Project GLAD€¦ · Web viewIdentifies word patterns, repeated sounds and rhymes. Identifies the sound elements of literary language, including rhymes, repeated sounds, and instances

Project GLADWoodburn School District

PenguinsIDEA 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 Scienceso Describe whether objects sink or floato Recognize that the sun is a source of energy, which warms the land, air, and water.

Scientific Inquiryo Make observations.o Raise questions about the world around the students.o Describe, write, or draw simple observations.

Penguins - Level 1 – OR 1Woodburn District – Project GLAD (09/07 JB)

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V. Vocabulary

Predators Types Movements Other vocabSkua bird King penguin hop chicks flipper downy fluff featuresSharks Gentoo climb feathers spring pants (breathe) Atlantic OceanLeopard seals Little Blue slide wings waterproof colony New ZealandKiller whales Emperor waddle eggs height molt Galapagos IslandsHumans Chinstrap porpoise beaks weight map youngAdelie scoot survive inhabited Antarctica incubateDive 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

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

areas.

Beginning Early intermediate Intermediate Early advanced Advanced Proficient1 Demonstrates print awareness

(directionality, sequencing, one-to-one correspondence).

Identifies high frequency letters and spoken words.

Recognizes printed words and phrases from previously learned materials.

Blends sounds to read phonetically regular one-syllable decodable words.

Reads phonetically regular words.

Read regular words with several syllables.

2 Recognizes and produces phonemes (sounds) that are like phonemes students hear and produce in their primary language.

Recognizes words and phrases from previously learned materials.

Identifies most one-to-one letter-sound correspondences.

Interacts and decodes independently a variety of simplified print.

Uses letter-sound correspondence and structural analysis in context to sound out unknown words.

Use letter-sound correspondence knowledge and structural analysis to decode words.

3 Recognizes and locates identical words.

Recognizes and locates identical word parts.

Classifies words by sorting them into groups with similar spelling patterns.

Identifies words within a passage that have similar spelling patterns.

Knows and uses word patterns (e.g., –ight) when reading to decode unfamiliar words.

Know and use more complex word patterns when reading (e.g., -ight) to decode unfamiliar words.


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4 Mimics intonation of words or simple phrases.

Participates in choral readings with appropriate intonations and rhythms (e.g., patterned stories, rhymes, and songs).

Uses natural phrasing, expressive interpretation, flow and pace when orally reading familiar text.

Develops fluency in oral readings using natural phrasing, expressive interpretation, flow, and pace.

Reads aloud predictable text fluently and accurately with appropriate intonation and expression using cues of punctuation to assist.

Read aloud grade-level narrative (story) text and expository (information) text fluently and accurately with appropriate pacing, change in voice, and expression.

5 Engages in choral readings with appropriate verbal and/or nonverbal participation.

Participates in choral readings at near-average rate of speed (e.g., patterned stories, rhymes, and songs).

Reads aloud familiar, predictable text with minimal self-correction/re-reading of words or phrases after repeated practice.

Reads aloud familiar, predictable text with minimal self-correction/re-reading of words or phrases after repeated practice.

Reads aloud predictable and/or familiar text at a target rate of 70-90 words correct per minute.

Read aloud unpracticed grade-level text at a target rate of 110-120 wcpm (words correct per minute).

6 Listens to read-alouds. Listens to read-alouds. Participates in shared-to-guided reading of some materials near to scope and difficulty of that being read by non-ELL peers.

Participates in reading of materials near to scope and difficulty of that being read by non-ELL peers.

Reads or demonstrates progress toward reading at an independent and instructional reading level appropriate to grade level.

Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level.

o 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.

Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient1 Listens to a wide variety of

narrative and informational text from a variety of time periods and cultures, including predictable books, nursery rhymes, and alphabet books.

Listens to a wide variety of narrative and informational text from a variety of time periods and cultures, including predictable books, informational stories, classic and contemporary literature, nursery rhymes, and alphabet books.

