Project G. L. A. D. La Habra City School District California Ocean Habitats Level 4 Idea Pages
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ENGLISH LANGUAGE DEVELOPMENT STANDARDS (Grades 3-5)LISTENING AND SPEAKING ComprehensionBeginning Begin to speak with a few words or sentences, using some English phonemes and rudimentary English grammatical forms (e.g., single words or phrases). Answer simple questions with one- to two-word responses. Retell familiar stories and participate in short conversations by using appropriate gestures, expressions, and illustrative objects.
Ask and answer questions using phrases or simple sentences. Restate and execute multistep oral directions.
Listen attentively to stories/information and identify key details and concepts using both verbal and non-verbal responses. Early Advanced Listen attentively to more complex stories/information on new topics across content areas, and identify the main points, and supporting details. Advanced Listen attentively to stories and subject area topics, and identify the main points and supporting details. Demonstrate understanding of idiomatic expressions by responding to and using such expressions appropriately (e.g., “Give me a hand.”) Comprehension/Organization and Delivery of Oral CommunicationBeginning Independently use common social greetings and simple repetitive phrases (e.g., “May I go and play?”). Early Intermediate Orally identify the main points of simple conversations and stories that are read aloud using phrases or simple sentences. Orally communicate basic needs (e.g., “May I get a drink of water?”). Recite familiar rhymes, songs, and simple stories.
Actively participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information. Retell stories and talk about school related activities using expanded vocabulary, descriptive words, and paraphrasing.
Be understood when speaking using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation, but may have random errors. Actively participate and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions, restating and soliciting information. Recognize appropriate ways of speaking that vary based on purpose, audience, and subject matter. Ask and answer instructional questions with more extensive supporting elements (e.g., “What part of the story was most important?”). Use simple figurative language and idiomatic expressions to communicate ideas to a variety of audiences (e.g., “It’s raining cats and dogs.”). Advanced Negotiate and initiate social conversations by questioning restating, soliciting information and paraphrasing. Consistently use appropriate ways of speaking and writing that vary based on purpose, audience, and subject matter. Identify the main ideas, points of view, and fact/fiction in broadcast and print media. Speak clearly and comprehensibly using standard English grammatical forms, sounds, intonation, pitch and modulation. WORD ANALYSIS Concepts of Print, Phonemic Awareness, Vocabulary and Concept Development Beginning Recognizes English phonemes that correspond to phonemes students already hear and produce while reading aloud
that do not correspond to phonemes students already hear and produce (e.g., “a” in cat and final consonants). Intermediate Pronounce most English Phonemes correctly while reading aloud. Early Advanced Apply knowledge of common English morphemes in oral and silent reading to derive meaning from literature and text in content area. Advanced Apply knowledge of word relationships, such as roots and affixes, to derive meaning from literature and texts in content areas. Phonemic Awareness, Decoding and Word RecognitionBeginning Recognize sound/symbol relationships in own writing. Early Intermediate Recognize common English morphemes in phrases and simple sentences (e.g., basic syllabication rules and phonics). Intermediate Pronounce most English phoenemes correctly while reading aloud. Use common English morphemes in oral and silent reading. Early Advanced Apply knowledge of common English morphemes in oral and silent reading to derive meaning from literature and texts in content areas. Advanced Apply knowledge of word relationships, such as roots and affixes to derive meaning from literature and tests in content areas. READINGFluency and Systematic Vocabulary Development Vocabulary & Concept DevelopmentBeginning Read aloud simple words in stories or games (e.g., nouns and adjectives). Respond appropriately to some social and academic interactions (e.g., simple question/answer, negotiate play). Early Intermediate Apply knowledge of content related vocabulary to discussions and reading. Read simple vocabulary phrases and sentences independently. Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words in simple sentences. Demonstrate internalization of English grammar, usage, and work choice by recognizing and correcting some errors when speaking or reading aloud. Read own writing of narrative and expository text aloud with some pacing, intonation, and expression Intermediate Create a dictionary of frequently used words. Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words in written texts Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud. Read grade appropriate narrative and expository texts aloud with appropriate pacing, intonation, and expression. Use content related vocabulary in discussions and reading. Recognize some common roots and affixes when attached to known vocabulary (e.g., speak, speaker). Early Advanced Use knowledge of English morphemes, phonics and syntax to decode and interpret the meaning of unfamiliar words. Recognize words that sometimes have multiple meanings in literature and texts in content areas (e.g., present (gift), present (time). Use some common roots and affixes when attached to known vocabulary. Recognize simple analogies and metaphors in literature and texts in content areas (e.g., “fly like a bird”). Use decoding skills and knowledge of academic and social vocabulary to achieve independent reading. Use some common idioms in discussions and reading (e.g., “scared silly”). Read increasingly complex narrative and expository texts aloud with appropriate pacing, intonation and expression.
