Project GLAD



Project GLAD

Woodburn School District

Penguins

IDEA PAGES

I. UNIT THEME – Include cross cultural sensitivity theme

• Many kinds of penguins

• Adaptation

• Ecosystem

II. FOCUS/MOTIVATION

• Signal Word – Cognitive Content Dictionary

• Big Book

• Inquiry charts

• “March of the Penguins” (DVD)

• Penguin awards

• Realia

•

III. CLOSURE

• Process all charts

• Share team tasks

• Share personal tasks

IV. CONCEPTS – OREGON STATE STANDARDS –

Life Sciences

o Recognize that all living things have basic needs to survive.

o Identify how some animals gather and store food, defend themselves, and find shelter.

o Describe a habitat and the organisms that live there.

o Understand that all kinds of living things have offspring.

o All animals have offspring, usually with two parents involved. People may prevent some animals from producing offspring.

o Recognize and sequence parts of a cycle

Physical Sciences

o Describe whether objects sink or float

o Recognize that the sun is a source of energy, which warms the land, air, and water.

Scientific Inquiry

o Make observations.

o Raise questions about the world around the students.

o Describe, write, or draw simple observations.

IDEA PAGES 2

V. Vocabulary

Predators Types Movements Other vocab

Skua bird King penguin hop chicks flipper downy fluff features

Sharks Gentoo climb feathers spring pants (breathe) Atlantic Ocean

Leopard seals Little Blue slide wings waterproof colony New Zealand

Killer whales Emperor waddle eggs height molt Galapagos Islands

Humans Chinstrap porpoise beaks weight map young

Adelie scoot survive inhabited Antarctica incubate

Dive regurgitate rookeries Africa bristles

Prey burrow nest crèche South America pebbles

fish swim brood pouch hatch Australia habitat

krill peck incubate fledgling Southern Ocean life cycle

shrimp toboggan webbed feet shell glaciers Adaptations

VI. English Language arts skills/ English proficiency standards

• CCG’s taken from Oregon English language arts grade level standards

READING

o Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.

| |Beginning |Early intermediate |Intermediate |Early advanced |Advanced |Proficient |

|4 |Dictates work and phrase to teacher; |Uses student version of the scoring |Uses student version of the |Uses student version of the |Uses student version of the |Use a scoring guide to review, |

| |copies correct version. |guide to review writing for conventions|scoring guide to review for |scoring guide to review for |scoring guide to review writing |evaluate, and revise writing |

| | |with teacher support. |organization. |ideas and content with teacher |for meaning and clarity; evaluates|for meaning and clarity. |

| | | | |support. |and makes revisions. | |

|5 |Arranges or corrects the order of a |Revises a student-authored story for |Revises a student-authored |Identifies changes that could |Makes simple revisions to improve |With assistance, revise writing|

| |series of pictures to tell a story in an|progression of ideas from teacher |story for focus from teacher |improve focus and progression of|focus and progression of ideas |for others to read improving |

| |order that makes sense. |feedback. |feedback. |ideas in writing from teacher |based on feedback from teacher |the focus and progression of |

| | | | |feedback. |and/or peers. |ideas. |

| |Beginning |Early intermediate |Intermediate |Early advanced |Advanced |Proficient |

|1 |Participates in classroom content area |Draws from classroom content area |Finds ideas for writing stories and|Finds ideas for writing stories |Finds ideas for writing stories |Find ideas for writing stories |

| |experiences and in developing organizers|experiences as a source for ideas |descriptions through content area |and descriptions through content|from sources, including |and descriptions through |

| |that will outline stories. |for writing stories with guidance.|experiences, illustrations, and the|area experiences, illustrations,|conversations, books, magazines, |various sources, including |

| | | |Internet with guidance. Uses text |text, and the Internet. |textbooks, the Internet, and |conversations with others, and |

| | | |as a source of ideas. | |content area experiences such as |in books, magazines, textbooks,|

| | | | | |science inquire. |or on the Internet. |

|2 |Understands what is taking place during |Participates in brainstorming |Uses phrases and short sentences to|Brainstorms, lists, and shares |Brainstorms, lists, and shares |Discuss ideas for writing, use |

| |brainstorming activities while teacher |ideas for writing about a given |participate in brainstorming with a|ideas for writing in a variety |ideas for writing. |diagrams and charts to develop |

| |uses illustrations, gestures, to help |topic using words and phrases. |group. Begins to use simple graphic|of group settings (partners, |Uses graphic organizers. |ideas, and make a list or |

| |the beginner speaker. | |organizers (web, list) to display |small or large groups). | |notebook of ideas. |

| | | |ideas. |Uses simple graphic organizers. | | |

IDEA PAGES 8

|6 |Adds ending punctuation to simple |Participates in class proofreading, |Uses a simplified checklist to|Participates in class |Uses an editing checklist to |With guidance, proofread one’s |

| |sentences. |checking only one element or rule at a |edit a piece focusing on one |proofreading, focusing on more |proofread with teacher support. |own writing, as well as that of|

| | |time. |area with the class or in a |than one area of the editing | |others, using, for example, an |

| | | |group. |checklist. | |editing checklist or list of |

| | | | | | |rules. |

|7 |Displays illustrated story with peer. |Listens to and participates (using |Participates in group |Uses academic language in group |Presents and discusses own writing|Present and discuss own writing|

| |Responds nonverbally (i.e., smile, clap)|words or short phrases) in structured |activities where own or |activities where own or others’ |with other students in structured |with other students, and |

| |to others’ writing. |group activities where students present|others’ writing is shared; |writing is shared; offers |sharing activity, and responds |respond helpfully to other |

| | |and discusses his/her own or others’ |using phrases and short |suggestions and compliments, and|helpfully to other students’ |students’ compositions. |

| | |writing, answer questions, and receive |sentences, compliments, and |asks/answers questions about the|compositions. Uses appropriate | |

| | |feedback. |asks/answers questions. |writing. |academic language. | |

Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest (1996 “Convey clear, focused main ideas…”); organize information in clear sequence, Demonstrate

knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas.

