest look like a jungle.
But the important thing about the temperate rainforest is that it is a unique ecosystem, in which plants and animals depend on one another and adapt to their environment to survive.
Page 10
The temperate rainforest has nutrient-rich soil. Fungi, insects, and bacteria that live there slowly digest dead organic matter on the ground. Plants thrive in the damp, nutrient-rich environment.
But the important thing about the temperate rainforest is that it is a unique ecosystem, in which plants and animals depend on one another and adapt to their environment to survive.
Page 11
Most animals in the temperate rainforest live on or near the ground where there is plenty of food and the trees give shelter from sun, wind, and rain. Beetles burrow in the moss and hide in the bark of trees. Woodpeckers and other small animals eat insects, seeds, and berries that fall to the ground from the trees and shrubs. Voles and deer eat grass.
But the important thing about the temperate rainforest is that it is a unique ecosystem, in which plants and animals depend on one another and adapt to their environment to survive.
Page 12
The thick and protective vegetation of the temperate rainforest provides an excellent place for the animals to live and grow. In turn, the animals contribute to the health of the forest by keeping the rampant vegetation under control by browsing, trampling, and eating.
Therefore, the important thing about the temperate rainforest is that it is a unique ecosystem, in which plants and animals depend on one another and adapt to their environment to survive.
[pic][pic][pic][pic]
NARRATIVE INPUT: NORTHERN SPOTTED OWLETS
(Adapted from Spotted Owlets by Victoria Miles and Spotted Owl by Brenda Guiberson)
Moonlight falls over the ancient temperate rain forest. The nocturnal animals of the forest are beginning to stir. Beneath the branches of the giant Douglas-firs stands a tree with a hole in its trunk. It is a snag; a dead tree that gives life to other organisms after its own life. Two Northern Spotted owlets wake from their nap and peer out of the hole from the shadows.
Meanwhile, father owl is hunting for the family. He can hear very well and knows that the rustling sound from a nearby nurse log comes from a deer mouse digging up the earth because he smells something to eat. At this moment, father owl lifts off from a nearby branch. He flies so quietly that the deer mouse does not hear him come. In a flash, the owl picks up the animal with his talons and flies off to share the meal with his family in the nest.
Outside the nest, mother owl is waiting. She is calling, “Hoo…hoo-hoo…hoo….” Although she can hoot in at least thirteen different ways, she uses the hoot father owl will recognize.
One little owlet peers further out of the tree. He turns his head and looks about. He has never been outside the tree trunk before. He stretches his wings, steps forward and tumbles…wings flapping, all the way down to the forest floor. Mother owl is watching him. She is ready to swoop down and help, but she can see that he is safe-just a little dizzy for the moment.
High above in the nest, his sister clings to the edge of the hole with her talons and stretches. She, too, steps forward and falls…to a branch below. Now that they have left the nest, they will not go back inside it again. Down on the forest floor brother owlet is flapping his wings, but he is not getting anywhere! He cannot fly yet, so he grips the trunk of the giant tree with his talons, flaps his wings and starts to climb upwards.
This climbing is very hard work for the little owlet. After taking a few steps upwards he is tired, so he stops and clings tightly to the bark of the tree with his talons. Bracing himself with his wings against the tree trunk, he takes a rest.
Mother is still watching. The owlet begins to climb again. This time it is a bit easier, and he uses his beak to help pull himself up…up…all the way to his sister! They perch there together, sharing the branch.
The family hears the father owl calling, “Hoo…hoo-hoo…hoo…” as he flies to their tree. He is letting other owls know that this is his territory. His spotted brown feathers camouflage him well in the forest.
Mother turns her head as Father owl sweeps down beside her. He passes the food, a dead deer mouse, he has brought her for the owlets from his beak to hers.
The owlets are really excited now. Over and over they use their high voices to call out “Suweet!…suweet!…suweet!….”
Mother hops down to their perch and divides the meal between them. With a couple of gulps each, the owlets make their dinner disappear. Twelve hours later, the owls will cough up a tiny pellet of undigested fur and bones and spit it out onto the forest floor. The pellet will decompose and provide nutrients for even more living organisms.
Every night, when the forest is very dark, the little owlets move about. They stretch and flap their wings-getting ready for their first flight-and they take steps back and forth on the limbs of the tree.
When they fall, and sometimes they do, they climb back up the tree to a safe branch. Unfortunately, many owlets who fall from the nest do not survive the fall or are eaten by predators. Luckily, these two owlets survive.
