Project GLAD



LIFE CYCLES OF ORGANISMS

Level 2

Highline School District – Washington State

IDEA PAGES

I. UNIT THEME

• Classification of organisms into groups

• Vertebrates vs. invertebrates

• All organisms have a life cycle and certain requirements for life.

• Cross-cultural sensitivity – we all inherit traits and characteristics from our parents which vary from person to person, but we all go through the same life cycle as human beings.

II. FOCUS/MOTIVATION

• Biologist awards

• Teacher Made Big Book

• Cognitive Content Dictionary with Signal Word

• Read Alouds

• Observation Charts

• Inquiry Chart

• Realia

• Life Cycle Songs

• Poetry and Chanting

• Videos

III. CLOSURE

• Process all charts and learnings

• Challenge questions

• Poetry/Chants

• Personal exploration – free choice writing

• Evaluation of week – letter home to parents

• Review of home school connections

IV. CONCEPTS

Life Science:

• All organisms have a life cycle with a beginning, middle, end, that repeats.

• All organisms have certain requirements for life.

• The offspring are similar to their parents.

• Different classes of animals have different types of life cycles.

• The stages (of the life cycle) are birth, growth, adulthood, and reproduction.

V. WASHINGTON STATE STANDARDS

Science – Grades 2/3

1.1.6 Understand characteristics of living organisms

• Observe and describe characteristics of living organisms (e.g., spiders have eight legs; birds have feathers, plants have roots, stems, leaves, seeds, flowers)

1.2.6 Understand that organisms can be a single cell or many cells that form parts with different functions.

• Observe and identify the parts of an object seen under a magnifier.

• Illustrate or draw the small parts that make up the whole living thing.

• Describe the life function of a part of a living thing (e.g., wings of a bird)

1.2.7 Understand that plants and animals have life cycles.

• Observe and describe the life cycle of a plant or animal (e.g., describe the life cycle of a butterfly –egg, caterpillar or larva, cocoon, and butterfly or adult).

• Describe that the young of plants and animals grow to resemble their parents as they mature into adults.

• Describe inherited characteristics (e.g., leaf shape, eye color) and learned characteristics (e.g., languages, social customs).

1.3.8 Understand that living things need constant energy and matter.

• Observe and record that most living things need food, water and air.

• Observe and record or demonstrate that plants need light.

• Identify sources of energy and matter used by plants to grow and sustain life (e.g., air, water, light, food, mineral nutrients).

1.3.10 Understand that an organism’s ability to survive is influenced by the organisms behavior and the ecosystem in which it lives.

• Observe and show how organisms live in specific places (e.g., fish live in a pond).

• Describe how animals depend on plants or other animals for food.

• Describe how animals depend on plants or other animals for shelter.

• Describe the characteristics of organisms that allow them to survive in an ecosystem.

2.1.1 Understand how to ask a question about objects, organisms, and events in the environment.

• Wonder and ask questions about objects, organisms, and events based on observations of the natural world.

Reading – Grade 2

1.1.4 Apply understanding of phonics.

• Use knowledge of phonics to read unfamiliar words in grade-level text.

• Read words in isolation and in context containing complex letter patterns/word families (e.g., -ought, -aught).

• Use multi-syllabic decoding when reading two and three syllable words in isolation and in context (e.g., super follows v/cv pattern; supper follows vc/cv).

1.2.1 Apply reference skills to determine word meanings

• Use glossaries and dictionaries to find word meanings.

1.2.2 Apply vocabulary strategies in grade-level text.

• Use prefixes, suffixes, inflectional endings, and abbreviated words to determine the meaning of unknown words in grade-level text.

• Re-read to clarify, read on, ask for help, adjust reading rate, use knowledge of print conventions, and/or attempt alternative pronunciation for unknown words to determine meaning of unknown words; substitute familiar words for unknown.

• Use prior knowledge and context to predict and confirm meanings of unknown words.

• Use pictures, illustrations, and diagrams to clarify/expand word meaning.

1.3.1 Understand and apply new vocabulary.

• Use new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in own oral and written communication.

1.3.2 Understand and apply content/academic vocabulary.

• Identify and define unfamiliar words that would be important to know in order to read a new text with teacher guidance.

• Use new vocabulary in oral and written communication.

1.4.1 Know common sight words appropriate to grade-level.

• Read with automaticity an increasing number of common sight words.

1.4.2 Apply fluency to enhance comprehension.

• Read grade-level text aloud fluently with expression.

• Read aloud unpracticed grade-level text with fluency in a range of 90–100+ words correct per minute.

1.4.3 Apply different reading rates to match text.

• Adjust reading rate to match purpose (e.g., speed up for pleasure reading, slow down to practice new skills or read unfamiliar text).

2.1.3 Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main idea, and supporting details in informational/expository text and/or literary/narrative text.

• Identify the main idea of an informational/expository passage and support with text-based evidence with teacher guidance.

• Identify the theme/message in culturally relevant literary/narrative text and support with text-based evidence with teacher guidance.

• Complete graphic organizers with teacher guidance to organize main ideas and supporting details.

2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge/schema.

• Explain connections between self and characters and events encountered in culturally relevant text.

• Activate prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text.

2.1.5 Apply comprehension monitoring strategies before, during, and after reading: predict and infer.

• Predict text content using prior knowledge and text features.

• Use text and prior knowledge to make inferences about characters and/or predict events; confirm or reject predictions.

• Organize information that supports a prediction or inference in a graphic organizer to enhance comprehension of text.

2.1.6 Apply comprehension monitoring strategies.

• Use monitoring strategies to increase comprehension, including work recognition strategies, re-reading, and looking forward in the text.

2.1.7 Apply comprehension monitoring strategies during and after reading: summarize informational/expository text and literary/narrative text.

• Summarize the events or information in informational/expository text with teacher guidance (e.g., the important characteristics of certain animals or plants presented in text).

• Summarize the plot/message in culturally relevant literary/narrative text with teacher guidance.

• Organize summary information from informational/expository text and/or literary/narrative text into a teacher-provided graphic organizer to enhance text comprehension.

2.2.1 Understand story sequence.

• Retell text focusing on the problem or events in sequence. (Note: Differences in story telling order exist between cultures. For example, some cultures tell the end of the story first.)

2.2.2 Understand and apply features of printed and electronic text to locate and comprehend text.

• Identify and use grade-level-appropriate text features with teacher guidance.

• Interpret information from graphs and charts with teacher guidance.

• Identify and use icons and pull-down menus.

2.2.3 Understand story elements.

• Describe physical traits of characters and tell how they act.

• Retell the important events of a story.

• Describe the setting of a story.

• Identify the speaker/narrator in a story.

2.2.4 Understand text organizational structures.

• Recognize and use sentences, paragraphs, and chapter structure to understand the organization in both informational/expository text and literary/narrative text.

• Identify text written in the text organizational structures of simple listing and sequential order.

2.3.1 Understand and analyze the relationship between and among informational/expository text and literary/narrative text.

• Compare and contrast literary/narrative text elements in one story or between two stories.

• Compare and contrast facts in one text or between two informational/expository texts.

• Explain simple cause and effect relationships in informational/expository text and literary/narrative text.

2.3.2 Understand how to locate specific information.

• Use alphabetical and numerical systems to locate information in dictionary or book.

2.3.3 Understand literary/narrative devices.

• Recognize similes, alliteration, and onomatopoeia in literary/narrative passages.

2.4.1 Understand how to draw simple conclusions and give a response to text.

• Give a personal or text-based response to a passage using a teacher-generated prompt.

• Draw a simple conclusion from grade-level text with teacher guidance.

2.4.2 Understand that there are purposes of writing.

• Identify common types of informational/expository text and literary/narrative text and explain why they are read.

2.4.3 Understand there are facts and opinions.

• Explain the difference between a fact and an opinion with teacher guidance.

3.1.1 Understand how to select and use appropriate resources.

• Identify print and non-print resource materials available to complete a task (with teacher assistance), such as informational text and/or illustrations and graphics.

• Identify one resource and use it to answer a question with teacher assistance.

3.2.1 Understand information gained from reading to perform a specific task.

• Use signs, labels, and instructions to answer questions or complete a task using grade-level text.

• Identify and use important words in a text to perform a task (e.g., math problem solving, follow multi-step directions).

3.2.2 Understand a variety of functional documents.

• Read and explain the information in functional documents that are used in a home setting to communicate information (e.g., shopping lists, TV schedules, advertisements, telephone messages).

3.4.1 Understand different perspectives of family, friendship, culture, and traditions found in literature.

• Listen to, read, and discuss a variety of literature representing different perspectives of family, friendship, culture, and tradition, generating a personal and/or text-based response.

