Literacy Work Stations - Developmental Reading Home …mrsballsliteracylibrary.weebly.com/uploads/1/1/4/0/... · Web viewLiteracy Work Stations. Language Arts ... Concept D. Plants

pORTFOLIO-CAPSTONE aRTIFACT

Literacy Work Stations

Language Arts EDUC 340

Presented by: Michelle Balls

11/14/2011

Topic: Plants and Animals Grade Level: 1st Central Title of Stations: The Amazing World of Plants and Animals Stations included: Reading, Writing, Listening, Creation, and Games and Puzzles

The Amazing World of Plants

and Animals

Book List

Animals

Book Author

All About Pets books-Cats, Dogs, Fish,Guinea Pigs, Hamsters Helen FrostAnimals of the Night Elisabeth de Lambility-BressonAnimals up Close Igor SiwanowiczBaby Animals Nicola TuxworthDaytime and Nighttime Animals Barabara J. BehmFeathers, Flippers, and Feet Deborah LockIn the Forest Mary Elizabeth SalzmannIn the Small, Small Pond w/CD Denise FlemingThe Life Cycle books- of a Bee, Butterfly,Frog, Grasshopper, Turtle Lisa TrumbauerLife in a Pond Carol K. LindeenPrickly and Soft Animals Barbara J. BehmQuick and Slow Animals Barbara J. BehmSleepy and Busy Animals Barbara J. BehmScary Snakes Monica HughesSnakes Carolyn MacLulichWhat Lives in a Shell? Kathleen Weidner Zoehfeld

Plants

Book Author

Bright Yellow Flower Judith Hoffman CorwinThe Carrot Seed w/CD Ruth KraussThe Dandelion Seed Joseph AnthonyThe Gardener w/CD Sarah StewartGrow Tree, Grow! Ellen DreyerFlowers Vijaya Khisty BodachI Can Name 50 Trees Today (poetry) Bonnie WorthIf I Ran the Rain Forest (poetry) Bonnie WorthLeaves Vijaya Khisty BodachLeaves Nicola EdwardsLeaves Lynn StoneOh Say Can You Seed? (poetry) Bonnie WorthRoots Lynn StoneStems Vijaya Khisty BodachThe Tiny Seed Eric CarleTrees Nicola Edward

Materials List

Reading Station Writing Station Listening Station

Creation Station

Games and Puzzles Station

books on plants and animals

word pointers

whispering phones

stuffed animals

vocabulary list

book response sheets

pencils and crayons

copy paper

word hunt sheet

pictures of plants and animals

pencils

paper

lexicon sheets

vocabulary words

word sort sheets

books with tape/CD

copy paper

response sheets

pencils

crayons

markers

puppets

paper bags

paper plates

crayons and markers

pencils and paper

wiggly eyes

glue

puppet sticks

copy paper

pictures of animals or plants

picture books with animals and plants

animal and plant puzzles

Go Fish game

vocabulary memory game

magnetic letters

cookie pan for magnetic letters

vocabulary words

Implementing the Plants and Animals Literacy Work Stations

The Plants and Animals Literacy Work Stations will be introduced to the class in the second half of the school year. I would begin it after Valentine’s Day, about mid-to- late February, and carry through until the end of the school year. This allows the first grade students to gain more background knowledge, reading/phonics skills, and expanded vocabulary before starting the unit. I would introduce it one station at a time, beginning with the Games and Puzzles Station. As we continued to discuss plants and animals in class, the other stations would be introduced one at a time. There is so much that can be done on this topic, that the options are numerous. Introducing this topic around springtime seems like the ideal time to begin with first graders.

As the unit on plants and animals progresses there are many activities that could go in the stations. Here are a few of those ideas:

Have an animal such as a fish or turtle in the writing station and allow students to write observations about their behavior, habitat, and characteristics.

Have the class plant seeds and allow the students in the writing station to make observations about the growth of the seeds and the characteristics of the plant as it grows each week.

Have students write poetry in the writing station about plants and animals. Use the Dr. Seuss- “Cat in the Hat knows a lot about that!” series of books in the Cat in the Hat’s Learning Library.