Soon they will be able to fly.
[pic]
I’m a Banana Slug
Zip-Ah-Dee-Do-Da, Zip-Ah-Dee-Ay,
I’m a banana slug in every way,
Bright yellow skin with black spots,
Soft-bodied mollusk,
Grinding mouth parts.
I’m the second largest slug,
Growing up to 12 inches,
That can be a foot in size,
Zip-Ah-Dee-Do-Da, Zip-Ah-Dee-Ay,
I’m a big slug in everyway.
I’m highly adaptive,
Camouflage my colors,
Changing more intense to paler,
Hiding from predators, day or night,
Concealing myself, doing it right.
I have two sets of tentacles,
The top two see light and darkness,
Other two smell like nostrils,
Zip-Ah-Dee-Do-Da, Zip-Ah-Dee-Ay,
Two sets of tentacles everyday.
They call me a recycler,
Chewing leaves and mushrooms,
Turning dead plants into matter,
So scientific to decompose,
I’m a recycler, and it shows.
I’ve got lots of gooey slime,
Sticky, sludgy, sloppy,
Oh, it surely helps me climb,
Zip-Ah-Dee-Do-Da, Zip-Ah-Dee-Ay,
Helps keep my predators all at bay.
I have male, female organs,
Hermaphrodite, hermaphrodite,
Yes, you heard that right,
It’s scientific, and so true,
But I can mate with another slug,
(And lay my eggs, too.)
By Teresa Boone, ‘05
Sung to the tune of Zip-Ah-Dee-Do-Da, Zip-Ah-Dee-Ay
Roosevelt Elk Bugaloo!
I’m a Roosevelt elk and I’m here to say,
I’m an interesting animal in many ways.
Living symbiotically in my home,
And that is the temperate rainforest biome.
Call me a mammal, a vertebrate, too,
Doing the Roosevelt elk Bugaloo!
The male is a bull, has large antlers, too,
So heavy in weight, and very straight.
Sheds them in the winter, grows them in the spring,
Hoping a mate they will bring.
Call me a mammal, a vertebrate, too,
Doing the Roosevelt elk Bugaloo!
The female is a cow, no antlers she has,
But she does have body parts like the bull.
One of them is a dark-colored mane,
In this way, they appear the same.
Call me a mammal, a vertebrate, too,
Doing the Roosevelt elk Bugaloo!
Living on the mountain slopes in the spring,
Eating grass and weeds , doing my thing.
In the fall, I migrate far below,
Trampling forest plants, not letting them grow.
Call me a mammal, a vertebrate, too,
Doing the Roosevelt elk Bugaloo!
The cow has a single baby calf,
Its light fur camouflages against predators.
It takes the calf a week to get strong,
To run from the danger it will have its life long.
Call me a mammal, a vertebrate, too,
Doing the Roosevelt elk Bugaloo!
Shooting hunters almost made them extinct,
Teddy Roosevelt, to the rescue he came.
The elk now live peacefully in their home,
And that’s the temperate rainforest biome.
Call me a mammal, a vertebrate, too,
Doing the Roosevelt elk bugaloo!
Doing the Roosevelt elk bugaloo! (whisper)
Doing the Roosevelt elk bugaloo! (whisper)
By Teresa Boone, ‘05
The Temperate Rain Forest Zone
On the continent of North America,
There is an ecological biome.
Plants and animals live in symbiosis,
Sustaining life in this zone.
It’s named the temperate rain forest,
Trees can grow 300 feet tall.
This ecosystem requires precipitation,
That’s 100 inches of annual rainfall.
This temperate rain forest has 3 layers,
The canopy contains the trees so tall.
Their old limbs like a green umbrella,
Protects life from sun, wind and heavy rainfall.
Under the canopy is the understory,
With different plants and smaller trees.
Here are shrubs, snags and salmonberry,
And many other diverse species.
The lowest layer is the forest floor,
Thick with lichen, moss and grass.
This vast ground layer provides food and shelter,
For animals living in this habitat.
In the temperate rainforest,
There are many animal species.
Each living in their own diverse layer,
Source of all their habitat needs.
By Teresa Boone, ‘05
Sung to the tune of Battle of New Orleans
Chinook Salmon Swim Off!
We just know what we’ve been,
Chinook are worth their weight in gold.
They’re the largest Pacific Ocean salmon,
They call them kings, can you imagine?