3.4.2 Understand traditional and contemporary literature written in a variety of genres.

• Identify and explain the characteristics of a variety of genres.

• Read and respond to literature from multiple genres using teacher prompts appropriate to the text and content.

3.4.3 Understand a variety of literature representing different cultures and traditions.

• Identify and discuss the culture and/or traditions represented in a story with teacher guidance.

ELD Listening & Speaking Standards – Grades K-2

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.

Beginning

• Use physical actions and/or words to respond to simple directions and questions.

Advanced Beginning

• Respond to simple directions and questions.

• Use picture cues, phrases or a cloze exercise to retell a familiar story.

Intermediate

• Respond to directions, questions, and some idiomatic expressions.

• Use simple sentences to retell a familiar story with picture cues.

• Recognize inappropriate use of register.

• Recognize patterns in familiar words, songs, chants, and rhymes.

Advanced

• Respond to multi-step directions and to questions.

• Use picture cues and descriptive sentences to retell a familiar story.

• Independently recognize inappropriate use of register.

• Begin to use context to determine appropriate meaning of multiple meaning words.

Transitional

• Respond to multi-step directions and to questions.

• Use descriptive sentences and illustrations to retell a story in order.

• Independently recognize inappropriate use of register.

• Use context to determine appropriate meaning of multiple meaning words.

Component 1.3 – The student will check for understanding by asking questions and paraphrasing.

Beginning

• Use classroom norms to signal to ask a question.

• Use single word/gestures to ask for repetition in order to clarify.

Advanced Beginning

• Use words and/or phrases, intonation to ask simple questions.

Intermediate

• Use simple forms to ask questions about content.

• Use words/phrases in a frame to paraphrase.

Advanced

• Use simple forms* to probe for details about content. sentences to paraphrase.

• Use simple forms to probe for details about content.

Transitional

• Use descriptive sentences with content area vocabulary to ask questions in a variety of contexts and situations.

• Use descriptive sentences with some content vocabulary to paraphrase.

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.

Beginning

• Use words to participate in social conversations using informal language.

• Use, through repetition, common social greetings, simple repetitive phrases, and state basic needs using informal language.

• Use gestures and/or words to participate in group discussion or activity which involve concrete objects.

• Use words to tell a story from a familiar picture book.

• Repeat words which are part of the frozen register (i.e., Pledge of Allegiance, poems, favorite stories).

Advanced Beginning

• Use phrases and/or simple sentences to participate in social conversations with peers using informal language.

• Independently use common social greetings, simple phrases, and state basic needs using informal language.

• Use words and/or phrases to role-play an action or event.

• Use words and/or phrases to tell a story from a familiar picture book.

• Use words and/or phrases to participate in group discussion or activity which involves concrete objects.

• Repeat phrases which are part of the frozen register (i.e. Pledge of Allegiance, poems, favorite stories).

Intermediate

• Use simple sentences to participate in social conversations on familiar topic with peers and adults.

• Use simple sentences to tell a story, inform, explain.

• Begin to use appropriate language registers for speaking in formal situations, with teacher support.

• Give instructions for a familiar process; process may be out of sequence and/or steps may be skipped.

• Repeat sentences which are part of the frozen register (i.e. Pledge of Allegiance, poems, favorite stories).

Advanced

• Use descriptive sentences to participate in social conversations with peers and adults.

• Use descriptive sentences to tell a story, inform, and entertain.

• Begin to use appropriate language registers, with lapses at times, when prompted by teacher.

• Give instructions for a familiar process in an understandable manner.

• Independently recite language used in frozen register (i.e. Pledge of Allegiance, poems, favorite stories).

Transitional

• Independently participate in social conversations with peers and adults.

• Use descriptive sentences to tell a story, inform, explain, and entertain in a sequential manner.

• Use different language registers in situations as appropriate, when prompted by teacher.

• Give instructions in a precise and understandable manner.

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.

Beginning

Advanced Beginning

• Connect words and phrases using the conjunction and.

• Begin to sequence words and/or phrases related to a familiar topic using a picture prompt.

Intermediate

• Connect sentences using the words and, and then, after and but.

• Organize a simple oral presentation in a logical order with teacher support.

Advanced

• Connect sentences using the words and, and then, after, if and but.

• Organize an oral presentation in a logical order with minimal teacher support.

Transitional

• Connect sentences using the words and, and then, after, if and but to sustain a topic.

• Organize an oral presentation in a logical order.

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.

Beginning

• Use gestures and/or words to participate in group discussion or activity.

• Use gestures and/or words to communicate needs.

Advanced Beginning

• Use words and/or phrases to participate in group discussion or activity.

• Use words and/or phrases to communicate needs and role-play an action or event.

Intermediate

• Distinguish between appropriate ways of speaking to different audiences (register).

• Use simple sentences with inconsistent use of syntax, tense, plurals, and subject/verb agreement.

Advanced

• Use appropriate ways of speaking that vary based on audience.

• Use descriptive sentences with common grammatical forms, with some errors.

Transitional

• Use appropriate ways of speaking that vary based on audience.

• 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.

Beginning

• Independently use common social greetings, simple repetitive phrases, and state basic needs.

• Use words or gestures to contribute to group discussions, including personal experiences.

Advanced Beginning

• Use words and/or phrases to actively participate in social and academic conversations on familiar topics.

• Use words and/or phrases to contribute to group discussions, including personal experiences.

• Use words and/or phrases to suggest a solution to a problem.

Intermediate

• Use simple sentences to actively participate in social and academic conversations on unfamiliar topics.

• Demonstrate turn-taking in a conversation and a group discussion.

• Use simple sentences to contribute to group discussions, including personal experiences.

• Begin to use established group rules.

• Use simple sentences to suggest a solution for a problem.

Advanced

• Use descriptive sentences to actively participate in social and academic conversations on unfamiliar topics.

• Demonstrate turn-taking in a conversation and a group discussion, responding appropriately to nonverbal cues.

• Use descriptive sentences to explain ideas clearly in group discussions, including personal experiences.

• Use descriptive sentences to offer personal opinion based on what has already been said.

• Use established group rules and assume assigned roles (reporter, recorder) to further progress of a group.

• Use descriptive sentences to contribute a possible solution to a problem.

Transitional

• Actively participate in social and academic conversations on a variety of topics.

• Explain ideas clearly in group discussions, including personal experiences.

• Offer personal opinion based on what has already been said.

• Articulate and use established group rules and assume various assigned roles to further progress of a group.

• Contribute multiple solutions to a problem.

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.

Beginning

• Attend to speakers in informal conversations and formal presentations.

Advanced Beginning

• Use words and phrases to respond to speakers in informal conversations and formal presentations.

Intermediate

• Use simple sentences to offer feedback in response to speakers in conversations and formal presentations.

Advanced

• Use a rubric of effective traits to evaluate and to improve one’s own and others’ presentations and conversations.

Transitional

• Accept and apply feedback about presentations and conversations.

• 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 |K-2 |

|Beginning |Recognize and use English concepts of print (e.g., alphabet, upper/lower case, directionality, words v. sentence, |

|(EALR 1 |punctuation, parts of book). |

|Comp. 1.1) |Recognize English phonemes that correspond to phonemes student already hears and produces. |

| |Recognize and respond to rhyming words ending with phonemes the student already hears and produces. |

| |Produce known words that begin with phonemes student already hears and produces. |

| |Use gestures and single word responses to participate in a discussion of a story read aloud. |

|Advanced Beginning |Recognize English phonemes. |

|(EALR 1 |Produce and respond to rhyming words ending with phonemes students already hear and produce. |

|Comp. 1.1) |Use words and/or phrases to participate in a discussion of a story read aloud. |

| |Use knowledge of phonics associated with known sounds to read familiar words. |

|Intermediate |Orally manipulate and segment simple known words by onset and rime. |

|(EALR 1 |Segment and blend words containing 2-3 phonemes. |

|Comp. 1.1) |Orally identify syllables in known words. |

| |Identify shared consonant and vowel sounds in known words. |

| |Use on-set and rime in word families to decode known words. |

| |Use simple sentences to participate in a discussion of a story listened to or read aloud. |

| |Decode known words following common vowel patterns. |

| |Recognize that sounds are represented by different single letters and combinations of letters (e.g., fish and rough). |

|Advanced |Orally segment and blend known multi-syllabic words. |

|(EALR 1 |Add, delete, and/or substitute one phoneme for another in initial and final positions to make a new word. |

|Comp. 1.1) |Participate in a discussion of a story listened to or read aloud. |

| |Use knowledge of phonics to read familiar words. |

| |Decode words following patterns, word families, etc. |

| | |

| | |

| | |

|Transitional |Add, delete, or substitute one phoneme for another in initial, medial, and final positions to make a new word. |