IDEA PAGES 0

| |Beginning |Early intermediate |Intermediate |Early advanced |Advanced |Proficient |

|1 |Observes/attends to a class writing |Participates in an interactive |Participates in an interactive |Writes for a specific audience |Writes for a specific audience |Write appropriately for purpose|

| |activity, writing for a specific |writing project, to produce a letter |writing project, to produce a |and/or purpose with teacher |and/or purpose. |and audience. |

| |audience or purpose; copies the |or story for a specific audience, |letter or story for a specific |support. | | |

| |finished product. |contributing single words or short |audience. | | | |

| | |phrases. | | | | |

|2 |Views illustrations and copies the |Participates in group activities |Brainstorms details about a main |Uses a graphic organizer to order|Uses a graphic organizer to |Create a single paragraph with |

| |caption. |listing and/or categorizing ideas or |idea in a guided group activity. |a list of facts or details, to |develop a main idea and facts or |a topic sentence, simple |

| | |facts pertaining to a given topic. |Uses a graphic organizer to order |compose sentences about a topic |details; writes a paragraph with a|supporting facts and details, |

| | | |the information to be included in |or main idea. Uses the sentences|beginning, middle, and end. |and a concluding sentence. |

| | | |group-composed paragraph. |to form a simple paragraph. | | |

|3 |Dramatizes action verbs with teacher |Uses high frequency adjectives to |Participates in large-group, |Revises own or other’s writing, |Uses a classroom word bank, or |Use vivid adjectives and action|

| |support. |describe an illustration. |teacher-guided description writing|adding adjectives working with a |list of synonyms to add adjectives|verbs. |

| | | |and/or word-substitution |partner or in a group. |and action verbs to own writing. | |

| | | |activities. | | | |

|4 |Listens to stories that incorporate |Listens and attends to stories and |Uses a given pattern or structure |Creates similes or other |Elaborates descriptions and |Begin to elaborate descriptions|

| |figurative language. |group activities in which figurative |to create figurative language as a|figurative expressions using a |incorporates figurative wording in|and incorporate figurative |

| | |language is used according to an |group. |given pattern or a structure. |own writing with teacher support. |wording in own writing. |

| | |established pattern. | | | | |

|5 |Identifies ending punctuation marks |Participates in interactive writing |Writes simple sentences of |Uses simple statements, |Uses statements, questions, |Write correctly complete |

| |(i.e. period, question mark, and |activities, writing statements, |statement, command, question, and |questions, commands and |commands and exclamations in |sentences of statement, |

| |exclamation point). |commands, questions and exclamations.|exclamation. |exclamations in writing. |writing. |command, question, or |

| | | | | | |exclamation. |

o Write narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience and purpose across the subject areas.

IDEA PAGES 10

| |Beginning |Early intermedieate |Intermediate |Early advanced |Advanced |Proficient |

|1 |Uses pictures to tell about a |Develops a narrative about a |Writes a personal narrative |Writes a personal narrative |Writes a personal narrative; |Personal Narrative |

| |personal experience. |shared experience with guidance or|using simple sentences. |relating events in sequence, with a|includes details. | |

| | |in a group. | |few details and descriptive words. | | |

|2 |Tells a story with pictures. |Participates in group to develop a|Writes a fictional story using |Writes a fictional story using some|Writes a fictional narrative, |Fictional Narrative (Imaginative) |

| | |fiction story. |simple sentences. |details and a few descriptive |including descriptions and | |

| | | | |words. |details. | |

|3 |Uses captions and drawings to show|Uses pictures, words and short |Writes simple sentences about a|Develops main ideas on a given |Writes an expository composition |Expository |

| |information. |phrases to participate in group |given nonfiction topic. |nonfiction topic using limited |about a given topic; develops | |

| | |writing activities to develop a | |academic language, details and |main ideas; includes some | |

| | |simple expository paragraph. | |descriptions. |supporting details using academic| |

| | | | | |language. | |

Narrative Writing

| |Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|1 |Draws a picture to show |Participates in a guided group |Writes simple sentences to |Writes a descriptive piece about a |Writes a descriptive piece about a|Write descriptive pieces about |

| |people, places, things, or |activity to develop simple |describe a main idea with teacher |main idea with teacher support. |main idea; uses appropriate |people, places, things, or |

| |experiences. |description of a main idea (people, |support. | |academic language. |experiences: |

| | |places, things, or experiences). | | | |Develop a unified main idea. |

| | | | | | |(Suggested length—100 words.) |

|2 |Uses drawings to show a main |Uses pictures, words and short |Writes important details about a |Uses details to support main ideas on|Uses details to support the main |Use details to support the main |

| |idea. |phrases to list details that support |main idea; uses simple sentences. |a given topic using academic |idea; uses academic language. |idea. |

| | |a main idea in a guided, | |language, details and descriptions. | | |

| | |teacher-directed activity. | | | | |

|3 |Draws a thank-you note; |Uses single words, short phrases |Writes simple letters, thank-you |Writes letters, thank-you notes, and |Writes letters, thank-you notes |Write letters, thank-you notes, |

| |copies an invitation. |and/or pictures, to participate in a |notes, and invitations; uses |invitations; uses simple and more |and invitations using appropriate |and invitations: With assistance, |

| | |teacher-guided group activity, |simple sentences. |complex sentence structure. |vocabulary. |determine the knowledge and |

| | |writing a thank-you note or | | | |interests of the audience and |

| | |invitation. | | | |establish a purpose and context. |

|4 |Copies the date onto a |Uses single words, short phrases |Uses a template to write a letter,|Writes letters, and thank-you notes; |Writes letters, thank-you notes |Include the date, proper |

| |picture drawn as a thank-you |and/or pictures to participate in |thank-you note, or invitation; |includes date, salutation, body and |and invitations using date, proper|salutation, body, closing, and |

| |note; signs the picture. |teacher-guided, group writing of a |includes date, salutation, body, |signature. |salutation, body, closing, and |signature. |

| | |thank-you note, letter, or |closing and signature. | |signature. | |

| | |invitation. | | | | |

|5 |Draws a picture about a given|Participates in teacher-directed |Participates in writing about a |Selects and uses observations and |Selects and uses observations and |Write brief reports: |

| |topic based on observations |activity using two or more sources to|given topic, using information |information from two or more sources |information from two or more |Include observations and |

| |(watching experiment, picture|locate and list information on a |from two or more sources in |to write a brief report. |sources to write a brief report. |information from two or more |

| |book, demonstration). |given topic using key words and |teacher-guided activity. | | |sources. |

| | |sentences. | | | | |

|6 |Illustrates the topic. |Participates in a directed group |Selects an illustration or diagram|Creates an illustration, or develops |Uses diagrams, charts, or |Use diagrams, charts, or |

| | |activity, selects or develops a |or chart to support the text with |a simple diagram or chart to support |illustrations that support the |illustrations that are appropriate|

| | |diagram, chart or illustration, |teacher support. |the text with teacher support. |text. |to the text. |

| | |appropriate to a given topic. | | | | |

|7 |Draws a picture to express |Uses words or short phrases to |Writes simple sentences about the |Writes about the meaning of a text |Writes a brief response to |Write brief responses to literary |

| |his/her own understanding of |participate in group writing about |content of a text. |using vocabulary from the text. |literary text; includes main |text: Include what the text is |

| |the content. |the content of a text. | | |ideas. Uses appropriate |about. |

| | | | | |vocabulary. | |

|8 |Responds to text through |Uses a prescribed sentence pattern to|Uses a prescribed sentence pattern|Locates examples from the text that |Writes a brief personal response |Include personal response to text |

| |gestures or illustrations. |express personal opinion about or |to express personal opinion about |support student’s personal reaction |to a text. Includes examples from |supported by reasons. |

| | |reaction to the text; gives reason |or reaction to the text; gives |with teacher support. |the text, and/or other information| |

| | |for opinion or reaction in a group, |reason for opinion or reaction. | |to support opinion. | |

| | |teacher-guided activity. | | | | |

IDEA PAGES 12

o Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas (similar to 1996 “Use correct spelling, grammar, punctuation, capitalization….”).