Swim Off….Chinook Salmon,
Swim Off….Chinook Salmon,
Swim Off…Swim Off…Swim Off!
Their heads and backs are bluish green,
Silvery sides, white bellies make them sheen.
Along its gum, a thin, black line,
Oh Chinook salmon, you look so fine.
Swim Off….Chinook Salmon,
Swim Off….Chinook Salmon,
Swim Off…Swim Off…Swim Off!
Chinook salmon are anadromous fish,
Born in a stream with an ocean wish.
Move to salt water to feed and grow,
When it’s spawning time back to rivers they go.
Swim Off….Chinook Salmon,
Swim Off….Chinook Salmon,
Swim Off…Swim Off…Swim Off!
They do not feed during this migration,
Use body energy to swim back to their spawning location.
Females lay thousands of eggs in river beds,
Buried in nests, which we call redds.
Swim Off….Chinook Salmon,
Swim Off….Chinook Salmon,
Swim Off…Swim Off…Swim Off!
Baby Chinook eat insects and plankton in their diet,
Adults find herring & anchovies tasty, you should try it!
Yes, Chinook salmon eat other fish,
And some people find Chinook a tasty dish.
Swim Off….Chinook Salmon,
Swim Off….Chinook Salmon,
Swim Off…Swim Off…Swim Off!
People, large mammals catch salmon to eat,
Pollution and habitat loss may cause their defeat.
Their economic value is highly prized,
We must take care of the salmon, our water and skies.
Swim Off….Chinook Salmon,
Swim Off….Chinook Salmon,
Swim Off…Swim Off…Swim Off!
By Teresa Boone and Rustin Director, ‘05
Conifer Bugaloo
I’m a dendrologist and I’m here to say,
I study temperate forest trees everyday.
Sometimes I write a paper, sometimes I read a book,
Sometimes I just go and take a look.
Hemlock, spruce, cedar, too,
Doing the conifer bugaloo!
Douglas-fir has fire-resistant bark,
A foot thick in places; no flame can spark.
Its cones look like a mouse crawled under,
Got his head stuck and stayed to wonder.
Hemlock, spruce, cedar, too,
Doing the conifer bugaloo!
Sitka spruce is the rain forest’s dominant tree,
Potato chip-like bark and needles that are spiky.
The spruce’s wood is strong and light,
That’s good for helping an airplane take flight.
Hemlock, spruce, cedar, too,
Doing the conifer bugaloo!
Western hemlock is our tree for Washington State,
For making paper, we think it’s great!
A drooping top with soft needles to munch,
That’s why the elk like to eat them for lunch.
Hemlock, spruce, cedar ,too,
Doing the conifer bugaloo!
Western red cedar can grow to be 300 feet,
The bark strips off in pieces, don’t you think that’s neat?
Native Americans call it the Tree of Life,
For clothes, baskets and canoes, it was just right.
Hemlock, spruce, cedar, too,
Doing the conifer bugaloo!
By Robin Kanev, ‘05
Temperate Rain Forest Ecosystem
Yes Ma’am
Is this an ecosystem? Yes, Ma’am!
Is this an ecosystem? Yes, Ma’am!
Where is it placed? In the temperate rain forest
Where is it placed? In the temperate rain forest
Does it have six parts? Yes, Ma’am!
Can you tell me all? Yes, Ma’am!
What is the first? The sun, of course
What does it do? Gives heat and light
What comes next? The non-living
What is that? It’s never lived.
Give me some examples. Water and dirt
Give me some examples. Rocks and water
What comes next? The producers!
What are they? Mostly plants
What do they do? Make food and oxygen
What do they do? Provide food for consumers
Give me some examples. Douglas-fir and hemlock
Give me some examples. Vine maple and dogwood
What comes fourth? Primary consumers!
What are they? Mostly animals
What do they do? Eat plants and plankton
What do they do? Provide food for secondary consumers
Give me an example. Roosevelt elk
Give me an example. Chinook salmon
What comes fifth? Secondary consumers!
What are they? Mostly animals
What do they do? They hunt for food.
What do they do? Eat primary consumers
Give me an example. Pacific tree frog
Give me an example. Northern spotted owl
What comes sixth? Decomposers!
What are they? They are recyclers.
What do they do? Break down dead things
What do they do? Provide nutrients for producers
Give me an example. Banana slug
Give me an example. Banana slug
Is this the end? Yes, Ma’am!
Did you tell me all? Yes, Ma’am!