Recognize that words sometimes have multiple meanings and apply this knowledge consistently. Apply this knowledge of academic and social vocabulary to achieve independent reading. Use common idioms, some analogies and metaphors in discussion and reading. Use a standard dictionary to determine measuring of unknown words. Read narrative and expository text aloud with appropriate pacing, intonation, and expression. Reading Comprehension Comprehension & Analysis of Grade-Level Appropriate Text Beginning (Blank) Early Intermediate (Blank) Intermediate Use detailed sentences to orally respond to comprehension questions about written text (e.g., ”The brown bear lives with his family in the forest.”). Read and identify text features such as titles, table of contents, chapter headings, diagrams, charts, glossaries, and indexes in written texts.Read and use detailed sentences to orally identify main ideas and use them to make predictions and provide supporting details for predictions made. Early Advanced Describe main ideas and supporting details of a text. Generate and respond to comprehension questions related to the text. Describe relationships between text and their experience.
ComprehensionBeginning Respond orally to stories read to them by answering factual comprehension questions, using one- or two-word responses (e.g., “brown bear”). Orally identify relationship between simple text read to them and their won experience using key words and/or phrases. Understand and follow simple one-step directions for classroom or work-related activities.
Read and orally identify relationships between written text and their own experience using simple sentences. Understand and follow simple two-step directions of classroom or work-related activities.
Understand and follow some multi-step directions for classroom-related activities. Early Advanced/ Locate and identify the function of text features such as Advanced format, diagrams, charts, glossaries, and indexes. Comprehension and Analysis of Appropriate TextBeginning Identify the basic sequences of events in stories read to them, using key words or pictures Identify the main idea in a story read aloud using key words and/or phrases. Point out text features such as title, table of contents, and chapter headings.
Read and orally identify the main ideas and use them to draw inferences about written text using simple sentences. Read and identify basic text features such as title, table of contents, and chapter headings. Intermediate Read and orally identify examples of fact/opinion and cause/effect in literature and content area texts. Early Advanced Describe main ideas and supporting details of a text. Generate and respond to comprehension questions related to the text. Describe relationships between text and their experience.
environment climate oxygen shelter mollusks adaptation camouflage mimicry instinct migration hibernation nutrient predators protection carbon dioxide photosynthesis ecosystem individual population community habitat producer consumer decomposer food chain food web competition extinct symbiosis energy pyramid endangered threatened biome wetlands conservation intertidal zone estuary pollution salt marsh abyssal zone near-shore zone benthic zone mammal fish reptile open-ocean zone pelagic zone bird species characteristics endoskeleton exoskeleton invertebrate ocean oceanographer cold-blooded conservation future habitat invertebrate marine biologist phyla phylum pods vertebrate warm-blooded crustaceans baleen echolocation bioluminescence zooplankton prey blubber fluke ocean trenches abyssal zone enemies plankton VI. RESOURCES AND MATERIALS Poetry: Shel Silverstein, Where the Sidewalk Ends Armour, Richard. Strange Monsters of the Sea Bender, Lione. Creatures of the Deep Foster, John. Sea Poems Heard, Georgia. Creatures of the Earth, Sea, and Sky Prelutsky, Jack. The Random House Book of Poetry for Children Windham, Sophie. The Mermaid and Other Sea Poems Worth, Valerie. All the Small Poems