SPELLING

| |Beginning |Early intermediate |Intermediate |Early advanced |Advanced |proficient |

|1 |Copies one-syllable and repeats |Copies and pronounces one-syllable words |Spells correctly |Spells correctly one-syllable |Spells correctly one-syllable |Spell correctly |

| |consonant-vowel- consonant (CVC) |that have blends or a silent letter. |one-syllable words that have|words that have blends and |words that have blends and common|one-syllable words that have blends|

| |words. | |blends. |common sight words. |sight words that have a silent |(play, blend) or a silent letter |

| | | | | |letter. |(walk); |

|2 |Copies and repeats contractions. |Participates in group writing |Practices forming contractions |Uses the most common |Spells common contractions |Contractions (isn’t, aren’t, |

| | |activities where common contractions |with teacher support. |contractions in writing (i.e. |correctly. |can’t); |

| | |are included. | |isn’t, aren’t, can’t, I’m, | | |

| | | | |don’t). | | |

|3 |Copies phrases that include |Writes simple sentences using |Uses common compound words in |Uses the most common compound |Uses correctly common compound |Compounds; |

| |compound words. |preselected compound words (i.e. |group writing and teacher |words (e.g. into, something, |words in writing. | |

| | |snowman, bookmark). |directed lessons. |nothing, anything) in writing. | | |

|4 |Labels illustrations with “y to |Copies and illustrates words with “y |Demonstrates spelling patterns |Participates in |Uses correctly common spelling in|Common spelling patterns (qu-, |

| |ies” pluralization with teacher |to ies” pluralization. |awareness of common (i.e. “qu”, |teacher-directed and/or group |high frequency words. |changing win to winning, and |

| |support. | |“y to ies” pluralization) in |writing activities where focus | |changing the ending of a word from |

| | | |group writing activities. |is on common spelling patterns.| |–y to –ies to make a plural, such |

| | | | | | |as berry/berries); and |

|5 |Practices and illustrates |Practices and illustrates homophones.|Practices using only the most |Uses some of the most common |Uses the most common homophones |Common homophones (words that sound|

| |homophones with teacher support. | |common homophones (i.e. to, two; |homophones in writing. |in writing. |the same but have different |

| | | |there, their; here and hear) in a| | |spellings, such as hair/hare). |

| | | |guided activity. | | | |

|6 |Copies high frequency classroom |Applies sound- letter correspondence |Participates in group activities |Uses spelling patterns in |Spells correctly familiar words. |Spell correctly previously studied |

| |words. |to invented spelling. |focusing on word families. |invented spelling. Spells some| |words and spelling patterns in own |

| | | |Spells some sight words |sight words correctly. | |writing. |

| | | |correctly. | | | |

|7 |Spells own name correctly; copies |Uses invented spelling. |Recognizes correct spelling of |Uses spelling reference |Detects most spelling errors in |Notice when words are not correct, |

| |environmental print correctly. | |high frequency sight words. |material to check familiar |own writing; uses spelling |and use a variety of strategies to |

| | | | |words, and high frequency |reference material to correct. |correct (e.g., word lists, |

| | | | |words. | |dictionary). |

IDEA PAGES 13

GRAMMAR

| |Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|1 |Copies group writing to practice |Practices subject/verb agreement |Writes simple sentences with |Uses subjects and verbs that are |Uses subjects and verbs that |Use subjects and verbs that are in |

| |correct subject and verb |in group writing activities or |subject/verb agreement. Practices|in agreement. |are in agreement, including |agreement (we are instead of we is). |

| |agreement. |directed writing. |subject/verb agreement with | |collective nouns. | |

| | | |collective nouns in guided group | | | |

| | | |writing. | | | |

|2 |Labels illustrations or action |Uses present tense in group |Uses past, present, and future |Uses correct tenses in independent|Uses verb forms correctly in |Correctly use past (he talked), |

| |verbs. |writing activities. |tenses in group/guided writing |writing. |context. |present (he talks), and future (he |

| | | |activities. | | |will talk) verb tenses. |

|3 |Labels illustrations with common |Uses pronouns and common |Uses pronouns and compound nouns |Uses pronouns, adjectives, and |Uses correctly pronouns, |Correctly use pronouns (it, him, her),|

| |adjectives (colors, number, and |adjectives (colors, number, size) |in writing. |compound nouns correctly in |adjectives, familiar compound |adjectives (yellow flower, three brown|

| |size). |in group/guided writing | |writing. |nouns, and articles. |dogs), compound nouns (football, |

| | |activities. | | | |snowflakes), and articles (a, an, |

| | | | | | |the). |

|4 |Copies labels on illustrations |Identifies singular possessive |Writes simple sentences using |Uses singular possessive in |Uses and identifies singular |Identify and correctly write singular |

| |that show singular possessive |nouns in writing. |singular possessive nouns in group|writing in group activities and |possessive nouns. |possessive nouns (dog’s tail). |

| |nouns. (i.e. a girl and a book ( | |guided activities. |identifies singular possessive | | |

| |the girl’s book). | | |nouns. | | |

Punctuation

|1 |Copies a simple date sentence or |Writes the date in a sentence, |Uses commas for items in a series |Uses commas correctly when writing|Uses commas in dates and for |Use commas in dates (On June 24, 2003,|

| |address. (i.e. Today is Thursday,|uses commas for items in a series.|in group/guided writing |the date. Begins to use commas in|items in a series. Uses commas |she’ll be nine.), locations (Salem, |

| |July 10, 2003.). | |activities. Writes a simple date |a series in writing. Writes own |in locations and unfamiliar |Oregon), and addresses (421 Coral Way,|

| | | |sentence. |address correctly. |addresses. |Miami, FL), and for items in a series |

| | | | | | |(beans, corn, cucumbers, and squash). |

|2 |Practices placing quotation marks |Copies simple sentences that |Inserts quotation marks in text to|Inserts quotation marks in text to|Approximates correct use of |Approximate correct use of quotation |

| |around phrases. |include quotation marks (i.e. Tom |show that someone is speaking in |show that someone is speaking. |quotation marks to show that |marks to show that someone is speaking|

| | |says, “hi”). |group guided activity. | |someone is speaking. |(“You may go home now,” she said.). |