What was it about? An ecosystem
What was it about? An ecosystem
Which ecosystem? The temperate rain forest!
Which ecosystem? The temperate rain forest!
By Elizabeth Urmenita
Seattle Schools, 2005
Frogs Here, Frogs There
Frogs here, frogs there,
Frogs, frogs everywhere!
Amphibious frogs swallowing,
Webbed-footed frogs swimming,
Patterned frogs camouflaging,
Noisy frogs ribbeting
Frogs on the land,
Frogs in the water,
Frogs on the trees,
Frogs in the leaves.
Frogs here, frogs there,
Frogs, frogs everywhere!
Frogs! Frogs! Frogs!
By Teresa Boone, ‘05
Northern Spotted Owl
We all must become aware, Northern spotted owls… Northern spotted owls
Endangered animals are everywhere. Are endangered… are endangered
Northern spotted owls are one of these, Northern spotted owls…are endangered!
Their habitat is old growth trees.
Only 1,000 left in our state,
Care for them before its too late.
Northern spotted owls…Northern spotted owls,
Are endangered…are endangered,
Northern spotted owls…are endangered!
This owl needs much territory,
4,000 acres that are woodsy.
Northern spotted owls live and hunt,
In tall trees that are very ancient.
Forage for squirrels, wood rats and mice,
Birds and rodents all suffice.
Northern spotted owls…Northern spotted owls,
Are endangered…are endangered.
Northern spotted owls…are endangered!
This owl is short with stocky body,
In ounces it weighs about twenty.
It’s nocturnal; it hunts at night,
Must be camouflaged from filtering light.
Dark brown body, speckled with white,
Hides this owl in dim light.
Northern spotted owls…Northern spotted owls,
Are endangered…are endangered,
Northern spotted owls are endangered!
With fringed wings, it flies silently,
Through the rainforest’s canopy.
To catch its prey it does search,
Dives from an elevated perch.
It doesn’t chew, swallows food whole,
And coughs up pellets we are told.
Northern spotted owls…Northern spotted owls,
Are endangered…are endangered.
Northern spotted owls… are endangered!
Cars and trucks may cause their demise,
Drive safely through their home, be wise.
Logging takes their habitat away,
Makes them endangered everyday . By Teresa Boone, 11/05
Project GLAD
WASHINGTON STATE TEMPERATE RAINFOREST UNIT
HOME/SCHOOL CONNECTION
1. Interview your family members about a time they visited a forest. What did they experience while they were there? If no one in your family has ever been to a forest, ask your family members what they think they would see if they visited one.
Family Member:_________________ Student:___________
Date:_____________
Project GLAD
WASHINGTON STATE TEMPERATE RAINFOREST UNIT
HOME/SCHOOL CONNECTION
2. Interview your family members to find out if any have ever seen a wild animal. Find out where they saw the animal, what it was doing and how your family member felt about the experience.
Family Member:_________________ Student:___________
Date:_____________
Project GLAD
WASHINGTON STATE TEMPERATE RAINFOREST UNIT
HOME/SCHOOL CONNECTION
3. Talk to your family and friends about the Spotted Owl. How do they feel about loggers cutting down the Spotted Owl’s habitat for lumber. Why?
|Name of family member or friend |For loggers cutting down Spotted Owl Habitat |Against loggers cutting down Spotted Owl Habitat |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
Family Member:_________________ Student:___________
Date:_____________
Project GLAD
WASHINGTON STATE TEMPERATE RAINFOREST UNIT
HOME/SCHOOL CONNECTION
4. Interdependence: Who are the people in your family that you depend on? What does each person provide for you? How do you help these people?
|Name of family member |What he or she provides for me |How I help him/her |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
Family Member:_________________ Student:___________
Date:_____________
Spanish
Projecto GLAD
UNIDAD DEL BOSQUE DE LA ZONA TEMPLADA DEL ESTADO DE WASHINGTON
CONECCION CASA/ESCUELA
1. Entrevista a los miembros de tu familia sobre la occasion en que visitaron un bosque. Que experimentaron ellos durante su visita? Si es que ninguno de tu familia ha estado en un bosque, preguntale que verian alli si hubiesen visitado uno.
Miembro Familiar:_________________ Estudiante:_________
Fecha:____________
Spanish
Projecto GLAD
UNIDAD DEL BOSQUE DE LA ZONA TEMPLADA DEL ESTADO DE WASHINGTON
CONECCION CASA/ESCUELA
2. Entrevista a los mienbros de tu familia para saber si ellos han visto un animal salvaje en su vida. Enterate donde ellos vieron un animal salvaje, que estaba hacienda y como ellos se sintieron con esta experiencia.