In the creation station, have a variety of leaves and allow the students to do leaf rubbings and leaf identification projects.

In the games and puzzles station, have a variety of animal picture cards and allow students to name two characteristics or information they know about that animal and they get to keep the card in their pile if they can name two things.

Change the books in the reading station to theme animals each week, such as; farm animals, zoo animals, forest animals, wild animals, etc…

Management of Stations

The stations will be managed with the use of a rotating wheel. Names of the students are in groups of three on the inner wheel and the names of the stations are on the outer wheel. The wheel is rotated when it is time to change to a different station. This allows the students to visually see where they are to go next. Rules and procedures for each station will be discussed thoroughly before beginning the station rotations. The teacher will model and have other students model the proper use of the station and mini-lessons will be taught on the procedures that will be followed for each station. Teacher will assess students through observation, work turned in, and scoring rubrics.

ReadingWork

Station

Reading Work Station

The Amazing World of Plants and Animals

Activity: ReadingGLE’s

Strand 3: Characteristics and Interactions of Living Organisms- 1. There is a fundamental unity underlying the diversity of all living organisms. Concept A. Organisms have basic needs for survival. Scope and Sequence- Characteristics of Plants and Animals a. Identify the basic needs of most animals (i.e., air, water, food, shelter); b. Identify the basic needs of most plants (i.e., air, water, light). SCI-S301A1a-b

Strand 3: Concept D. Plants and animals have different structures that serve similar functions necessary for the survival of the organism. Scope and Sequence- Characteristics of Plants and Animals a. Identify and compare the physical structures of a variety of plants (e.g., stem, leaves. flowers, seeds, roots); b. Identify and compare the physical structures of a variety of animals (e.g., sensory organs, beaks, appendages, body covering) (Do NOT assess terms: sensory organs, appendages). SCI-S301D1a-b

Reading-1. Develop and apply skills and strategies to the reading process. C. Phonics- a. Develop and apply decoding strategies to “problem-solve” unknown words when reading grade level instructional text. CA-R01C1a

Reading-1E. Vocabulary- a. Develop vocabulary by reading, listening to, and discussing unknown words in stories using a. root words, b. word chunks, and c. context clues. CA-R01E1a-c

Reading-3. Develop and apply skills and strategies to comprehend, analyze, and evaluate nonfiction. C. Text structures-Use details from text to demonstrate comprehension skills previously introduced. CA-R03C1a

Number of Students needed: 2-3Explanation of Activity:This is the reading work station. Students will be reading different texts on plants and animals at this station. They will read by themselves, with a buddy, or to a stuffed animal. They can write a book response. They can write a story or draw a picture of what they read. They can read the vocabulary words and write them on a vocabulary log/word hunt sheet. This station will be assessed by reading the book responses, reading their writing/drawing about what they read, reading their word hunt sheet, and by teacher observation.

I Can…

Read a book by myself.

Read a book to a stuffed animal.

Read a book with a buddy.

Use a pointer as I read.

Use the reading phone to listen to

myself read the story.

Reading StationTask Cards

1. Read a book.2. Use a pointer to help you keep your place.3. Write a response to the book you read.4. Put your name on it and put it in the work tray.

1. Read a book.2. Draw a picture of what you just read and write one or two sentences.3. Put your name on it and put it in the work tray.

1. Read a book.2. Use the phone to listen to yourself read.

1. Read a book with a stuffed animal or a friend.2. Tell the stuffed animal or a buddy what you learned.

Vocabulary Word Wall

Aa-Bb Cc-Dd Ee-Ffair environmentanimals flowerbeak foodbirds fur

Gg-Hh Ii-Jj Kk-Llhabitat leaves

lightliving

Mm-Nn Oo-Pp Qq-Rrmammals organisms rootsneeds plants

Ss-Tt Uu-Vv Ww-Xx-Yy-Zzseeds watershellsheltersnakesstemssurvival

Independent Reading - Elementary : Reading Work Station Assessment

Teacher Name: Mrs. Balls

Student Name: ________________________________________

CATEGORY 4 3 2 1 Stays on task Student reads the

entire period. This may be independent reading or done with adult or peer assistance, as assigned.