Capitalization

| |Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|1 |Copies geographical names and |Begins to use capitals with |Uses capitalization of familiar |Uses capitalization of familiar |Uses correct capitalization for|Capitalize correctly geographical |

| |holidays correctly. |teacher support. |geographical names and holidays in|geographical names and holidays in|familiar geographical names, |names, holidays, and special events |

| | | |simple sentences. |own writing. |holidays, and special events. |(We always celebrate Memorial Day by |

| | | | | | |gathering at the Rose Garden in |

| | | | | | |Portland, Oregon). |

Handwriting

|1 |Copies legibly. |Writes legibly, leaving space |Writes legibly in cursive and |Writes legibly in cursive and |Writes legibly in cursive and |Write legibly in cursive and |

| | |between letters in a word and |manuscript, leaving space between |manuscript, leaving space between |manuscript, leaving space |manuscript, leaving space between |

| | |words in a sentence. |letters in a word, words in a |letters in a word, words in a |between letters in a word, |letters in a word, words in a |

| | | |sentence, and between words and |sentence, and between words and |words in a sentence, and |sentence, and between words and the |

| | | |the edges of the paper by end of |the edges of the paper by end of |between words and the edges of |edges of the paper. |

| | | |the school year. |the school year. |the paper by end of the school | |

| | | | | |year. | |

IDEA PAGES 14

SPEAKING AND LISTENING

o Listen critically and respond appropriately across the subject areas.

o Evaluate the significance and accuracy of information and ideas presented in oral, visual, and multi-media communications across the subject areas.

| |Beginning |Early intermediate |Intermediate |Early advanced |Advanced |Proficient |

|1 |Listens to a speaker. |Retells what a speaker said using |Retells what a speaker said using |Retells what a speaker said using |Retells by a speaker and states |Retell in own words and |

| | |pictures, single words or short |sentences. |both compound sentences. |the speaker’s main ideas using |explain what has been said|

| | |phrases. | | |content appropriate vocabulary. |by a speaker. |

|2 |Identifies a speaker’s topic using |Uses pictures, gestures, words and |Identifies prior experiences that |Identifies a speaker’s ideas and |Compares and contrasts prior |Connect and relate prior |

| |pictures or gestures. |short phrases to relate personal |relate to speaking topic using |similar ideas using graphic |experiences with those of a |experiences, insights, and|

| | |experiences to the speaker’s topic. |gestures and words. |organizers for comparison. |speaker using graphic organizers. |ideas to those of a |

| | |Identifies a prior experience that | | | |speaker (e.g., through |

| | |relates to a speaker’s topic using | | | |mapping, graphic |

| | |pictures or gestures. | | | |organization). |

|3 |Uses gestures and actions to respond to |Answers social questions with single |Responds to social questions |Responds to social and academic |Answers social questions |Answer questions completely and|

| |questions he/she understands. |words or short phrases. |using short phrases and |questions; includes more |completely and with elaboration; |with appropriate elaboration. |

| | | |sentences. |information when questioned about |answers academic questions using | |

| | | | |details (e.g., uses academic |content appropriate vocabulary and| |

| | | | |language when prompted by the |some detail. | |

| | | | |teacher). | | |

|4 |Connects objects with the sounds they |Identifies word patterns. |Identifies word patterns and |Identifies word patterns, repeated|Identifies the sound elements of |Identify the sound elements of |

| |make; participates in choral reading of | |repeated sounds. |sounds and rhymes. |literary language, including |literary language, including |

| |poems and familiar stories. | | | |rhymes, repeated sounds, and |rhymes, repeated sounds, and |

| | | | | |instances of naming something by |instances of naming something |

| | | | | |using a sound associated with it |by using a sound associated |

| | | | | |(such as hiss or buzz). |with it (such as hiss or buzz).|

IDEA PAGES 15

• VII English Language Arts Standards- First grade

Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.

o Concepts of print

o Decoding and word recognition

o Phonemic Awaremess

Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed

o Vocabulary

▪ Classify categories of words (e.g., concrete collections of animals, foods, toys).

▪ Use context to understand word and sentence meanings.

Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity.

o Listen to and read Literary text

▪ Describe the roles of authors and illustrators.

▪ Recollect, talk, and write about books read during the school year.

▪ Retell the main events of the story describing the beginning, the middle, and the end.

▪ Sequence the events in the story.

Communicate through writing, supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest; organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs; and use precise words and fluent sentence structures that support meaning.

o Writing

▪ With assistance, write for different purposes and to a specific audience or person.

▪ Develop an idea with an identifiable beginning, middle and end.

▪ Sequence two or more events.

▪ Use descriptive words when writing

▪ Write in complete sentences and distinguish whether simple sentences are incomplete or fail to make sense.

Conventions

▪ Spell correctly three- and four-letter short vowel words (can, will).

▪ Use spelling/phonics-based knowledge to spell independently when necessary.

▪ Show spelling consciousness or sensitivity to conventional spelling

Grammar

▪ Identify and correctly write singular and plural nouns (cat/cats).

▪ Identify and correctly write simple possessive pronouns (my/mine; his/hers).

Punctuation

▪ Correctly use periods (I like my dog.), exclamation points (Help!), and question marks (Do you like to play ball?) at the end of sentences.

Capitalization

▪ Capitalize the first word of a sentence, names of people, and the pronoun I.

IDEA PAGES 16

Handwriting

▪ Print legibly and space letters, words, and sentences appropriately.

Speaking

▪ Recite poems, rhymes, songs, and stories.

▪ Stay on topic when speaking.

▪ Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions.

▪ Relate an important life event or personal experience in a simple sequence.

▪ With guidance, use descriptive words when speaking about people, places, things, and events.

▪ Speak clearly.

▪ Look at listeners.

Listening

▪ Listen attentively.

▪ Ask questions for clarification and understanding.

▪ Give, restate, and follow simple two-step directions.

RESOURCES / MATERIALS

Resources and Materials

Smiler Levinson, Nancy North Pole, South Pole

Black, Sonia W. Plenty of Penguins

Kalman, Bobbie Penguins

Gibbons, Gail Pengins!

Disney books/ Brenner, Barbara The Penguin that Hated the Cold

Lang, Aubrey Baby Penguin

Bernard, Robin Penguins Through the Year

Perlman, Janet Cinderella Penguin

Lester, Helen Tacky the Penguin

Sierra, Judy Antarctic Antics, A Book of Penguin Poems

Tatham, Betty Penguin Chicks

Jenkins, Martin The Emperor’s Egg

Serventy, Vincent Animals in the Wild-Penguin

Chessen, Betsy/Chanko, Pamela Counting Penguins

Bean, Joy Penguins

Early Macken, JoAnn Sea lions Los leones marinos

Early Macken, JoAnn Penguins Los Pinguinos

McGovern, Ann Playing with Penguins and Other Adventures in Antarctica

Jeunesse, Gallimard/ Mettler, Rene Penguins

Crow, Sandra Lee Penguins and Polar bears animals of the Ice and Snow

Project GLAD

Woodburn School District

Penguins

Planning Pages

I. FOCUS/MOTIVATION

• Big Book

• Observation Charts

• Inquiry Charts

• Cognitive Content Dictionary-Signal Word

• Penguin Awards

• Read aloud

• March of the Penguins (DVD)

• Experiment-What floats?