Miembro Familiar:_________________ Estudiante:_________
Fecha:____________
Spanish
Projecto GLAD
UNIDAD DEL BOSQUE DE LA ZONA TEMPLADA DEL ESTADO DE WASHINGTON
CONECCION CASA/ESCUELA
3. Habla a tu familia y amigos sobre el Spotted Owl (Buho amotas). Como se sienten ellos sobre la situación del corte de las plantas para hacer maderas que son el habitat de estos buhos. Why?
|Nombre del miembro familiar o amigo |A favor del corte del habitad del buho |En contra del corte del habitad del buho |
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Miembro Familiar:_________________ Estudiante:_________
Fecha:____________
Spanish
Projecto GLAD
UNIDAD DEL BOSQUE DE LA ZONA TEMPLADA DEL ESTADO DE WASHINGTON
CONECCION CASA/ESCUELA
4. Interdependencia: Quienes son las personas en tu familia de quienes dependes? Que es lo que cada persona te provee? Como ayudas a esta personas?
|Nombre del miembro familiar |Lo que el o ella me provee |Como puedo ayudarle/la |
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Miembro Familiar:_________________ Estudiante:_________
Fecha:____________
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EXPERT GROUPS-Northern Spotted Owl
A northern spotted owl is a bird. It is covered with dark brown feathers on its body. It has round or oval white spots on its head, neck, back and underside. It can fly silently because its wing feathers are fringed. The average adult size is about 18 inches tall with a wing span of 4 feet.
Unlike most owls, spotted owls have dark colored eyes. They see and hear quite well. Their ears are hidden under the feathers. They can hear the scratching of a squirrel’s claws on a tree trunk. It has a small yellow bill.
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Northern spotted owls need a habitat of old-growth forest. Trees must be at least 100 feet tall with open branches for the owls to fly between and underneath them. Each male and female pair needs a large amount of space for hunting.
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Northern spotted owls are nocturnal predators. They hunt at night for flying squirrels, woodrats, mice, birds, insects, snakes and other prey. These owls fly many miles to find food. They swallow their prey whole. About 8 hours later, they cough up pellets that contain bones and fur.
Northern spotted owls don’t build their own nests. They borrow old nests from hawks or just settle in tree tops or tree holes. Two or three white eggs are laid in March or April. The female sits on the eggs for 30 days. After hatching, it takes 34-36 days for the babies to grow the proper feathers for flying.
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Less than 1000 northern spotted owls are left in the Washington state temperate rain forest. When people log the trees, there is less space for the owls to survive. In 1990 the northern spotted owl was listed as “endangered” by the United States government.
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EXPERT GROUPS-Banana Slug
A banana slug is a mollusk. It has a soft body with one muscular foot. A banana slug can grow up to 12 inches long. It is the world’s second largest slug. It looks like a banana because its skin is bright yellow with black spots. Its color can change to slate green or white to camouflage against the forest floor.
A banana slug has two pairs of tentacles. The pair on its head detects light and darkness. The second lower pair of tentacles acts like a nose smelling for food.
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A banana slug’s body is covered with slime. The slime keeps the slug’s body moist so it can breathe easier. The slime makes it easier for the slug to crawl along the forest floor. The slime on a slug’s body also protects it against predators. The slime tastes bad and numbs the mouth of the predator.
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Banana slugs are decomposers. They are called the recyclers of the rain forest. They feast on many kinds of plants as well as fungi and rotten plant matter that fall to the forest floor.
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Banana slugs are hermaphrodites. This means they are both male and female. One slug normally mates with another slug. About 20 or fewer eggs are laid at one time in clusters under logs, rocks and in soil. It takes three or four weeks for the eggs to hatch. Most adults die after laying the eggs.
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Snakes, ducks, geese, toads, crows, moles and other temperate forest animals like to eat slugs. Raccoons roll slugs in dirt before eating them.
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EXPERT GROUPS-Chinook Salmon
A Chinook salmon is a fish. Another name for the Chinook salmon is the king salmon because it is the largest of all Pacific Ocean salmon. They are often over 30 pounds in weight.
An adult Chinook salmon has black spots on its back and tail. It also has a black line along its gum. The male develops a hooked lower jaw when it is ready to mate.