Student reads almost all (80% or more) of the period.

Student reads some (50% or more) of the time.

Student wastes a lot of reading time.

Chooses Appropriate Books

Student chooses a book which s/he has not read before, which is at or above grade level, or has been previous approved by the teacher.

Student chooses a book which s/he has never read before and which is slightly below his/her reading level.

Student chooses a book s/he has read once before that is close to his/her reading level and was approved by the teacher.

Student chooses a book that s/he has read many times before or which is more than one grade below student\'s reading level.

Focus on story/article

Student is lost in the story. There\'s no looking around or flipping through the pages.

Student seems to be enjoying and moving through the story, but takes some short breaks.

Student seems to be reading the story, but doesn\'t seem to be very interested. Takes a few short breaks.

Pretends to read the story. Mostly looks around or fiddles with things.

Thinks about the story/article

Student accurately describes what has happened in the story and uses details and vocabulary words.

Student accurately describes what has happened in the story.

Student accurately describes most of what happened in the story.

Student has difficulty re-telling the story.

Respects others Student reads quietly and stays in one place in the reading area.

Student reads quietly. S/he moves around once or twice but does not distract others.

Student makes 1-2 comments or noises when reading, but stays in one place in reading area.

Student reads loudly, makes repeated comments or noises OR fidgets and moves about often, distracting others.

Listening

Work Station

Listening Work Station

The Amazing World of Plants and AnimalsActivity: Listening

GLE’s

Strand 3: Characteristics and Interactions of Living Organisms- 1. There is a fundamental unity underlying the diversity of all living organisms. Concept A. Organisms have basic needs for survival. Scope and Sequence- Characteristics of Plants and Animals a. Identify the basic needs of most animals (i.e., air, water, food, shelter); b. Identify the basic needs of most plants (i.e., air, water, light). SCI-S301A1a-b




Reading-3. Develop and apply skills and strategies to comprehend, analyze, and evaluate nonfiction. C. Text structures-Use details from text to demonstrate comprehension skills previously introduced. CA-R03C1a

Listening-1. Develop and apply effective listening skills and strategies. A. Purpose for Listening-listen for a. enjoyment and b. for information. CA-L01A1a-b

Number of Students needed: 2-3

Explanation of Activity:

This is the reading work station. Students will be listening to books on tape/CD about plants and animals. After they listen to a story/book, they can draw a picture about the story, fill out a book response sheet about the book, or write three vocabulary words that they heard in the story. These projects will all be turned in and assessed through a participation grade.

I Can…

Read along with the book.

Turn the page at the beep.

Listen to the story.

Draw a picture of my favorite part of the story.

Write a response about something I learned from the book.

Listening StationTask Cards

1. Read along with the book on the tape.2. Turn the page at the beep.3. Draw a picture of what the story was about.4. Put your name on it and put it in the work tray.

1. Listen to the story.2. Fill out a response form.3. Put your name on it and put it in the work tray.

1. Listen to the story.2. Listen for our vocabulary words.3. Write 3 vocabulary words that you heard or saw in the story on a piece of paper.4. Put your name on it and put it in the work tray.

Listening Station Assessment

Teacher: Mrs. Balls

Student: _____________________________

Category 4 3 2 1Stays on task Student is

focused and following rules and procedures for the listening station.

Student is distracted at times or talking instead focusing on task.

Student is distracted, talking, wandering from the assigned station.

Student has to be asked to get to work because of being a distraction to others at the station or a distraction to others.

Completes project

Student completes the center correctly and puts work in the work tray.

Student mostly completes the center correctly and puts work in the work tray.

Student does not complete center correctly and has little work turned in to the work tray.

Student does not complete center and has no work turned in to the work tray.

Respects others Student follows classroom procedures and listening station procedures and shows upmost respect to his teacher and classmates.

Student follows most of the classroom procedures and listening station procedures and shows respect most of the time for the teacher and classmates.

Student has difficulty following classroom procedures and listening station procedures and shows disrespect for teacher and classmates.