II. INPUT

• Pictorial input World Map

• Pictorial input-Penguin Adaptations

• Narrative-Ebony and Ivory

• Expert Groups- Types of Penguins

III. GUIDED ORAL PRACTICE

• Expert Group

o Team tasks

• T-Graph

• Picture Files

• Poetry /songs /chants

• Sentence Patterning Chart (Farmer in the Dell)

• Personal Interactions

• 10/2 negotiating for meaning

• Mind maps

• Reader’s Theater

• Author’s Chair

• Flex groups: ELD review

• Process Grid

IV. READING/WRITING

• Total Class

o Cooperative Strip paragraph

o Readers’ Theater

o 10/2

o Mini-lessons

Planning Pages 2

• Small group/cooperative practice

o Team Tasks

o Process Grid

o Ear-to-ear reading

o Observation charts

o Flexible grouping leveled and heterogeneous

• Emergent readers

• Group frame for ELD student generated text

• Cooperative strip paragraph

o Team writing workshop

• Individual/Writer’s Workshop

o Individual tasks

o Interactive Journals

o Home/School Connections

o Learning Log

o Sketch and Write

o Writer’s Workshop

V. EXTENDED ACTIVITES FOR INTERGRATION

• Listen and sketch

• Reader’s Theater

• Science inquiries

• Math penguins unit

VI. CLOSURE

• Process charts and Inquiry

• Add to the walls-Student generated Text

• Assess learning logs on-going

• Evaluation/learnings

• Reflection on hands-on experiment

• Group Evaluation

Woodburn School District

Penguin Unit

Level 1

Sample Daily Lesson Plan 5-day

Day 1

FOCUS AND MOTIVATION

o Personal Story

o Three Rules/Super Scientist awards

o Observation Charts

o CCD- Habitat-home/ interactive writing

o Inquiry Chart

o Big Book

o Pass out student folders

INPUT

o Pictorial- World Map

o 10/2

o Learning Log-ELD Review

o

GUIDED ORAL PRACTICE

o T-graph for social skills

o Team points

o Picture file activity

o Free exploration

o Categorize

o Choose group favorite

o Exploration report

o Chant-Penguins Here, Penguins There

INPUT

o Pictorial – Penguin Habitat

o Read aloud

GUIDED ORAL PRACTICE

o Chant- I know an Unusual Habitat

READING/WRITING

o Phonemic awareness game (jimmy cracked corn)

o Chalkboard phonics

o Writers workshop

o Mini lesson

o Starting a new piece/ name, date, sketch/write

o Authors chair

CLOSURE

o Read aloud

o Process inquiry chart

o Homeschool connection #1

SAMPLE DAILY LESSON PLAN PAGE 2

Day 2

FOCUS AND MOTIVATION

o Review 3 rules/SS Awards

o CCD –signal word camouflage-hide (interactive writing)

o Process home school connection

o Process word map with word cards

GUIDED ORAL PRACTICE

o Chant-Swimming, Diving, Waddling Penguins

o Exploration report-Floating and Sinking Experiment

INPUT

o Narrative input- Ebony and Ivory

o Learning log

o ELD review

READING AND WRITING

o Alphabet book

o Expert groups 1&2

o Flexible grouping

o Review T-graph

o Team tasks

INPUT

o Chant- I can spell (camouflage)

o Writers workshop

Mini lesson –

o speech bubbles

o adding to text

Author’s chair

CLOSURE

o Big book review

o Home/ school connection #2

o Review chants

SAMPLE DAILY LESSON PLAN PAGE 3

Day 3

FOCUS AND MOTIVATION

o CCD/signal word- regurgitate/ feeding their young (interactive writing)

o Process home/school connection

o Act out narrative-review with word cards and word bubbles

o Highlight poetry /chants

GUIDED ORAL PRACTICE

o Sentence patterning chart

o Reading

o Flip chant

INPUT

o Listen and sketch

READING/WRITING

o Alphabet book

o Review t-graph

o Team tasks

o Expert groups #3, #4

o Award team points

GUIDED ORAL PRACTICE

o Mind map

o Process grid game

CLOSURE

o Interactive journals

o Process inquiry chart

SAMPLE DAILY LESSON PLAN PAGE 4

Day 4

FOCUS AND MOTIVATION

o CCD /signal word- incubate-warm and safe-interactive writing

o Return journals/respond

o Review narrative with Story map

INPUT

o Read aloud

GUIDED ORAL PRACTICE

o Review SPC

o Trading game

o Strip book –can/can not

o Review chants

READING/WRITING

o Review t-graph/ choose skill to work on

o Flexible/leveled reading groups

o Team tasks

o ELD retell group frame

o Beginning readers

o Team evaluation/ Team points

INPUT

o Review chants

READING/WRITING

o Coop strip paragraph

o Revising and editing checklist

o Journals

CLOSURE

o Home/school connection #3

SAMPLE DAILY LESSON PLAN PAGE 5

Day 5

FOCUS AND MOTIVATION

o CCD/signal stumper word

o Return journal/ respond

o Process home/school connection

o Chant

READING/WRITING

o Review t-graph

o Team tasks

o Leveled reading groups

o Emergent readers with coop strip paragraph

o Team presentation/points

o Ear to Ear Reading

GUIDED ORAL PRACTICE

o Read the walls

With pointers/glasses

CLOSURE

o Framed letter home

o Process inquiry chart

o Chant with teachers

Penguin Habitat pictorial Input text

Written by Lynne Koenig

Penguins are warm blooded like humans….they return to the Antarctic to every spring to mate and raise their young but most of them return to South Africa, Australia and south America where they live the rest of the year…Only emperor penguins live on Antarctica all year long. ( write emperor penguin habitat at top draw moon, stars, -night sky- & rocks at bottom of input chart in brown, label each of these objects)

Antarctica is a cold, snowy and dry place where the wind blows, this is called tundra…Emperor penguins live among the icebergs in the cold waters. As well as the rocky, icy shores of Antarctica. (in blue draw mountain peaks of ice, bay area with iceberg …label as you draw/talk about: water, iceberg, icy shores, tundra, Antarctica.)