|(EALR 1 |Participate in a discussion of a story listened to or read aloud. |

|Comp. 1.1) |Use knowledge of phonics to read unfamiliar words. |

| |Read words containing complex letter patterns/word families. |

| |Apply multi-syllabic decoding when reading two and three syllable words. |

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 |K-2 |

|Beginning |Use a picture dictionary to demonstrate understanding of the meaning of new words. |

|(EALR 1, |Use pictures to gain meaning of new words from text read aloud. |

|Comp. 1.2, 1.3, 1.4) |Identify pictures from written labels or identify text words from pictures. |

| |Produce simple vocabulary in response to a read-aloud from a variety of cultures and communities. |

| |Produce one-word responses to simple questions or a prompt. |

| |Use gestures to participate in discussions of short, illustrated stories and show understanding of vocabulary. |

| |Recognize sight words. |

| | |

|Advanced Beginning |Use pictures to gain meaning of new words. |

|(EALR 1, |Use new vocabulary in simple sentences to discuss stories read aloud, including literary and informational texts. |

|Comp. 1.2, 1.3, 1.4) |Use simple sentences to answer and ask questions and show understanding of new words. |

| |Use words and/or phrases to participate in discussions of short, illustrated stories and show understanding of vocabulary.|

| |Read introduced sight words. |

| |Use simple sentences with introduced sight words. |

|Intermediate |Use beginning dictionaries to locate the meaning of new words. |

|(EALR 1, |Use pictures and letter clusters of unknown words to gain meaning of words. |

|Comp. 1.2, 1.3, 1.4) |Increase oral and reading vocabulary by listening to and reading a variety of texts. |

| |Use descriptive sentences to discuss stories read aloud/ independently. |

| |Read introduced sight words. |

|Advanced |Use a variety of simple resources to determine new word meanings. |

|(EALR 1, |Use prefixes and suffixes to determine the meaning of un- known words. |

|Comp. 1.2, 1.3, 1.4) |Use new vocabulary in oral and written communication. |

| |Use new vocabulary to explain and describe stories read aloud and independently. |

| |Use and read an increased number of sight words. |

| |Begin to use natural speech patterns and punctuation to read fluently. |

|Transitional |Use a variety of simple resources to determine new word meanings. |

|(EALR 1, |Use simple inflectional endings to determine the meaning of unknown words. |

|Comp. 1.2, 1.3, 1.4) |Integrate new vocabulary from text into written and oral communication. |

| |Participate orally in discussions using academic content vocabulary by generating and answering questions, contributing, |

| |explaining and making comparisons. |

| |Use natural speech patterns and punctuation to read fluently. |

| |Use and adjust rate based on type of text that is being read and begin to build toward grade level rate. |

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 |K-2 |

|Beginning |Use gestures and single word responses to participate in a discussion of a story read aloud. |

|(EALR 2 |Use gestures or one-word responses to answer literal comprehension questions before, during, and after simple text read|

|Comp. 2.1, 2.2) |aloud. |

| |Answer literal comprehension questions about pictures or phrases. |

| |Draw pictures to represent images from simple text read aloud. |

| |Draw picture to connect prior knowledge or experience to story read aloud. |

| |Use gestures, pictures or one-word responses to predict what will happen based on pictures in story read aloud. |

| |Draw pictures to represent the sequence and story elements of simple literary text. |

| |Point to title, page numbers, table of contents and other text features. |

|Advanced |Use words and/or phrases to participate in a discussion of a story read aloud. |

|Beginning |Use words and/or phrases to answer questions before, during and after simple text read aloud. |

|(EALR 2 |Use words and/or phrases to verbally describe and draw pictures to represent images from story read aloud and/or shared|

|Comp. 2.1, 2.2) |reading. |

| |Identify phrases that describe a picture or select a picture described by a phrase. W |

| |Use words and/or phrases to connect prior knowledge or experience to story read aloud/shared. |

| |Answer literal comprehension questions about simple sentences. (i.e., active, positive, present tense, statements with |

| |regular plurals). |

| |Use words and/or phrases to predict what will happen based on pictures in text read aloud. |

| |Indicate what will happen next in text composed of simple sentences (i.e. active, positive, present tense statements). |

| | |

| |Indicate the correct sequence in text composed of simple sentences (i.e. active, positive, present tense statements). |

| |Use words and/or phrases to verbally describe or draw pictures to represent the sequence and story elements of simple |

| |literary text. |

| |Identify locations of title, page numbers, table of contents and other text features. |

|Intermediate |Use simple sentences to ask and answer questions before, during, and after text read aloud/shared. |

|(EALR 2 |Use simple sentences to describe, draw, and label images from story read aloud/shared. |

|Comp. 2.1, 2.2) |Identify the main idea and details in simple text. W |

| |Use simple sentences to connect prior knowledge or experience to a simple story. |

| |Answer literal comprehension questions about simple text sentences including negatives, yes/no questions, simple past |

| |and future tenses, etc. |

| |Use simple sentences to make inferences about main character and to predict action during the reading process in story |

| |read aloud/shared. |

| |Begin to use basic monitoring strategies to increase comprehension of text including picture cues and known words. |

| |Use simple sentences to state main idea and important details of simple literary and informational text. |

| |Identify the correct sequence and predict what will happen next in simple text. (also 2.1.5) |

| |Use simple sentences to retell story in sequence and to identify story elements. (also 2.1.5) |

| |Identify information orally from graphs and charts and use simple sentences to identify location of title, page |

| |numbers, table of contents and other text features. |

|Advanced |Use descriptive sentences to ask and answer questions before, during, and after text read aloud/ shared. |

|(EALR 2 |Draw and use descriptive sentences to depict mental images that occur while reading. |

|Comp. 2.1, 2.2) |Identify the main idea and details in simple text. W |

| |Use descriptive sentences to state the main idea and important details of text using specific story vocabulary. |

| |Use descriptive sentences to connect and express own experience to a prompt taken from a story to be read aloud. |

| |Predict, confirm, and infer based on simple text. |

| |Respond to literal comprehension questions about text composed of sentences with irregular plurals, common irregular |

| |verbs, prepositional phrases, etc. |

| |Use descriptive sentences to predict, confirm, and infer based on pictures in story read aloud or during the reading |

| |process. |

| |Use basic monitoring strategies including picture cues and known words and begin to use rereading as a monitoring |

| |strategy while reading. |

| |Use descriptive sentences to complete teacher generated graphic organizer to organize information taken from text. |

| |Identify information in simple sentences from charts and graphs. |

| |Use specific story vocabulary to describe and explain story elements while retelling a story in sequence. |

| |Identify text written in sequential order. |

|Transitional |Use specialized vocabulary to ask and answer questions before, during, and after text read aloud/shared. |

|(EALR 2 |Use specialized vocabulary to state the main idea and important details of grade level text. |

|Comp. 2.1, 2.2) |Complete simple graphic organizers to comprehend text, organize ideas, and independently activate prior knowledge. |

| |Answer literal and inferential comprehension questions about grade level text. |

| |Use specialized vocabulary to make inferences using prior knowledge, predictions and text features. |

| |Use descriptive sentences to identify and explain where and why comprehension was lost and use a comprehension repair |

| |strategy to regain meaning of text. |

| |Identify the correct sequence and indicate what will happen next in grade level text. |

| |Apply and interpret information orally from charts and graphs across the content areas. |

| |Analyze and apply knowledge of story elements when retelling a grade level text using specialized vocabulary from the |

| |text. |

| |Identify text written in simple listing and sequential order. |

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 |K-2 |

|Beginning |Draw pictures to represent similarities in settings and common information in stories read aloud. |

|(EALR 2 |Draw and sort pictures to group objects with common attributes. |

|Comp. 2.3, 2.4) |Match groups of familiar objects with common attributes. |

|Advanced Beginning |Answer questions about settings and basic information from pictures. |

|(EALR 2 |Use phrases to identify similarities in characters and settings and common information found in texts read aloud. |

|Comp. 2.3, 2.4) |Name and categorize objects according to common attributes. |

| |Use words and/or phrases to label objects grouped by common attributes or to complete teacher generated graphic organizer.|

| |Use simple note-taking skills to begin to synthesize information from a variety of sources. |

| |Use words or phrases to make generalizations and draw supported conclusions from text. |

|Intermediate |Use simple sentences to identify similarities and differences in settings and common information in texts read aloud. |

|(EALR 2 |Answer questions about settings and common information from text consisting of simple sentences. |

|Comp. 2.3, 2.4) |Categorize objects according to common attributes. |

| |Use simple sentences to identify the common attribute of a group of objects, characters, or ideas. |