Student does not follow classroom procedures and listening station procedures and displays disrespect for the teacher and classmates.

Teacher Comments

CreationWork Station

Create!

Creation Work Station


Activity: Creating Artwork with Science Emphasis

GLE’s

Science-Strand 3: Characteristics and Interactions of Living Organisms- 1. There is a fundamental unity underlying the diversity of all living organisms. Concept A. Organisms have basic needs for survival. Scope and Sequence- Characteristics of Plants and Animals a. Identify the basic needs of most animals (i.e., air, water, food, shelter); b. Identify the basic needs of most plants (i.e., air, water, light). SCI-S301A1a-b


Visual Arts-Strand 1: Product/Performance: 3. Communicate ideas about subject matter and themes in artworks created for various purposes. C. Theme. Grade 1-Create original artwork that communicates ideas about the following themes: b. Animals (e.g., pets, farm, zoo, and wild). VA-PP3C1b

Visual Arts-Strand 1: Product/Performance: 2. Select and apply three-dimensional media, techniques and processes to communicate ideas and to solve challenging visual art problems. A. Sculpture, Ceramics and Other Media: Grade 1- a. Use glue with control. (VA-PP2A1a)

Number of Students Needed: 2-3


This is the creation station. In this station the students will be able to create a puppet, and perform a puppet show. They will be able to create a drawing/coloring of a plant or animal and they can make an animal or plant collage. This station will be assessed through informal teacher observation. Are students on task? Are students using quiet voices at this station? Are students cleaning up the station? Are they creating animal or plant projects?

I Can… Create a puppet show by

myself or with a buddy.

Make a puppet.

Create a picture of an animal or a plant.

Look at pictures in a book and draw and label the parts.

Create a collage of animals

or plants or both.

Creation StationTask Cards

1. Put on a puppet show with the puppets.2. Talk about some of the things the animals can do.3. Do they eat plants or other animals?

1. Make a puppet to take home or leave in the puppet box.2. Clean up after yourself.

1. Look at the pictures of animals or plants in the books or magazines.2. Draw and label the parts of the plant or animal.3. Put your name on it and put it in the work tray.

1. Cut out or draw pictures of animals or plants and create a collage.2. Clean up after yourself.

3. Put your name on it and put it in the work tray.

Creation Work Station Assessment/Observation

Student: ____________________________

Directions: Circle yes or no

1. Did the student participate in the station? yes no

2. Did the student create a project?

yes no

3. Did the student clean up after their project?

yes no

4. Was the student on task and respectful?

yes no

5. Did the student use a quiet voice while at this station?

yes no

Teacher Comments:

Puzzles and

Games WorkStation

Puzzles and Games Work Station


Activity: Puzzles and Games with Science Emphasis

GLE’s:

Science-Strand 3: Characteristics and Interactions of Living Organisms- 1. There is a fundamental unity underlying the diversity of all living organisms. Concept A. Organisms have basic needs for survival. Scope and Sequence- Characteristics of Plants and Animals a. Identify the basic needs of most animals (i.e., air, water, food, shelter); b. Identify the basic needs of most plants (i.e., air, water, light). SCI-S301A1a-b






This is the games and puzzles station. In this station students will be able to put plant and animal puzzles together. They will also be able to play matching animal card games or review their vocabulary words with the use of magnetic letters. This station will be assessed through informal teacher observation. Students should be on task and completing a task card or a set of task cards. This is a station that students will be practicing social skills while playing games with classmates, as well.

I Can… Put a puzzle together by

myself or with a buddy.

Play “Go Fish” with a buddy.

Make a guess on the guessing jars.

Use the magnetic letters to spell the vocabulary words.

Play a matching game with the vocabulary words by myself or with a buddy.

Puzzles and GamesStation

Task Cards1. Put a puzzle together by yourself or with a buddy.2. Tell someone what you know about the picture on the puzzle you just put together.

1. Play “Go Fish” with a buddy.2. Tell one thing you know about that animal when you make a match.3. Tell your buddy good game when the game is over.