Penguins are water birds that cannot fly. They are very good swimmers though and they use their wings as flippers to “fly” through the water quickly. …. their webbed feet help steer them while they swim and help them land easily on slippery rocks or ice after a large jump. (in red draw penguin standing up label these parts as you talk wings, webbed feet,) Penguins are very athletic…they can do many things….their short slick feathers allow them to sled or toboggan easily on their stomachs when they are tired of walking and they use their claws and wings to help them (continue in red draw penguin laying down label short slick feathers , claws, wings –again)

Penguins have several predators, the skua, leopard seal and killer whales all eat penguins…(draw in orange, skua, and leopard seal write predators) some groups of penguins will huddle near the edge of the water until one penguin falls in. If he is eaten they will wait to swim for food later… if he is ok they all jump in and hunt for food…Humans are also a danger to penguins because fishermen leave them with little food to hunt for and oil spills (pollution) have also endangered their environment.

Penguins prey on krill and shrimp. (label krill shrimp and write prey)

Penguins lay one or two eggs each spring. Some penguins make nests. The emperor penguin does not make a nest. The father penguin carries the egg on his feet to protect it from the cold/ice. He has belly fat that hangs over the egg to keep it warm or incubate it. Penguins regurgitate their food to feed the hungry chicks. (in green, draw chick label chick, write -nest, incubate)

Penguin Adaptations Pictorial Input text

Lynne Koenig

Note: highlighted words are to be written/labeled on the input chart

There are many types of penguins, today we are going to learn about the Adaptations of the Emperor penguin. Adaptations are changes that help an animal survive in their environment. ( title, emperor penguin adaptations)

The emperor penguin has a round head, pointed bill and short neck. On its neck is an orange or yellow feathered marking. It has two small reddish brown eyes. (draw head, bill and neck- label)

While in the water the penguins coloring helps it escape from its predators like the killer whale ….the predator above it sees only it’s black side and it looks like the bottom of the ocean….predators below it see only the white side which looks bright like the sky……this adaptation helps the penguin camouflage itself from it’s predators which helps keep it alive. …(start by drawing the back of the penguin, then the front (belly), labeling as you go.) This penguin grows to about 42 inches and can weigh 100 pounds

10/2 how would you know this is an emperor penguin?

ADAPTATIONS

Penguins swim to catch their food…they have pointy bills with yellow/orange streak...and bristled tongues to help them grip slippery fish in their beaks….penguins eat fish, squid, crabs and shrimp….(draw head and bill with bristled tongue, then label)

Emperor penguins have a flipper shaped wing with small tight feathers. this wing is too small for flying, so the penguin uses it as a flipper to help him swim. The penguins feathers are tight and small to help the penguin stay warm. The penguin has an oil gland above his tail feathers. He uses his beak to spread this oil over his feathers to waterproof them and make them slick this is called preening. (draw wing, small tight feathers on wing, oil gland)

Penguins have two feet that are close together. Their feet are black and are webbed to help them be better swimmers and they have claws that they use to help move them forward when they are tobogganing. (draw feet and claws-label)

The penguins belly is slick and round, the penguin lays on his belly to toboggan on the icy ground when he is tired of walking.

(circle the word belly and write the word toboggan)

10/2 how does the penguin use his wing?

Because its feet are so close together and its legs are so short The penguin uses its wedge shaped tail to balance. (draw and label)

Emperor penguins lay one egg each spring. The father penguin carries the egg on his feet to protect it form the cold/ice. He has belly fat called a brood pouch.that hangs over the egg to keep it warm or incubate it. The mother penguin goes out to sea to eat as much as she can. When she returns she takes the chick and the father goes to eat.

the mother regurgitates her food and feeds the hungry chick.

Antarctica Pictorial input text Lynne Koenig 4-5-06

❖ Antarctica is a cold and beautiful continent it is the southern most continent in the southern hemisphere. It is south of Africa, Australia and South America.(draw the outline of the earth, Antarctica, South America, Australia, Africa)

❖ The sun shines brightly and the sky is dark blue. But this continent is colder than any other. The sun’s warm heat doesn’t reach the bottom of the earth very often.(draw small sun in upper most corner with rays)

❖ The continent of Antarctica is covered with ice that is two miles thick. Even mountains, volcanoes and lakes are covered with ice. (draw a y axis with an arrow at top and bottom and label 2 miles draw a small mountain, and lake)

❖ Their seasons are the opposite of ours. Winter is June and July and the sun never shines… It can get as cold as 128( below zero… water freezes instantly…metal tools can snap in half. Summer is December and January and it is daylight all the time…and still temperatures stay below 32( (draw June and july with a no sun sign.. and 128(, then January and December with a big sun and 32()

❖ Many scientists come to Antarctica to study in research stations. There are currently 35 research stations for them to study at. Many scientists are worried that pollution from other continents is raising the temperature which is melting huge icebergs and breaking them in half. This raising of temperature and melting is putting penguins at risk too. (draw a small research station label with number 35 and a scientist, factories on Australia, South America and Africa, make a crack in the continent of Antarctica, sad penguin)

❖ During Antarctica’s winter only 1000 people live there… but during the summer as many at 15,000 visitors come to see the life and land of this cold continent. (draw boats, planes, visitors with cameras)

Penguin Narrative

1. “Hi my name is Ebony, I am an Emperor penguin. I live in the Antarctic. It is October, which is early summer here on the island. You are probably thinking that I don’t look like a penguin cause I am all grey and fuzzy, but these are just my baby feathers…I am a year old… scientists call me a fledgling and soon I will lose my grey feathers and I will look like a penguin you’ve seen before.”(picture of a baby king penguin)

2. “I have many friends here on the island in our colony…. when we talk it is really noisy because we have squeaky voices… my mom and dad are out fishing for me, we like to eat small fish and krill which are like little shrimp….. While I wait I stand close to my friends in a crèche and stay warm. (picture of a crèche)

3. When I see the adult penguins coming back I start to whistle. Only mom and dad know my special whistle… they find me after a couple of minutes….then it is time to eat! Mom regurgitates some food from her tummy and feeds me. After my tummy is full I take a nap.(mom feeding baby)

4. some days are really hot so I lay on my stomach on the cool ground and pant like a dog…. The cool ocean breezes also cool my feet. “whoo that feels better.( penguin laying on ground)

5. “Owww!!! Owww!!! I was just knocked over by an elephant seal… they are such bullies!! Just because they are 18 feet long and 5,000 pounds doesn’t mean they get to shove us around!! “(elephant seal from book)

6. “I am bored so I thought I would take a walk….boy this grass is tall, uh oh, I think I am lost! What is that big cracking sound? “ (penguin on iceflo) because humans pollute the air and the water, the home of our friend the emperor penguin is changing….the temperature is rising causing huge chunks of ice to break off and melt….. the populations of penguins are decreasing.