Caduto, M. and Bruchac, J., Keepers of the Earth Fisher, A., Stories California Indians Told Harcourt Science, California Edition, Harcourt School Publishers Books- Fiction Audry Wood, The Rainbow Bridge Scott O’dell, Island of the Blue Dolphins Clements, Andrew, Big Al Cole, Joanna, The Magic School Bus on the Ocean Floor Cooney, Barbara, Hattie and the Wild Wave Cooney, Barbara, Island Boy Cummings, Priscilla, Chadwick and the Garplegrunge Guiberson, Brenda, Lobster Boat. Holt Heller, Ruth, How to Hide an Octopus & Other Sea Creatures Hulme, Joy, Sea Squares Kimmel, Eric, Anansi Goes Fishing Kipling, Rudyard, New Illustrated Just So Stories Koch, Michelle, By the Sea Levinson, Riki, Our Home Is the Sea Liddledale, Freya, The Magic Fish Lionni, Leo, Swimmy Martin, Antoinette T, Famous Seaweed Soup McDonald, Megan, Is This a House for Hermit Crab? Paraskevas, Betty, Monster Beach Roop, Peter & Connie, Keep the Lights Burning, Abbie Tafuri, Nancy, Follow Me! Van Allsburg, Chris, The Wretched Stone. Walton, Rick & Ann, Something's Fishy! Jokes About Sea Creatures Zolotow, Charlotte, The Seashore Book
Adler, David, Over Amazing Ocean Barkan, Joanne, Creatures that Glow Bendick, Jeanne., Exploring an Ocean Tide Pool Bramwell, Martyn, The Oceans Doubilet, Anne, Under the Sea from A to Z French, Vivian. Why The Sea Is Salty? Galan, Mark A., There’s Still Time: The Success of the Endangered Species Act Gibbons, Gail. Sunken Treasure Hirschi, Ron, Ocean Hirschi, Ron, Where Are My Puffins, Whales, and Seals? Bantam Books Jenkins, Steven, What Do You Do When Something Wants to Eat You? Jenson, Dr. Anthony, Under Sea Mission Lauber, Patricia. An Octopus Is Amazing Lauber, Patricia, Who Eats Wat? Food Chains and Food Webs MacDonald, Suse, Sea Shapes Harcourt Matthew, Rupert, Record Breakers of the Sea Troll McMillan, Bruce, Beach for Birds. Houghton Mud-Ruth, Maria, The Ultimate Ocean Book. Western Nielson, Barbara, The Great Barrier Reef Oppenheim, Joanne, Oceanarium. Bantam Books Pallota, Jerry, The Ocean Alphabet Book. Charlesbridge Pallota, Jerry, The Underwater Alphabet Book. Charlesbridge Parker, Steve, Eyewitness Books-Seashore. Knopf Pope, Joyce, Seashore. Knopf Rotner, Shelley & Kreisler, Ocean Day. Macmillan Rowland, Della, Whales and Dolphins. Macmillan Segaloff, Nat & Erickson, A Reef Comes to Life Simon, Seymour, Oceans Sipera, Paul P., I Can Be An Oceanographer Taylor, Barbara, Shoreline. Dorling Kindersley Wallace, Karen. Think of an Eel.Candlewick Wheeler, Alwyne, Fishes. Usborne-Haye Zim, Herbert & Ingle. Seashore. Golden Book National Geographic Monterey Bay, Feb., 1995 Sea Otters, Feb., 1990 Diving Beneath Arctic Ice, Aug. 1973 Life without Light, Oct. 1996 Deep Sea Geysers, Oct. 1992 Tide Pools, Feb., 1986 The Ocean, Dec. 1998 Whales, Dec. 1988 Oases of Life in the Cold Abyss, Oct. 1977 Tragedy in Alaska Waters, Aug. 1989 Rebirth of a Deep-Sea Vent, Nov. 1994 Ten Years After Exxon Valdez, Mar. 1999 Atlantic Sea Geysers, Oct. 1992 Return of the Sea Otters, Oct. 1971 Sperm Whales, Nov. 1995 Technology: Sea World www.seaworld.org/ Friends of the Sea Otter 125 Ocean View Blvd., Suite 204 Pacific Grove, CA 93950
Adopt an Orca Whale http://www.whale-museum.org/ Monterey Bay Aquarium http://www.mbayaq.org/ Virtual Dive into the Kelp Forest http://www.nationalgeographic.com/monterey/ax/primary_fs.html Food Chains and Food Webs http://oceanlink.island.net/oinfo/foodweb/foodweb.html Project G.L.A.D. La Habra City School District California Ocean Habitats Level 4 Planning Pages I. FOCUS AND MOTIVATION
I Just Thought You’d Like to Know
II. INPUT
III. GUIDED ORAL PRACTICE
List, group label Numbered heads together
IV. READING/ WRITING ACTIVITIES A. Total Class
B. Co-op Reading/Writing
C. Individual Activities
D. Writers’ Workshop
-nudges -questioning/ listening V. Extended Activities For Integration (Multiple Intelligences)
VI. Closure
-Videos -Plays, presentations, demonstrations -Build projects -Big Books Project GLAD La Habra City School District (Level 4) Sample Daily Lesson Plan DAY 1 FOCUS/ MOTIVATION
-in teams-observe and agree on a comment/observation/ question and one person writes