Listens to and demonstrates understanding (e.g., via group discussion or illustration) of a wide variety of narrative and informational text from a variety of time periods and cultures, including predictable books, informational stories, classic and contemporary literature, nursery rhymes, and alphabet books.

Listens to, reads, and demonstrates understanding (in oral or written form) of a wide variety of narrative and informational text from a variety of time periods and cultures, including children’s magazines and newspapers, informational stories, classic and contemporary literature, poetry, and dictionaries.

Listens to, reads, and demonstrates understanding (in oral or written form) of a wide variety of near-grade-level narrative and informational text from a variety of time periods and cultures, including children’s magazines and newspapers, informational stories, classic and contemporary literature, poetry, dictionaries and online information.

Listen to, read, and understand a wide variety of grade-level informational and narrative (story) text including children’s magazines and newspapers, dictionaries, other reference materials, online information, classic and contemporary literature, and poetry.

2 Uses pictures, gestures or other nonverbal means to demonstrate comprehension of familiar texts.

Uses simple phrases to demonstrate comprehension by retelling a story read by the teacher using visual supports.

Uses phrases and/or simple sentences to demonstrate comprehension from predictable text read as shared and/or choral reading.

Uses sentences to demonstrate comprehension based on text read or shared.

Uses sentences to demonstrate comprehension based on increasingly complex text read aloud.

Demonstrate listening comprehension of more complex text through discussions.


3 Uses gestures, pictures or other nonverbal means to answer literal comprehension questions about a text read aloud.

Answers literal comprehension questions and/or makes predictions about a text read aloud.

Asks and answers simple questions and/or makes simple predictions about a familiar text. Uses picture clues when meaning is not clear.

Draws upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). Uses context clues and/or rereads sentences when meaning is not clear.

Compares similar stories or similar versions of the same story from different sources. Uses picture clues, context clues, and/or rereads sentences when meaning is not clear.

Draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, and comparing information from several sources).Reread sentences when meaning is not clear.


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4 Uses illustrations, prior knowledge and language patterns to bring meaning to text.

Begins to recognize words and phrases using context clues and illustrations by interacting with a variety of samples of familiar print as part of a group.

Uses contextual clues and illustrations to determine meanings of unfamiliar words.

Uses context clues to determine meanings of unfamiliar words.

Identifies words that are causing comprehension difficulties and uses strategies to correct with appropriate contextual clues.

Point to or clearly identify specific words or wordings that are causing comprehension difficulties and use strategies to correct.

5 Selects appropriate reading materials with assistance.

Selects reading materials for enjoyment.

Chooses to read and/or look at reading material when presented with opportunities to select from a variety of classroom activities.

Selects reading materials for enjoyment and information.

Chooses and reads material for personal reading similar in scope and difficulty to that being read by non-ELL peers.

Read longer selections and books independently.

o Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas.

Beginning Early intermediate Intermediate Early advanced Advanced Proficient1 Demonstrates, understanding of

simple words taught directly through stories read aloud by the teacher, using gestures or other nonverbal communication.

Demonstrates understanding of new vocabulary words taught directly through stories and informational text read aloud by the teacher, using one- or two-word phrases.

Demonstrates understanding of new vocabulary words taught through literature and informational text using simple phrases.

Uses contextual clues and illustrations independently to determine meanings of words in familiar, student-read text.

Uses contextual clues and illustrations independently to determine meanings of words in student-read text.

Understand, learn, and use new vocabulary that is introduced and taught directly through literacy text, informational text, and instruction.

2 Develops vocabulary directly related to the classroom environment and to students’ personal life experiences by listening to familiar selections read aloud.

Develops vocabulary related to space and time by listening to text read aloud by the teacher.

Develops vocabulary related to familiar concepts by listening to and talking about text shared by the teacher or read with a group.

Develops vocabulary by listening to and talking about familiar, student-read text.

Develops vocabulary by listening to and discussing student-read text.

Develop vocabulary by listening and discussing both familiar and conceptually challenging selections read aloud.