7. “I am so hungry, but I am not sure what to do….I keep flapping my wings because I feel like I need to….and my brown feathers are starting to molt, I miss my mom and dad….” Ebony doesn’t know it but he is flapping his wings to strengthen them….after he has finished molting (that means all of his grey feathers are gone, he will be able to use his wings to swim in the water. (half molted penguin)

8. “Wow! I feel different! I am so pretty and smooth….. I think I will go for a swim! I am soooo hungry!!” (Penguin swimming)

9. Ahhhh!!!! What is that? It has such sharp teeth and a tall dorsal fin!!! Help!! It is gonna get me!!! Whew… that was close!! It swam under me and didn’t see me because my white tummy looked like the sky… I am so glad I have camoflauge!!”(pic of shark)

10. Ahhhhhh!!! What is that?? It is so fast and it has long whiskers and spots on its back!!! Whew! That was close …it swam above me and didn’t see me cause my back is black like the ocean…..” (leapord seal)

11. Ebony will swim and eat for many months in the ocean. He will have to be careful of killer whales, and sea lions too, until early spring when he swims back to Antarctica to find a mate. ( killer whale)

12. “Hi there I am Ebony… bet you didn’t recognize me all big and handsome…. I am 3 ½ feet tall and weigh 80 pounds! Did you see my pretty orange colors and my black beak? This is my mate Ivory, she has laid one egg and is holding it on her feet. In a few short months our egg will hatch and my baby penguin will have an exciting life like me!” (two adult penguins)

13. Please help protect Ebony and Ivory and all of the other penguins…be careful of how you get rid of waste and recycle whenever you can! (colony)

Ten Emperor Penguins

Adapted from Education Center

By Dottie Mellon and Kathy Neoh

Permission from Dottie Mellon and Kathy Neoh to reprint

Ten regal emperor penguins waddled in a line.

One stopped to preen its feathers.

Then there were nine.

Nine happy emperor penguins went for a skate.

One stopped to incubate his egg.

Then there were eight.

Eight strong emperor penguins looked toward heaven.

One went to hunt for fish.

Then there were seven.

Seven caring emperor penguins watched their chicks.

One stopped to regurgitate.

Then there were six.

Six fluffy emperor penguins went for a dive.

One steered away with webbed feet.

Then there were five.

Five young emperor penguins played on the shore.

One was snatched by a skua.

Then there were four.

Four swift emperor penguins swam in the sea.

One was eaten by a leopard seal.

Then there were three.

Three protective emperor penguins cared for fledglings so new.

One stopped to cuddle.

Then there were two.

Two playful emperor penguins tobogganed for fun.

One stopped to rest.

Then there was one.

One lonely emperor penguin trumpeted in the sun.

He went to find the others.

Then there were none.

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I know an Unusual Habitat

Adapted by Rima Haroun and Diane Shimoda

I know an unusual habitat,

An extremely unusual habitat

An extremely unusual habitat

That’s a cold dry desert.

With icebergs floating about

Penguins waddling around,

Ferocious seals lurking,

There are killer whales too!

I know an unusual habitat,

An extremely unusual habitat

An extremely unusual habitat,

That’s called the TUNDRA….BRRRRR!

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Penguins

(London bridge is Falling down)

Written by Joyce Densmore-Thomas and Diane Burns

Adapted by Lynne Koenig

Swimming, diving, waddling penguins, waddling penguins, waddling penguins

Swimming diving, waddling penguins,

In Antarctica .

Small tight feathers on their wings, on their wings, on their wings,

Small tight feathers on their wings

Help to keep them warm.

Black and white they hide in water, hide in water, hide in water,

Black and white they hide in water

Camouflaged from their predators.

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Penguins here, Penguins there

Adapted by Lynne Koenig

Penguins here, Penguins there,

Penguins, penguins everywhere!

Submarine-shaped Emperor penguins diving,

“Porpoising” Macaroni penguins “flying”,

Tobogganing King Penguins sliding,

And social Gentoo Penguins cuddling.

Little Blue penguins in the rookery,

Rockhopper penguins on the ice,

Chinstrap penguins in the ocean

And Adelie penguins in Antarctica!

Penguins here, penguins there,

Penguins, penguins everywhere!

Penguins! Penguins! Penguins!

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Antarctic Bugaloo

Exploring Antarctica you will find

Land and seasons -one of a kind

Icebergs, glaciers

Ice floes, too

A six month winter

Bugaloo!

Exploring the poles you will find,

Land and seasons- one of a kind

Icy deserts called Tundra

Oceans too

A midnight sun

Bugaloo!

Exploring the poles you will find

Fascinating land-one of a kind

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I Can Spell

I can spell egg E-G-G

I can spell nest N-E-S-T

I can spell shell S-H-E-L-L

But I can’t spell camouflage

I can spell hop H-O-P

I can spell swim S-W-I-M

I can spell scoot S-C-O-O-T

But I can’t spell camouflage

I can spell hide H-I-D-E

I can spell white W-H-I-T-E

I can spell black B-LA-C-K

But I can’t spell camouflage

Yes I can! Yes I can!

C-A-M-O-U-F-L-A-G-E!

Camouflage!

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Conozco un hábitat

Conozco un hábitat interesante

Un hábitat muy interesante

Un hábitat muy interesante

Que frío y seco.

Con témpanos flotando alrededor

Y pingüinos nadando por todas partes

Focas y orcas feroces cazando.

Conozco un hábitat interesante

Un hábitat muy interesante

Un hábitat muy interesante

Que se llama TUNDRA…¡Que frio!

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Pingüinos aquí, pingüinos allí

¡Pingüinos aquí, pingüinos allí,

pingüinos, pingüinos alrededor de mí!

Pingüinos Emperador saltando como submarinos,

Pingüinos Macarrón volando como marsopas,

Pingüinos Rey deslizándose como un tobogán,

Y Pingüinos Gentoo acurrucándose juntos.

Pingüinos azulitos en su colonia,

Pingüinos saltapiedras en el hielo,

Pingüinos barbijos en el océano,

Y Pingüinos Adelie en antártica.

¡Pinguinos aquí, pinguinos allí,

pinguinos, pinguinos alrededor de mí!

¡Pinguinos, pinguinos, pinguinos!

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Penguin

I’m a little penguin egg,

In my dad’s brood pouch where he incubates.

I will be a chick alright

Think I’ll peck the eggshell tonight!

I’m a chick, I’m a chick, I’m a penguin chick

I eat and eat so much each day,

Soon I’ll be a fledgling they say.

Mom goes fishing and regurgitates,

to fill my tummy, sometimes I have to wait.

I’m a fledgling, I’m a fledgling, I’m a penguin fledgling.

My body’s changing on the outside

My down’s falling off and I’m full of pride!

I’m all sleek and black and white,

to camouflage from predators day and night!

I’m a penguin, I’m a penguin, I’m a penguin now!