| |Use simple sentences to discuss information found in general reference materials (e.g., dictionary, encyclopedia, |

| |thesaurus). |

| |Indicate understanding of common idioms (e.g., catch the bus, keep up, drop in). |

| |Use simple sentences to identify literary devices within a text (e.g., dialogue and alliteration). |

| |Use simple sentences to make generalizations and draw supported conclusions from text. |

| |Use simple sentences to identify facts that support the author’s word choice, purpose, tone, and use of persuasive |

| |devices. |

| |Use simple sentences to distinguish between fact and opinion. (also 2.3.1) |

|Advanced |Answer compare/contrast and cause/effect questions about written text. |

|(EALR 2 |Use descriptive sentences to identify similarities and differences in settings, characters, and events of stories read |

|Comp. 2.3, 2.4) |aloud. |

| |Use descriptive sentences to describe multiple common attributes of a sorted group of objects. |

| |Demonstrate understanding of common idioms. |

| |Identify literary devices in text. |

| |Use descriptive sentences to draw conclusions, make generalizations, and explain how to solve problems using information |

| |from a text. |

| |Use descriptive sentences to identify and explain the author’s use of word choice, sentence structure and length, and |

| |tone. |

| |Identify the author’s purpose and answer fact/opinion questions about extended text. (also 2.3.1) |

|Transitional |Describe and explain similarities and differences in settings, characters, and events of stories read aloud or in text. |

|(EALR 2 |Identify literary devices in grade level text. |

|Comp. 2.3, 2.4) |Explain the purposes for different commonly printed materials and compare and contrast different types of text. |

| |Explain difference between facts and opinions with teacher guidance. |

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 |K-2 |

|Beginning |Match printed word with common school item. |

|(EALR 3, |Use word, gesture, or drawing to indicate environmental print (e.g., school signs and labels in classroom.). |

|Comp. 3.1, 3.2, 3.3) | |

|Advanced Beginning |Match phrase to label printed material (e.g., school signs, labels, environmental print). |

|(EALR 3 | |

|Comp. 3.1, 3.2, 3.3) | |

|Intermediate | Follow simple directions composed of single words and/or phrases from a text to perform a task. |

|(EALR 3 |Use simple sentences to demonstrate comprehension of environmental print (e.g., school signs, labels, etc.). |

|Comp. 3.1, 3.2, 3.3) |Choose or identify correct functional signs, labels, or written phrases. |

|Advanced |Follow multi-step directions composed of simple sentences to perform a task (e.g., math problems). |

|(EALR 3 |Use descriptive sentences to demonstrate comprehension of environmental print (e.g., school signs and labels in classroom).|

|Comp. 3.1, 3.2, 3.3) | |

|Transitional |Demonstrate comprehension of grade level text directions. |

|(EALR 3 | |

|Comp. 3.1, 3.2, 3.3) | |

Component 3.4: Read for literary/narrative experience in a variety of genres.

|Proficiency Level |K-2 |

|Beginning | |

|(EALR 3 | |

|Comp. 3.4) | |

|Advanced Beginning | |

|(EALR 3 | |

|Comp. 3.4) | |

|Intermediate |Use simple sentences to identify and discuss the culture and/or traditions described in a piece of literature. |

|(EALR 3 |Use simple sentences to identify and explain the purposes of different types of text (e.g., fairy tales, fables, narrative|

|Comp. 3.4) |trade books). |

|Advanced |Use descriptive sentences to identify and discuss the culture and/or traditions described in a piece of literature. |

|(EALR 3 |Use descriptive sentences to explain the purposes of different types of text (e.g., fairy tales, fables, informational |

|Comp. 3.4) |trade books). |

|Transitional | |

|(EALR 3 | |

|Comp. 3.4) | |

WASHINGTON STATE ELD WRITING STANDARDS

EALR 1: The student writes clearly and effectively.

Component 1.1: The student will develop concept and design.

|Proficiency Level |Grades K-2 |

|Beginning |Draw and label pictures to tell a story |

| |Use labeled drawings to write about an event from a text read aloud by the teacher. |

|Advanced Beginning |Use sight words and phrases to write about an event or character from a text read a loud by teacher o ran |

| |experience generated from the group |

|Intermediate |Choose and maintain focus on topic |

| |Use simple sentences to write about an event |

|Advanced |Use simple sentences to write about an event or character from a text or an experience. |

|Transitional |Use specialized vocabulary in sentences to write about a topic across the content areas |

Component 1.2: The student will use style appropriate to the audience and purpose.

|Proficiency Level |Grades K-2 |

|Beginning |Copy and follow patterns to write words and phrases |

|Advanced Beginning |Use sight words and phrases to write about own experiences and follow pattern to create a story |

|Intermediate |Use simple sentences to write for different audiences and purposes |

| |Begin to choose from a variety of words to convey meaning in simple sentences |

|Advanced |Use simple and descriptive sentences to write for different audiences and purposes |

| |Choose from a variety of words to convey meaning in simple sentences |

| |Begin to use figurative and idiomatic expressions |

|Transitional |Use sentences with some specialized vocabulary to write for different purposes and audiences across content |

| |areas |

| |Use figurative and idiomatic expressions |

Component 1.3: The student will apply writing conventions.

|Proficiency Level |Grades K-2 |

|Beginning |Write top to bottom, left to right when copying |

| |Write own name using capital and lowercase letters |

| |Begin to use invented spelling to write familiar words |

|Advanced Beginning |Use invented spelling to write familiar words and phrases |

| |Begin to use capital letters for proper nouns |

| |Begin to write sight words |

|Intermediate |Write sight words |

| |Apply English phonemic rules |

| |Begin to write simple sentences that may include inconsistent use of capitalization, punctuation, and |

| |spelling |

|Advanced |Produce independent writing that may include some inconsistent use of capitalization, periods, and correct |

| |spelling |

|Transitional |Use standard grammar, ending punctuation, capital letters, and spelling with lapses characteristic of ELL |

| |students |

EALR 2: The student writes in a variety of forms for different audiences and purposes.

Component 2.1: The student will write for different audiences.

Component 2.2: The student will write for different purposes.

|Proficiency Level |Grades K-2 |

|Beginning |Draw pictures or write words to express self or to name something |

| |Draw a picture or write for self, teacher, or other known person |

| |Use words to complete lists, personal journal entries, songs and poems based on a model |

|Advanced Beginning |Write phrases to respond to prompts, to name something and express self |

| |Write for self, teacher, or other known person. |

| |Use words and phrases to write notes, journal entries, friendly letters, songs and poems based on a model |

|Intermediate |Write simple sentences to tell a story, inform, thank, and entertain |

| |Distinguish among appropriate ways of writing to different |

| |Audiences |

| |Use simple sentences to write personal journal entries, friendly letters, story reports, songs, poems and |

| |stories based on a model. |

|Advanced |Write simple and descriptive sentences to tell a story, inform, thank, and entertain |

| |Use simple sentences to write personal journal entries, friendly letters, story reports, songs, poems and |

| |stories based on a model. |

|Transitional |Apply skills using specialized vocabulary to tell a story, to inform, to thank, to entertain across content |

| |areas |

| |Use specialized vocabulary to independently write notes, friendly letters, personal journal entries, story |

| |reports, songs and poems. |

EALR 3: The student understands and uses the steps of the writing process.

Component 3.1: The student will pre-write –generate ideas and gather information

|Proficiency Level |Grades K-2 |

|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 simple sentences to participate in group brainstorming and writing |

|Advanced |Use pictures and modeled graphic organizers to generate ideas for simple stories |

|Transitional |Use brainstorming techniques to generate and organize ideas (e.g., model graphic organizers, pictures, |

| |lists) |

Component 3.2: The student will revise –elaborate on a topic and supporting ideas.

|Proficiency Level |Grades K-2 |

|Beginning |Use gestures and words to participate in group writing |

|Advanced Beginning |Create rough drafts which include pictures, words, and phrases |

|Intermediate |Create rough drafts which include simple sentences |

|Advanced |Create rough drafts which include simple sentences |

|Transitional |Create rough drafts which include a variety of sentence types |

Component 3.3: The student will revise –collect input and enhance text and style.

|Proficiency Level |Grades K-2 |

|Beginning |Use gestures and words to participate orally in revision of group writing |

|Advanced Beginning |Use phrases to participate orally in revision of group writing |

|Intermediate |Uses simple sentences to participate orally in revision of group writing |

|Advanced |Begin to revise own writing for clarity |

| |Offer feedback on other’s writing |

|Transitional |Incorporate input from others into own writing |

Component 3.4: The student will edit –use resources to correct spelling, punctuation, grammar and usage.