INPUT
Kingdom of Animals—Classification 10-2 Lecture READING/WRITING
INPUT
GUIDED ORAL PRACTICE
-Team Points
Characteristics of Animals
INPUT
10-2 Lecture READING/WRITING
WRITER’S WORKSHOP
CLOSURE
-I’m an Oceanographer
Day 2 FOCUS/MOTIVATION
INPUT
-10/2, active participation, primary language
FOCUS/MOTIVATION
INPUT
-ELD Review GUIDED ORAL PRACTICE
-Reading -Trading Game -Flip Chant
READING/ WRITING
WRITERS’ WORKSHOP
CLOSURE
DAY 3FOCUS/ MOTIVATION
-Sketch definition
INPUT
GUIDED ORAL PRACTICE
INPUT
GUIDED ORAL PRACTICE
Teacher Models, Whole Class adds to Process Grid
READING/WRITING
WRITERS’ WORKSHOP
-poetry booklet -silent reading -partner reading -read group frame - manipulate -manipulate pocket poetry -read from portfolio -read from books in own language
Who read something new? Something they liked. What did you like? etc. CLOSURE
DAY 4: FOCUS/ MOTIVATION
GUIDED ORAL PRACTICE
READING/WRITING
-model writing process with editing checklist -Expository, respond, revise, edit -Bilingual tutor takes group frame in primary language
INPUT
READING/WRITING
GUIDED ORAL PRACTICE
Expert groups share add to Process Grid -Teacher models team tasks -team tasks during expert groups
Team Exploration Chart READING/WRITING
READING/WRITING CHOICE TIME
CLOSURE
DAY 5: FOCUS/MOTIVATION
GUIDED ORAL PRACTICE
READING/ WRITING WORKSHOP
Emergent Readers’ Group-- Co-op Strip Paragraph
-Strip Book- Similes- Sea Otters are as . . . - Create an Ocean Animal
GUIDED ORAL PRACTICE
-The Rainbow Bridge
CLOSURE
I just thought you might like to know that many animals live in the ocean I just thought you might like to know that many animals live in the ocean.
I just thought you might like to know. I just thought you might like to know that many animals live in the ocean.
I just thought you might like to know. I just thought you might like to know that many animals live in the ocean.
I just thought you might like to know. I just thought you might like to know that many animals live in the ocean.
I just thought you might like to know. I just thought you might like to know that many animals live in the ocean.
I just thought you might like to know. POETRY
BOOKLET I’m an Oceanographer I  ’m an oceanographer and I’m here to say
I study the four oceans everyday Sometimes I write a paper Sometimes I read a book Sometimes I just dive and take a look
Doing the Oceanographer Bugaloo! The oceans’ five zones have different kinds of creatures The further down you dive, there’s lots of different features. The sunlight zone has many familiar fish But the twilight zone has some you’d never wish! Shelf, slopes, and zones too Doing the Oceanographer Bugaloo! I study the ocean with special technology Submersibles and satellites make it easy to see Atlantic, Pacific, Indian and Arctic too If you like studying oceans, here’s the job for you! Shelf, slopes, and zones too Doing the Oceanographer Bugaloo! Anna Dorado
Is this the epipelagic zone? Yes Ma’amIs this the epipelagic zone? Yes Ma’am How far down? Down to 650 feet Who lives there? The frolicking sea otter Give me other examples. Sea Turtle and Great White Shark Is this the mesopelagic zone? Yes Ma’am Is this the mesopelagic zone? Yes Ma’am How far down? Down to 3300 feet Who lives there? The giant sperm whale Give me other examples. The viper and the hatchet fish
Is this the bathypelagic zone? Yes Ma’am How far down? Down to 13,000 feet Who lives there? The ugly angler fish Give me other examples. Gulper eel and possum shrimp
Is this the abyssopelagic zone? Yes Ma’am How far down? to 20,000 feet Who lives there? The wriggly sea cucumber Give me other examples. Tripod fish and squids
Is this the hadalpelagic zone? Yes Ma’am How far down? Below 20,000 feet Who lives there? The flexible tube worms Give me other examples. Giant clams and starfish
Angler FishI know an angler fishA very strange fishA very strange fishThat lives in the mesopelagic zoneWith a glowing wiggly lureAnd a massive headand numerous sharp-pointed teethThat attracts deep-sea animals
Susan McCoy Otters Here, Otters There |