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Pingüinos

Los Pingüinos van nadando, se zambullen, se contonean.

Los pingüinos van nadando, se zambullen, se contonean.

En Antártica

En sus alas tienen plumas, tienen plumas, tienen plumas,

Tienen plumas pequeñitas,

Que los calientan.

Con blanco y negro se camuflan, se camuflan,

Con blanco y negro se esconden,

De sus predadores.

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Nombre_____________

Conexión de escuela / hogar #1

Pingüinos

Es frió y nevoso en el Antártico donde viven los pingüinos. Habla con tus padres sobre alguna vez que tu jugaste en el frió y nieve. Dibuja y escribe sobre esa vez.

Nombre_____________

Conexión de escuela / hogar #2

Pingüinos

Platícales a tus padres 3 cosas que has aprendido sobre los pingüinos o el antártico. Pregúntales lo que ellos conocen sobre los pingüinos o el antártico. Ahora dibuja y escribe sobre esto.

Nombre_____________

Conexión de escuela / hogar #3

Pingüinos

Lee un poema de su libro de poemas a su familia. Explícaselos y luego ilustra el poema.

Name_____________

Home/school Connection #1

Penguins

It is cold and snowy in Antarctica where penguins live. Talk with your parents about a time you played in the cold and snow. Then draw and write about it.

Name_____________

Home/school Connection #2

Penguins

Tell your parents 3 things you have learned about penguins or Antarctica. Ask them what they know about penguins or Antarctica. Then draw and write about it.

Name_____________

Home/school Connection #3

Penguins

Read one poem from your poetry booklet to your family. Explain it to them then illustrate the poem.

Имя ______________

Связь с домом №1

Пингвины

В Антарктике, где живут пингвины, очень холодно и снежно. Поговори с родителями о том времени, когда вы играли со снегом.

Потом нарисуй и напиши об этом.

Имя ______________

Связь с домом №2

Пингвины

Расскажи своим родителям о 3 вещах, что ты выучил о пингвинах или Антарктике. Спроси их, что они знают о пингвинах или Антарктике. Потом нарисуй и напиши об этом.

Имя ______________

Связь с домом №3

Пингвины

Выбери одну поэму и прочитай своей семье.

Объясни, своими словами, о чём говориться в поэме и нарисуй, то о чём ты прочитал(а).

Nombre_____________

Conexión de escuela / hogar #1

Pingüinos

Es frió y nevoso en el Antártico donde viven los pingüinos. Habla con tus padres sobre alguna vez que tu jugaste en el frió y nieve. Dibuja y escribe sobre esa vez.

Nombre_____________

Conexión de escuela / hogar #2

Pingüinos

Platícales a tus padres 3 cosas que has aprendido sobre los pingüinos o el antártico. Pregúntales lo que ellos conocen sobre los pingüinos o el antártico. Ahora dibuja y escribe sobre esto.

Nombre_____________

Conexión de escuela / hogar #3

Pingüinos

Lee un poema de su libro de poemas a su familia. Explícaselos y luego ilustra el poema.

Expert Group 1

Chinstrap Penguin

The Chinstrap Penguin is 28 inches tall and weighs 9 pounds. It looks like other penguins but it has a black stripe under it’s chin. Chinstrap penguins have a black beak and pink feet. The Chinstrap penguin likes to fight. They eat krill, which are tiny shrimp.

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The Chinstrap Penguin lives on the South Sandwich Islands which are located east of the tip of South America. The Chinstrap Penguin uses stones to make it’s nest and it lays and incubates 2 eggs. Both parents take care of the egg and chick. They also keep the chick safe from predators like skuas.

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Penguins have many adaptations. They have sharp pointy bills and bristled tongues that help them grip fish. Flipper shaped wings with small tight feathers that help them swim. Their feet are webbed for swimming and have claws that help them toboggan in the snow

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Expert Group 2

Gentoo Penguin

Gentoo Penguins are 30 inches tall and weigh 13 pounds. It is black and white like other penguins but has a white strip on top of it’s head between it’s eyes. It’s beak and it’s feet are orange. It eats fish and krill.

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The Gentoo Penguin lives on islands south of Africa, Australia and South America. The Gentoo Penguin uses grasses to make it’s nest. It lays and incubates 2 eggs. It is the fastest swimming penguin. It’s predators are the skua, leopard seal and killer whale.

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Penguins have many adaptations. They have sharp pointy bills and bristled tongues that help them grip fish. Flipper shaped wings with small tight feathers that help them swim. Their feet are webbed for swimming and have claws that help them toboggan in the snow

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Expert Group 3

Little Blue Penguin

The Little Blue or Fairy Penguin looks different from other penguins. It has blue feathers on it’s back. It is also much smaller, it weighs 2-3 pounds and is 16 inches high. It has a gray-black beak , pink-orange feet and a yellow eye. It eats fish and krill.

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The Little Blue penguin lives in New Zealand, which is near Australia. It lays 2 eggs. The little blue penguin swims to shore at night to hide in his burrow away from predators. He also uses his burrow to sleep and nest in.

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Penguins have many adaptations. They have sharp pointy bills and bristled tongues that help them grip fish. Flipper shaped wings with small tight feathers that help them swim. Their feet are webbed for swimming and have claws that help them toboggan in the snow.

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Expert Group 4

Rockhopper Penguin

The Rockhopper penguin looks different from other penguins. It has crested feathers on it’s head which are bright yellow. It weighs 5-6 pounds and is 18 inches tall. Its feet and bill are orange but its eyes are red. It is called the Rockhopper because it “pops” out of the water onto the rocks. It eats fish and krill.

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The Rockhopper penguin lives on the Falkland Islands just south east of South America. It lives in huge colonies. The Rockhopper uses rocks to make its nest and it lays and incubates two eggs. Its predators are skuas, whales and leopard seals.

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Penguins have many adaptations. They have sharp pointy bills and bristled tongues that help them grip fish. Flipper shaped wings with small tight feathers that help them swim. Their feet are webbed for swimming and have claws that help them toboggan in the snow.

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Name_____________________________________________

Expert Group______

Penguin:__________

Height:_________ Weight:_______

Beak color:________ Foot Color:_____

How Many Eggs?____

Interesting Facts:_________________________________

______________________________________

Predators:_____________________________

Adaptations:_______________________

_______________________________

Penguin Process Grid

|Type |Size |Beak Color |# of eggs |Unique Features Or |Predators |Adaptations |

| | |Foot Color | |Interesting facts | | |

|Emperor | | | | | | |

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|Little Blue | | | | | | |

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|Gentoo | | | | | | |

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|Chinsptrap | | | | | | |

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|Rockhopper | | | | | | |

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Found poetry

Emperor Penguin text from

-from Wickipedia Encyclopedia on-line 1-17-08

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