Component 3.5: The student will publish –select a publishing form and produce a completed writing project to share with chosen audience.

|Proficiency Level |Grades K-2 |

|Beginning |Use gestures and words to participate in editing of group writing |

| |Use a model to publish selected writing in appropriate format |

|Advanced Beginning |Use phrases to participate in group editing |

|Intermediate |Use simple sentences to participate in group editing |

| |Publish selected writing in appropriate format |

|Advanced |Edit writing for capitalization and punctuation |

|Transitional |Edit for punctuation and known spelling |

| |Publish in appropriate format |

V. VOCABULARY

Taxonomy

Phyla, phylum

Organism, biologist

Vertebrate, Invertebrate

Warm-blooded, cold-blooded

Carnivore, Omnivore, Herbivore

Porifera: sponges

Coelenterata: jellyfish, corals, sea anemones

Mollusca: oysters, clams snails, squid, octopus

Arthropoda: spiders, crabs, insects, lobsters, crayfish

Echinodermata: sea stars, sea urchins, sea cucumbers

Chordata: fish, amphibians, reptiles, birds, mammals

cartilage, spinal cord, backbone, carapace

Habitat, Life cycle, ecosystem

Photosynthesis, excrete

Adaptation, camouflage,

Predator, prey

Hibernation, gestation

Butterfly: Proboscis, larva, pupa, chrysalis, thorax, Lepidoptera, metamorphosis, molt, migrate, abdomen, thorax, transformation

Pumpkin: gourd, Cucurbita, potassium, mature

Bear: plantigrade, juvenile, muzzle

Frog: froglet, gills, spawn, mature, moist

Sea Turtle: carapace, hatchling, embedded,

VI. RESOURCES AND MATERIALS

Literature – Fiction

My Night Forest. Owen, Roy. Four Winds Press, 1994. [E].

Anaconda y Otros Cuentos de la Selva. Quiroga, Horacio. Vicens Vives, 2003.

Bear Snores On. Wilson, Karma & Chapman, Jane. Simon & Schuster, 2003.

Butterfly House. Bunting, Eve & Shed, Greg. Scholastic, 1999.

The Caterpillar and the Polliwog. Kent, Jack. Aladdin, 1985.

A Color of His Own. Lionni, Leo. Knopf, 2006.

Coyote and the Laughing Butterflies. Peck Taylor, Harriet. Simon & Schuster, 1995

A Frog in the Bog. Wilson, Karma & Rankin, Joan. Aladdin, 2007.

If You Hopped Like A Frog. Schwartz, David & Warhol, James. Scholastic Press, 1999.

Polar Bear, Polar Bear, What Do You Hear? Martin, Bill & Carle, Eric. Longman, 1999.

The Salamander Room. Mazer, Anne. Dragonfly, 1994.

Turtle In The Sea. Arnosky, Jim. Putnam, 2002.

Verdi. Cannon, Janell. Harcourt, 1997.

Literature – Non-fiction

A Dandelion’s Life. Himmelman, John. Children’s Press, 1998.

Insect Lives. Berger, Melvin. Newbridge, 1996.

Life in Your Backyard. Lunis, Natalie. Newbridge Communications, Inc., 1996 [508].

Life of a Snail. Buholzer, Theresa. Carolrhoda, 1985 [594].

The Life Cycle of a Mosquito. Kalman, Bobbie. Crabtree Pub Co., 2004.

A Pill Bug’s Life. Himmelman, John. Children’s Press, 2001.

What Are Food Chains and Webs? Kalman, Bobbie. Crabtree Pub. Co., 1998 [577.16].

A simple introduction to food chains and webs, featuring both herbivores and carnivores and discussing energy, food production, and decomposition in various ecosystems.

What Is a Fish? Kalman, Bobbie. Crabtree Pub. Co., 1999. [597.2]

Introduces fishes, showing and describing different types including freshwater and saltwater, and discussing their anatomy, habitats, reproduction, and diet.

What Is a Life Cycle? Kalman, Bobbie. Crabtree Pub. Co., 1998. [571.8].

Introduces the life cycles of plants, insects, amphibians, reptiles, fish, birds, mammals, and humans, discussing birth, growth, parental care, and reproduction.

What Is a Living Thing? Kalman, Bobbie. Crabtree Pub. Co. 1998. [570.21]

Introduces the different qualities and aspects of living things, including people, other animals, and plants, covering such topics as breathing, feeding, energy, growth, locomotion, and reproduction.

What Is the Animal Kingdom? Kalman, Bobbie. Crabtree Pub. Co., 1997. [590.21]

Introduces the animal kingdom, showing and describing the main groups of animals and discussing their anatomy, habitats, reproduction, and classification.

Starting Life, Butterfly. Llewellyn, Claire. Northword Press, 2003. [595.78]

The Life Cycle of a Butterfly. Kalman, Bobbie. Crabtree Pub. Co. 2002. [595.7]

The Life Cycle of an Oak Tree. Royston, Angela. Reed Educational & Professional Publishing, 2000. [583]

How Flowers Grow. Hellbrough, Emma. Usborne Publishing, LTD, 2003. [635.9]

I Am a Leaf. Marzollo, Jean. Scholastic, Inc., 1998. [E]

From Seed to Jack-O’-Lantern. Johnson, Hannah L. Lothrop, Lee and Shepard Company, 1974. [635]

From Tadpole to Frog. Pfeffer, Wendy. HarperCollins Publishers, 1994. [597.8]

Life Cycle of a Silkworm. Fridell, Ron. Reed Educational and Professional Publishing, 2001. [638]

Life Cycles with Step By Step Projects for the Young Scientist. Hewitt, Sally. Alladin Books, 2000. [571.8]

Gives many ideas for projects for helping students understand and represent different life cycles.

Life Cycle of a Turtle. Fridell, Ron. Reed Educational and Professional Publishing, 2001. [597.92]

Monarch Butterfly. Gibbons, Gail. Reed Business Information, Inc. 1989

Bears – Eyes on Nature. Olson, Donald. Kidsbooks. 1997

Pumpkin Circle: The Story of a Garden. Levenson, George. Tricycle Press. 2002.

One Tiny Turtle. Davies, Nicola. Candlewick. 2001.

Literature – Poetry

A Thru Z of Animal Poetry. Landry, Sophamae Dean. Dorrance Publishing Company. 2001.

Winter Eyes. Florian, Douglas. Greenwillow Books. 1999.

There’s a Zoo in Room 22. Sierra, Judy. Harcourt. 2000.

Dogs & Dragons, Trees & Dreams. Kuskin, Karla. Harper & Row. 1980.

Scranimals. Prelutsky, Jack. Greenwillow Books. 2002.

Literature – District Text

A Pocketful of Opossums. Sweeny, Sheila. Rigby On Our Way to English. Grade 2. 2004.

What Fine Gardeners. Parkes, Brenda. Rigby On Our Way to English. Grade 2. 2004.

My Grandmothers Hands. Sweeny, Sheila. Rigby On Our Way to English. Grade 1. 2004.

Resources and Materials - Technology









Resources and Materials – District Kits

Highline School District Science Kits

1st Grade Organisms

2nd Grade Butterfly Life Cycle

Changes

3rd Grade Plant Growth & Development

Curriculum Connections

On Our Way to English 1st Grade “Away We Grow”

Open Court 2.0 “Animal Adaptations”

Open Court 1A “Animals”

Open Court 3.0 “City Critters”

LIFE CYCLES OF ORGANISMS

Level 2

UNIT PLANNING PAGES

I. FOCUS/MOTIVATION

• Big Book – “The Important Thing About Organisms”

• Observation charts

• Inquiry charts – processed daily

• Cognitive Content Dictionary with Signal Word

• Biologist Awards

• Read Aloud – variety of sources

• Poetry and Chanting

• Realia

o Live butterflies and/or tadpoles

o Plants

II. INPUT

• Graphic Organizer – World Map

• Graphic Organizer – Six Kingdoms of Living Things

• Comparative – Frog & Butterfly life cycles

• Narrative Input – “The Life Cycle of a Sea Turtle”