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Chinook salmon are anadromous. That means they spawn in fresh water then swim out to the ocean to grow in salt water. They swim in the ocean for the next part of their lives. Finally, they go back to the fresh water where they were born to spawn. Most Chinook spawn in either the spring or the fall. The female lays 3,000 to 14,000 eggs in gravel nests (called redds) at the bottom of small streams. Adult Chinook die soon after they spawn. Their carcasses are important to over 100 species.
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Baby Chinook salmon eat plankton and insects. Once they reach the ocean, older Chinook like to eat small fish such as herring, anchovies and sardines.
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People, bears, killer whales and eagles like to eat salmon. Pollution and logging in the temperate rain forest are threats to the survival of the Chinook salmon because Chinook need clean, natural rivers to reproduce and grow.
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EXPERT GROUPS-Pacific Tree Frog
A Pacific tree frog is an amphibian. An amphibian is an animal that lives the first part of its life breathing through its gills in water. It develops lungs as it grows up.
Pacific tree frogs are about 5 centimeters long. This is about as long as an adult man’s finger. This frog can camouflage by changing its skin color from light green to dull tan. The skin of a Pacific tree frog has black stripes that extend from the nostrils through the eyes and down to the shoulders. Pacific tree frogs have sticky toe pads that help them grip and climb.
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Pacific tree frogs live in wetlands in the temperate rain forest, meadows, and pastures. They can also be found in the city.
The Pacific tree frog is a predator. When it is an adult, it eats insects. It watches for movement and catches the insects with its long, sticky tongue. It holds the insect with its teeth but swallows it whole without chewing.
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Pacific tree frogs hibernate in the wintertime under leaves near the water. They wake up in the spring in order to mate. Females lay eggs in clusters. The eggs are attached to grass, twigs or cattails found in quiet, shallow water. 10-70 eggs are in each cluster.
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Newly hatched frogs, called tadpoles, are often eaten by dragonflies, fish, beetles and even other tadpoles. Adult Pacific tree frogs are eaten by coyotes, raccoons, owls, and other animals like skunks. The habitat of the Pacific tree frog is disappearing because humans are building over wetlands.
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EXPERT GROUPS-Roosevelt Elk
A Roosevelt elk is a kind of deer. It is sometimes known as the Olympic elk. The male is called a bull and may weigh up to1000 pounds. This is the size of a small horse. It has heavy, straight antlers that are 3 feet wide. The males shed their antlers in the winter. The female is called a cow and does not have antlers. Both bulls and cows have dark-colored neck manes.
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Roosevelt elk live along the mountain slopes in the Washington temperate rain forest. They are herbivores. Roosevelt elk migrate to the valleys in the fall to eat huckleberry, blackberry, salal and other shrubs. They return to the mountain slopes in the spring and summer where they eat weeds and grasses.
Roosevelt elk are important animals in the temperate rain forest. They eat grass and trample down forest floor plants. This keeps the rain forest from becoming a crowded and overgrown thicket.
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The cow has a single baby called a calf. The calf is light brown with white and black fur on its back and sides. This helps to camouflage against the forest floor. It takes the calf a week to get strong enough to run when it senses danger.
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Their enemies are people who hunted them almost to extinction. At one time, there were only about 12 Roosevelt elk in the wild. Through the efforts of many Americans, including President Teddy Roosevelt, the elk were saved. President Roosevelt saw the elk when he visited the Washington Olympic Peninsula around 1920. His name was given to these mighty creatures. The Washington rain forest is now filled with elk herds.
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PROCESS GRID
|Temperate Rain Forest Animal |Description |Habitat |Food |Young |Enemies |Interesting Facts |
|Banana Slug | | | | | | |
|Roosevelt Elk | | | | | | |
|Pacific Tree Frog | | | | | | |
|N.W. Spotted Owl | | | | | | |
|Chinook (King) Salmon | | | | | | |
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Communication is a cultural process. In order to work together effectively and be culturally responsive, teachers and students in all classrooms need to be able to:
• Recognize and adjust behavior appropriately to nonverbal communication
• Recognize body language norms among various cultures represented in the classroom
• Determine the culturally appropriate distance to maintain while communicating with someone
• Recognize and appropriately use formal and informal gestures and body language
• Identify nonverbal cues that cause misunderstanding
Notes about 1.1 – Focus attention - Physical behaviors may look different from culture to culture. Focus for the teacher should be on student’s recall and comprehension of information.
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