1. Play a matching game with the vocabulary words.2. Turn all the cards over and play memory.

1. Use the magnetic letters to spell the vocabulary words. 2. Make sure you are spelling them correctly.

WritingWork

Station

Writing Work Station


Activity: Writing

GLE’s:

o Science-Strand 3: Characteristics and Interactions of Living Organisms- 1. There is a fundamental unity underlying the diversity of all living organisms. Concept A. Organisms have basic needs for survival. Scope and Sequence- Characteristics of Plants and Animals a. Identify the basic needs of most animals (i.e., air, water, food, shelter); b. Identify the basic needs of most plants (i.e., air, water, light). SCI-S301A1a-b

o Strand 3: Concept D. Plants and animals have different structures that serve similar functions necessary for the survival of the organism. Scope and Sequence- Characteristics of Plants and Animals a. Identify and compare the physical structures of a variety of plants (e.g., stem, leaves. flowers, seeds, roots); b. Identify and compare the physical structures of a variety of animals (e.g., sensory organs, beaks, appendages, body covering) (Do NOT assess terms: sensory organs, appendages). SCI-S301D1a-b

o Communication Arts-Writing-2. Compose well-developed text. B. Ideas and Content: Grade 1-a. Compose text using pictures and words with ideas that relate to a topic, with assistance. CA-W2B1a

o Communication Arts-Writing-2. Compose well-developed text D. Word Choice: Grade 1-a. Compose text using words that are related to the topic, and, with assistance, some words that are specific and accurate. CA-W2D1a


Explanation of activity:

This is the writing station. In this station students will be writing stories about a garden or an animal using some of the vocabulary words. Students will be filling out Lexicons over their vocabulary words, sorting vocabulary words into categories and writing vocabulary words. This station will be assessed by the work that is turned into the work tray. Each activity has an assignment that is due to be turned in. These assignments will be graded.

I Can…

Write a story.

Write a response to a book I just read.

Write a story about a picture.

Choose one of the vocabulary

words and fill out a Lexicon on it.

Sort the vocabulary words and fill out a word sort.

Writing StationTask Cards

1. Write a story about an animal or a garden.2. Use at least two vocabulary words.3. Put your name on it and put it in the work

tray.

1. Pick a picture out of the folder.2. Write a story about it.3. Use at least two vocabulary words.4. Put your name on it and put it in the work

tray.

1. Fill out a Lexicon on one of the vocabulary words.2. Put your name on it and put it in the work

tray.

1. Sort the vocabulary words.2. Fill out a word sort paper on it.3. Put your name on it and put it in the work

tray.1. Name__________________________________

2. Write the word.______________________

3. Say the word.

4. Tell the word to your friend.

5. Clap the word.

6. How many claps? (syllables) ______

7. Draw a picture of the word.

1. Name_______________________________________

2. Date________________________________________

3. Write the word._______________________________

4. Say the word.

5. Tell the word to your partner.

6. Clap the word. How many syllables? _______

7. How many vowels? _____ How many consonants? _____

8. How many letters are in the word? ______

9. Write the number word.______________________

10. Use the word in a sentence.

_____________________________________________________

11. How many words did you use in your sentence? _________

http://www.google.com/imgres?q=talking+mouth&hl=en&sa=G&gbv=2&biw=785&bih=453&tbm=isch&tbnid=ju_-k0HzUFFg3M:&imgrefurl=http://www.stockphotos.it/image.php?img_id=12494539&img_type=1&docid=Suez1Dcc4VgudM&w=300&h=276&ei=WRptTsWSC6SOsAK44sW9BA&zoom=1&iact=rc&dur=3&page=5&tbnh=119&tbnw=129&start=28&ndsp=7&ved=1t:429,r:0,s:28&tx=49&ty=68

Word SortDirections: Write the vocabulary words in the correct column. Does the word belong to plants, animals, or both?

Plants Both Animals

The Amazing World ofPlants and Animals

Documents

Literacy Work Stations - Developmental Reading Home …mrsballsliteracylibrary.weebly.com/uploads/1/1/4/0/... · Web viewLiteracy Work Stations. Language Arts ... Concept D. Plants