• Primary Language Preview/Review

• Read Alouds

• Poetry/Chants

III. GUIDED ORAL PRACTICE

• T-graph for Social Skills/Team points - cooperation

• Picture File Card activities – observe, classify, categorize

• Exploration Report

• Personal interaction

• Poetry/chants

• Mind-map

• Expert Groups – Bears, Salamanders, Anacondas, Pumpkins

• Team Tasks

• Process Grid

• Farmer in the Dell/Sentence Patterning Chart

• Numbered Heads Together

IV. READING/WRITING

a. Total Class Modeling

• Cooperative Strip Paragraph

• Here/There poetry frame and flip chant

• Story Map with Narrative Input

• Poetry frames

• Class big book

b. Flexible Groups - Small Group Practice

• Team Tasks

▪ Six Kingdoms of Living Things

▪ World Map

▪ Exploration Report

▪ Comparative Input Charts

▪ Sentence Patterning Chart

▪ Process Grid

▪ Cognitive Content Dictionary

▪ Coop Strip Paragraph

▪ Story Map

▪ Add to the Walls

▪ Important Book

▪ Flip Chant

• Expert Groups

• Small group shared reading

• Group Frame – compare/contrast

• Flexible group leveled reading – ELD, Struggling/Emergent, At or Above

• Ear to Ear Reading

c. Individual Activities – Portfolio

• Learning Logs

• Interactive Journals

• Personal Cognitive Content Dictionary

• Required Writing

• Poetry booklet

• Diagrams, illustrations

• Independent Reading

• Team tasks taken to individual tasks

d. Writer’s Workshop

• Mini-lesson

• Plan, write

• Conferences

• Author’s Chair

V. EXTENDED ACTIVITIES FOR INTEGRATION

• Art

• Poetry

• Songs

• Highline School District Science Kits

• United Streaming video clips

VI. CLOSURE

• Process all charts and information

• Team Presentation – Your favorite team task and why

• Evaluate Week – “What helped you learn?”

• Big Book

• Parent Letter

LIFE CYCLES OF ORGANISMS

Level 2

Highline School District – Washington State

SAMPLE DAILY LESSON PLAN

Day 1

FOCUS/MOTIVATION

• Super Scientist Awards/Standards

• Cognitive Content Dictionary with Signal Word (organism)

• Observation charts

• Inquiry charts – What do we know about life cycles? What do we want to know about life cycles?

• Big Book – The Important Book

• Poetry

• Portfolio

INPUT

• World Map

• Graphic organizers/6 Kingdoms of Living Things

-10-2 lecture, primary language groups

-Learning Log

-ELD Review

GUIDED ORAL PRACTICE

• T-Graph – team points

• Picture file cards

• Exploration Report

FOCUS/MOTIVATION

• Poetry, chanting

INPUT

• Comparative Input Chart

-Frog & Butterfly life cycles

-10/2 lecture, primary language groups

-Learning Log

-ELD Review

CLOSURE

• Personal interaction

• Interactive journal writing

• Songs

• Home/School Connection

Day 2

FOCUS/MOTIVATION

• Awards/Standards

• Cognitive Content Dictionary with Signal Word

• Process Home/School Connection

• Review with word cards – World Map, 6 Kingdoms of Living Things, Frog Life Cycle Pictorial

• Poetry Highlight

• Poetry/Songs

• Read Aloud

INPUT

• Narrative - Sea Turtles

- learning log

- ELD Review

GUIDED ORAL PRACTICE

• Expert Groups (Bears, Salamanders)

-Team Tasks

• T-graph processing

CLOSURE

• Interactive journal writing

• Songs, poetry

• Home/School Connection

Day 3

FOCUS/MOTIVATION

• Awards/Standards

• Cognitive Content Dictionary with Signal Word

• Process Home/School Connection

• Review Narrative

-Act out/review with word cards and conversation bubbles

• Highlight Poetry – add picture file cards and sketches

INPUT

• Read aloud

• Graphic Organizer - "Guess My Category"

-10/2 Primary language

EXTENSION

• Poetry, songs

• Personal interaction

GUIDED ORAL PRACTICE

• Farmer in the Dell (Sentence Patterning Chart)

-Read, Trade, Flipchant

• Poetry - highlight, sketch, picture file cards

READING/WRITING/GUIDED ORAL PRACTICE

• Expert Groups

• Team Tasks

• Mind Map

• Process Grid

• Coop strip paragraph

- respond, revise, edit

CLOSURE

• Team sharing

• Interactive Journal

• Reading/Writing Choice

• Songs

• Home/School Connection

Day 4

FOCUS/MOTIVATION

• Awards/Standards

• Cognitive Content Dictionary with Stumper Word

• Review Home/School Connection

• Poetry

• Read aloud

• Review Narrative with Story Map

READING/WRITING

• Flex group reading

o ELD Group Frame – Narrative Retell

o At or Above – Clunkers & Links

• Team Tasks – Oral Self-Evaluation

• Personal interaction

GUIDED ORAL PRACTICE

• Share team tasks

• Strip Book

READING/WRITING/WRITER’S WORKSHOP

• Interactive Journals

• Listen & Sketch

• Choices for writing/reading

- Poem

- Narrative

- Expository

- Strip books

- Flip chants

• Primary language group frame

CLOSURE

• Home/School Connection

• Personal learning

Day 5

FOCUS/MOTIVATION

• Cognitive Content Dictionary with Stumper Word

• Review Home/School Connection

• Songs/Poetry

• Read Aloud

READING/WRITING

• Flex group reading – Team Tasks

o Coop Strip Paragraph – Struggling/Emergent Readers

• Focused reading with personal Cognitive Content Dictionary

• Ear to ear reading - poetry booklet

• Listen and Sketch

WRITER’S WORKSHOP

• Mini-lesson

• Writing time

• Author’s Chair

CLOSURE

• Process inquiry

• Letter home to parents

• Evaluate week – What helped you learn?

• Team presentation

BIG BOOK

The Important Thing about Organisms

By C. Holmes, R. Hoff, & K. Johnson

Page 1

The important thing about organisms is that they need air, water, light, and food to grow and live.

• An organism is a living thing: plants, animals, protista, bacteria, and fungi.

• An organism goes through unique stages of development called a life cycle.

• Some organisms’ life cycles involve metamorphosis.

• Some organisms migrate, or move to a better habitat during their life cycle.

But, the important thing about organisms is that they need air, water, light, and food to grow and live.

Page 2

The important thing about mammals is that they are organisms that need air, water, light, and food to grow and live.

• Mammals are vertebrates; they have a backbone or spine.

• Mammals are warm-blooded and have lungs.

• Mammals are born alive and drink milk from their mothers.

• Mammals have fur or hair to keep their bodies warm.

But, the important thing about mammals is that they are organisms that need air, water, light, and food to grow and live.

Page 3

The important thing about amphibians is that they are organisms that need air, water, light, and food to grow and live.

• Amphibians are vertebrates.

• Amphibians are cold-blooded and breathe through their skin or lungs.

• Amphibians are oviparous. They lay eggs.

• Amphibians have smooth, slimy skin.

But, the important thing about amphibians is that they are organisms that need air, water, light, and food to grow and live.

Page 4

The important thing about insects is that they are organisms that need air, water, light, and food to grow and live.

• Insects are invertebrates. They have no backbones.

• Insects have segmented bodies, jointed appendages, and antennae.

• Most insects walk, but some can fly or jump.

But, the important thing about insects is that they are organisms that need air, water, light, and food to grow and live.

Page 5

The important thing about reptiles is that they are organisms that need air, water, light, and food to grow and live.

• Reptiles are vertebrates.

• Reptiles are cold-blooded and have at least one lung.

• Reptiles lay eggs or give live birth.

• Reptiles’ bodies are completely covered with scales.

But, the important thing about reptiles is that they are organisms that need air, water, light, and food to grow and live.

Page 6

The important thing about plants is that they are organisms that need air, water, light, and food to grow and live.

• Plants get nutrients from the soil through their roots.

• Plants make their own food from sunlight through a process called photosynthesis.

• Plants grow from a seed.

• Plants live and grow on land and in water.

But, the important thing about plants is that they are organisms that need air, water, light, and food to grow and live.

7 continents – land masses

5 oceans

Classification of Organisms

Classification of Organisms

[pic]

NARRATIVE INPUT: LILIA THE SEA TURTLE

(Adapted from Into the Sea By Brenda Z. Guiberson)

Lilia’s life is full of adventure. At this stage in her life cycle, Lilia is a baby sea turtle. Tap, tap. Scritch. The tiny sea turtle is the last hatchling to break out of her leathery egg and crawl up the sides of a sandy nest. Lilia is not much bigger than a bottle cap and would make a good meal for a hungry sea bird or crab.

Lilia smells the sand and stares at the bright moonlight that glistens across the ocean. She rests a moment and then, like a windup toy, pulls herself quickly across the beach with her flippers. Always she heads straight for the silvery moonlight. A gentle wave splashes across her back and carries her into the sea.

Her eyesight is much better in the water. She sees a jellyfish, a starfish, and a barracuda with a big mouth. None of them see the turtle. Her white underside blends in with the shimmering white surface of the ocean.

Splop. Lilia comes up for air in a patch of sargassum weed. She drifts with the winds and current while the weeds hide her from the sharp-eyed birds above and the hungry fish below. The little turtle floats around in the clump for several months, eating tiny plants and animals called plankton.

At this stage in her life cycle, Lilia’s carapace is growing. Her shell grows with her and gets a little harder. She likes to dive into long streams of seaweed that grow on the ocean bottom. The little sea turtle is not yet strong enough to swim against the current. She drifts away with the moving water.

At this stage in her life cycle, Lilia is a juvenile and has been in the sea for over a year. She is as big as the sea birds and most of the fish. She has developed strong swimming muscles and swims four times faster than a human. The turtle has no teeth but bites off pieces of seaweed with the sharp ridges of her jaw. She spends two whole months eating her way through a rich, wavy garden of sea grass.

After several more years, Lilia grows into one of the biggest creatures in the sea. There is not much to eat in the middle of the ocean, but she continues on her long journey, living on the extra fat in her body. Even an adult sea turtle can get very tired. Sometimes she stops to sunbathe on the surface of the water.

Lilia hears humpback whales singing in the sea. She passes a humpback swimming in slow circles and blowing a ring of thick bubbles. The turtle swims swiftly away. At three hundred pounds, the turtle is a fully grown adult. At this stage in her life cycle, eggs begin to form in her body. She finds a current that seems familiar to her and follows it back across the ocean.

Lilia swims deep under the water for almost two hours, but before she comes up to breathe, she swims below a fishing boat. Suddenly she finds herself trapped in a net. Each time she tries to swim away, her flippers scrape the sides of the net and almost get tangled in the woven ropes. She bumps into metal bars. Clunk. Shrimp and small fish swim through the slots between the bars, but the turtle is much too big. She swims over them and finds an escape door at the bottom. Soon she is at the surface of the ocean, taking in big gulps of fresh air.

After a rest, Lilia follows the same familiar current through the sea. She swims many hundreds of miles in this flow of water. When she pops her head out of the water, she sees a round island, with a warm, sandy beach. There are many other turtles just like her in the water. Some are male and some are female. A male swims up to her and nuzzles her head. He swims in front of her, touches her flippers, and gently nips her shoulder. They mate and he fertilizes her eggs at this stage in her life cycle. The male turtle swims out to the deep ocean, but she swims off in the other direction.

After more than twenty years in the sea, Lilia returns to the land at this stage in her life cycle. She waits until nighttime, when the tide is high, to come in. She is slow and awkward as she pulls her huge body up onto the sandy beach. She pokes her nose into the sand. Lilia seems to know that she has come back to the same island where she was born.

Slowly, Lilia drags herself across the beach. When she gets near a small bush, she stops to rest and then begins to dig a nest in the sand with her flippers. Thump, scrape, whoosh, wheeze. It is hard work as she scoops out a hole for her body and a deeper chamber for her eggs. Sand flies everywhere, covering her back and head. At this stage in her life cycle, she works for three hours, laying over one hundred eggs and then covering them with sand.

Once again Lilia crosses the beach. Waves sweep the sand off her back and lift her into the water. At this stage in her life cycle, her huge body feels lighter and she sees clearly again. She leaves the sandy nest behind her. If nothing destroys the eggs, her babies will hatch in two months. Perhaps one or two will get past the crabs and the sea birds, the fish and the fishing nets, and like their mother, Lilia, they will return to lay eggs on the same sandy beach before making their way back into the sea.

Adapted by:

Kelly Johnson

Highline School District

8/06

POETRY BOOKLET

Name: __________________

I KNOW A FROG

(Rachel Hoff)

I know a green frog

A moist, green frog

A moist, green frog

With a long, sticky tongue.

And a very short backbone,

Powerful jumping legs,

Large bulging eyes,

And lungs for breathing air.

I know a green frog

A moist, green frog

A moist, green frog

Who lays eggs in the water.

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YES MA’AM

(Kelly Johnson)

Is this a life cycle? Yes Ma’am

Is this life cycle? Yes Ma’am

How do you know? It has many stages

How do you know? Fertilization to death

Give me some examples. Plants and insects

Give me some examples. Amphibians and mammals

Is this a frog life cycle? Yes Ma’am

Is this a frog life cycle? Yes Ma’am

How do you know? It goes through metamorphosis

How do you know? It starts as an egg

Give me some examples. From tadpole to froglet

Give me some examples. From froglet to frog

Is this a butterfly life cycle? Yes Ma’am

Is this a butterfly life cycle? Yes Ma’am

How do you know? It goes through metamorphosis

How do you know? It starts as an egg

Give me some examples From caterpillar to chrysalis

Give me some examples From chrysalis to butterfly

Is this a plant life cycle? Yes, Ma’am

Is this a plant life cycle? Yes, Ma’am

How do you know? It goes through several life stages

How do you know? It begins as a seed.

Give me some examples From seed to germination

Give me some examples From seedling to pollination

Is this a mammal life cycle? Yes, Ma’am

Is this a mammal life cycle? Yes, Ma’am

How do you know? It is born alive

How do you know? It drinks milk from its mother

Give me some examples From infant to juvenile

Give me some examples From juvenile to adult

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BIOLOGIST BUGALOO

(Adapted by Rachel Hoff)

I’m a biologist and I’m here to say,

I study how organisms live everyday.

Sometimes I write a paper.

Sometimes I read a book.

But usually I go and take a look.

Mammals, Birds, Amphibians, too.

Doing the biologist BUGALOO!

I study organisms and how they eat.

They move and breathe and grow and excrete.

Their lives go through many developmental stages.

I write about them in my journal pages.

Insects, Reptiles, Plants, too.

Doing the biologist BUGALOO!

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MARINE CADENCE

(Carla Holmes and Rachel Hoff)

We just know what we’ve been told,

Biology’s worth its weight in gold.

We study here, we study there,

Biologists study everywhere.

Sound Off Biology

Sound Off Life Cycle

Sound Off 1-2-3-4

Look Around!

We study organisms, living things,

Mammals and insects are a few.

Plants, animals, amphibians, and reptiles, too.

They need air, water, light, and food.

Sound Off Organisms

Sound Off Living things

Sound Off 1-2-3-4

Look Around!

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BEARS HERE, BEARS THERE

(Rachel Hoff and Carla Holmes)

Bears here, bears there,

Bears, bears everywhere.

Furry bears hibernating,

Omnivorous bears eating,

Mother bears caring for cubs,

And plantigrade bears walking.

Black bears in the forest.

Brown bears by the valley.

Polar bears on the ice,

And Grizzly bears up a tree!

Bears here, bears there,

Bears, bears, everywhere.

Bears! Bears! Bears!

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I KNOW A SEA TURTLE

(Kelly Johnson)

I know a gigantic sea turtle,

A huge and gigantic sea turtle,

A huge and gigantic sea turtle,

With smooth, leathery skin.

And large front limbs for paddling,

Small, embedded bones,

No shell on her carapace,

And an appetite for jellyfish.

I know a gigantic sea turtle,

A huge and gigantic sea turtle,

A huge and gigantic sea turtle,

Who lays eggs in the sand.

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Date: __________________

Project GLAD

LIFE CYCLES OF ORGANISMS UNIT

HOME/SCHOOL CONNECTION - #1

Take a tour of your home. List all the organisms that live in your home

Sketch or write

Parent: _______________________ Student: _______________________

Date: __________________

Project GLAD

LIFE CYCLES OF ORGANISMS UNIT

HOME/SCHOOL CONNECTION - #2

Interview your family. What traits have you inherited from them? Do you look like any of them? Do you act like any of them?

Sketch or write

Parent: _______________________ Student: _______________________

Date: __________________

Project GLAD

LIFE CYCLES OF ORGANISMS UNIT

HOME/SCHOOL CONNECTION - #3

Have you ever grown a plant in your home or in a garden? How did you care for it? What did it need to live and grow?

Sketch or write

Parent: _______________________ Student: _______________________

Fecha: __________________________

Proyecto GLAD

Ciclos Vitales de los Organismos

CONEXIÓN ENTRE LA ESCUELA Y EL HOGAR - #1

Mire alrededor de tu casa. Cuente y nombre todos los organismos que viven en su hogar.

Debujar o Escribir

Padre: ____________________ Estudiante: ____________________

Fecha: __________________________

Proyecto GLAD

Ciclos Vitales de los Organismos

CONEXIÓN ENTRE LA ESCUELA Y EL HOGAR - #2

Habla con tus padres. ¿Qué rasgos has heredado de tu familia? ¿Te pareces a uno de ellos? ¿Actúas como uno de ellos?

Debujar o Escribir

Padre: ____________________ Estudiante: ____________________

Fecha: __________________________

Proyecto GLAD

Ciclos Vitales de los Organismos

CONEXIÓN ENTRE LA ESCUELA Y EL HOGAR - #3

¿Has plantado una planta en tu casa o en un jardín? ¿Cómo la cuidaste? ¿Qué necesitaste para mantenerla viva y para hacerla crecer?

Debujar o Escribir

Padre: ____________________ Estudiante: ____________________

EXPERT GROUPS – BEARS

Habitat

Bears are found in many different habitats including cool mountains, forests, swamps, grasslands and river valleys. Many bears in cold climates hibernate over winter in caves or dens. Polar bears live in the Arctic.

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Life Cycle

Bear cubs are born alive after 6-9 months gestation. One to four cubs are born at a time. The cubs are blind and furless when they are born. They drink their mother’s milk until they are 5 months old, but will stay with their mother for two to three years. Juveniles are usually driven away by their mother in breeding season. Most types of adult bears are solitary animals except when mating or females raising their young. Some can live up to about 30 years.

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Description

Bears are furry, warm blooded mammals. They vary in size from 3.5 feet to 10 feet long and weigh from 55 to 1,700 pounds. The largest bear is the polar bear. All bears are plantigrade (flat-footed). Many bears are fast runners, excellent swimmers, and good climbers. Bears have a long muzzle and good sense of smell but poor eyesight.

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Food/Diet

Bears are omnivores that eat plants, leaves, fruits, berries, nuts, roots, honey, insects, and small mammals. Polar bears are carnivores and eat mostly seals.

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Interesting Facts

A male bear is called a boar. A female bear is called a sow. A group of bears is called a sloth.

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EXPERT GROUPS – SALAMANDERS

Habitat

Amphibians spend part of their lives under water and the remainder on land. Like all amphibians, salamanders spend their lives near water because they must return to the water to lay their eggs. They live in and near ponds, lakes, and wetlands.

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Life Cycle

Salamander eggs are laid in the water. When they hatch, the larvae breathe with gills and swim. During metamorphosis, they grow legs and develop lungs for breathing air. As an adult, they will go onto the land, but remain in and near the water for their entire lives.

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Description

Salamanders are amphibians that have soft, moist skin covering their long bodies and even longer tails. They have no scales, claws or external ear openings. They have feathery gills structures just behind their head. They are usually 4-8 inches long with four short legs. They have four toes on the front legs and five toes on the hind legs.

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Diet

Salamanders are carnivorous, eating mainly insects and smaller invertebrates. Adult salamanders may eat fish, frogs, and other invertebrates.

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Interesting Facts

Salamanders are sometimes also called newts. They are nocturnal animals who hide under logs and damp leaves during the day. Some salamanders live in trees and have a prehensile tail for grasping branches.

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EXPERT GROUPS – ANACONDA SNAKE

Habitat

Anacondas live in South America. Their habitat is marshes, brushes, and swamps. They are never found far away from water. The swamps are their favorite spots.

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Life Cycle

The anaconda is one of the few reptiles that gives birth to live young. The gestation period is 6 months. A female can have up to 20-40 babies and sometimes as many as 100. The young are usually 2 feet long. A couple hours after they are born, the young can swim, hunt and care for themselves.

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Description

The anaconda is the heaviest snake in the world. Anacondas are greenish-brown with a double row of black oval spots on the back and smaller white markings on the sides. Their scaly skin glistens but is dry is to the touch. The nostrils are on top of the snout, letting the snake breathe easily when it is in the water. It smells with its tongue. It has no fangs.

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Diet

Anacondas are carnivores. They mostly hunt at night. Anacondas kill by constricting (squeezing) the prey until it can no longer breathe. Sometimes they drown the prey. Like all snakes, they swallow the prey whole, head first.

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Interesting Facts

The longest anaconda ever found was 37.5 feet long. When kept out of the water, an anaconda's body becomes infested with ticks.

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EXPERT GROUPS – PUMPKIN

Habitat

Pumpkins originated in Central America but are now grown all over the world on every continent except Antarctica.

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Life Cycle

Pumpkins take about 4 months to grow from seed to mature pumpkin. First, the seed is planted in the soil. The sprouts that grow do not require care from their pumpkin parents. The sprout becomes a flowering plant which finally becomes a pumpkin. The biggest pumpkin ever grown weighed over 1000 pounds.

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Description

A pumpkin is a plant. It grows on a vine with large green leaves. A pumpkin is really a fruit. It is a member of the Cucurbita family which includes squash and cucumbers. A pumpkin can also be called a gourd. The word pumpkin comes from the Greek word “pepon” which means “large melon”. Pumpkins are 90% water. Their flowers are edible. They contain potassium and vitamin A. They are used as feed for animals or to make soups, pies and breads.

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Diet

Plants need food, water, air, and light to live and grow. Plants make their own food from sunlight, a process known as photosynthesis.

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Interesting Facts

Pumpkins are often used by people for decoration. They may decorate a holiday table or sit by a door. When they have a face carved into them they are called Jack o’ Lanterns.

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Life Cycles of Organisms

|Organism |Habitat |Life Cycle Stages |Description |Diet |Interesting Facts |

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|Frogs | | | | | |

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|Butterflies | | | | | |

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|Bears | | | | | |

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|Salamanders | | | | | |

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|Anaconda Snakes | | | | | |

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|Pumpkin | | | | | |

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Life Cycles of Organisms

|Organism |Habitat |Life Cycle Stages |Description |Diet |Interesting Facts |

|Frogs |Every continent except |Egg |Cold-blooded |Algae |Lays 3000-4000 eggs |

|Kingdom Anamalia |Antarctica |Tadpole (2) |Vertebrate |Insects |Frog bones form growth rings each year|

|Phylum Chordata | |Froglet |Gills become lungs |Plants |Tree frogs have adhesive pads on the |

|Class Amphibian | |Frog |Excellent vision and hearing |Absorb water through skin |toes of their feet |

| | | |Thin, moist skin | |Changes color based on surroundings |

| | | |Long hind legs | | |

| |Forest |Egg |Wings |Plant matter |Over 28,000 species worldwide. |

|Butterflies |Grasslands |Caterpillar |Segmented body – 3 parts |Nectar from flowers (sugar) |Taste food with their feet. |

|Kingdom Anamalia |Deserts |Chrysalis |Probiscus (tongue) | |Body temperature must stay above 86 |

|Phylum Arthropoda |Mountain highlands |Butterfly |Legs | |degrees to fly. |

|Class Insect |Tropics. | |Spiracles | | |

| |Every continent except | |Compound Eye | | |

| |Antarctica | |Jointed appendages | | |

| |Cool mountains |Live birth |Fur |Omnivorous |Male - boar |

|Bears |Forests |1-4 cubs at a time after 6-9 |Warm-blooded |Polar Bear is carnivorous |Female – sow |

|Kingdom Anamalia |River valleys |months |Keen sense of smell | |Group -sloth |

|Phylum Chordata |The Arctic |Birth |Long muzzle | | |

|Class Mammalia | |Cub |Plantigrade feet (flat) | | |

| | |Juvenile | | | |

| | |Adult | | | |

| | |Cubs require care for 2-3 years. | | | |

| |Wetlands, ponds, streams |Egg |Backbone |Insects |Also called newts |

|Salamanders |Live both in and out of water |Larvae |Soft, moist skin |Smaller invertebrates |Nocturnal |

|Kingdom Anamalia | |Metamorphosis during which they |Feathery gills |Fish |Some live in trees and have prehensile|

|Phylum Chordata | |grow legs and develop lungs |4-8 inches long |Frogs |tails |

|Class Amphibian | |Adult |4 short legs | | |

| |Native to South America |Born alive |Heaviest snake in world |Carnivores |When kept out of water, the skin |

|Anaconda Snakes |Marshes |2 feet long at birth |Greenish brown with double row |Hunt at night |becomes infected with ticks |

|Kingdom Anamalia |Brushes |Can care for themselves after 2 |of black spots and white |Kill by constricting their prey |Longest anaconda found was 37.5 feet |

|Phylum Chordata |Swamps |hours |markings on side |Eat small to large vertebrates |long. |

|Class Reptilia | | |Dry, scaly skin | | |

| |Native to Central America |Seed |Gourd |Photosynthesis |Grows from a seed planted in soil. |

|Pumpkin | |Sprout |Fruit (has seeds) | |Used for decoration. |

|Kingdom Plantae | |Flowering plant |Yellow/Orange flowers | |Jack o’ Lantern. |

| | |Pumpkin |Large leaves | | |

| | | |Grow on a vine | | |

| | | |90% water | | |

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