3 Demonstrates understanding of simple antonyms taught directly through stories read aloud by the teacher using gestures or other nonverbal communication.

Demonstrates understanding of some common antonyms presented orally by the teacher (e.g., big/little) using one- or two-word phrases.

Demonstrates understanding of some common synonyms in material presented both orally and in written form by the teacher (e.g., small/little) using simple phrases.

Uses contextual clues and illustrations independently to determine meanings of synonyms and antonyms in familiar, student-read text.

Uses contextual clues and illustrations independently to determine meanings of synonyms, antonyms, homophones and homographs in student-read text.

Determine the meanings of words using knowledge of antonyms, synonyms, homophones, and homographs.

4 Categorizes familiar words into one of two categories (e.g., living/not living) using gestures, illustrations or other nonverbal communication.

Identifies categories and makes relationships among familiar words using single words or short phrases.

Uses contextual clues and illustrations to categorize words by their relationships.



Categorize words by their relationships (e.g., dog/mammal, animal/living things).

5 Uses pictures, context clues, and/or background information provided by the teacher to identify familiar words using gestures or other nonverbal communication.

Uses pictures, context clues, and/or background information provided by the teacher to identify the meaning of familiar words.

Uses pictures, context clues, and/or background information provided by the teacher to identify the meaning of unfamiliar words.

Uses pictures, context clues, and/or background information to identify the meaning of unfamiliar words.

Uses context clues and/or background information to identify the meaning of unfamiliar words.

Use sentence and word context to find the meaning of unknown words.


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6 None available None available Identifies words with the same root with the teacher providing contextual support; infers the meaning of prefixes and suffixes in familiar words.

Constructs new words by combining familiar roots with prefixes/suffixes with the teacher providing contextual support; infers the meaning of prefixes and suffixes in familiar words.

Constructs and defines new words by combining familiar roots with prefixes/suffixes.

Infer word meanings from taught roots, prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-), and suffixes (e.g., -er, -est, -ful).

7 Uses pictures to categorize words and make a student dictionary.

Locates the meaning of words using pictographs, diagrams, or other visual displays.

Locates words and their definitions in a classroom, student- or teacher-created dictionary.

Locates words, definitions and syllabication in a student-made or teacher-made dictionary or glossary.

Uses a dictionary or glossary to learn the meaning and other features of unknown words.

Use a dictionary or glossary to learn the meaning and other features of unknown words.

o Demonstrate general understanding of grade-level informational text across the subject areas.

Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient

1 Uses gestures, pictures and other nonverbal means to show comprehension.

Uses illustrations and key words to identify some major points from informational text on a familiar topic.

Retells main ideas from informational text on a familiar topic using short phrases and sentences.

Retells main ideas and some important details in sequence from informational text.

Summarizes main ideas in sequence from an informational text.

Summarize major points from informational text.

2 Follows along the reading of an illustrated text.

Answers simple literal comprehension questions about main ideas, using single words or short phrases.

Uses the structure of the informational text to find answers to simple questions.

Uses information from the text, including diagrams, graphs, and illustrations, to answer questions.

Demonstrates comprehension by answering questions about the text.

Demonstrate comprehension by identifying answers to questions about the text.

3 Follows along during the reading of an illustrated text.

Uses illustrations, and single words or short phrases to identify the main idea.

Identifies main ideas and important details using graphic organizers.

Distinguishes the main idea within a familiar structure (reading journal, KWL chart, concept map). Identifies supporting details.

Distinguishes the main idea within a familiar structure (reading journal, KWL chart, concept map). Identifies supporting details.

Distinguish the main idea and supporting details in informational text.

4 Responds to pictures and illustrations which identify significant information.

Identifies significant information using graphic and nonverbal cues to explain the text.

Locates significant information in a text with teacher support.

Identifies significant information, problems and solutions presented in a text with teacher support.

Determines significant information, including problems and solutions.

Determine significant information from the text, including problems and solutions.


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

Pr

Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient

1 Listens to a variety of types of literature.

Participates in shared reading of a variety of types of literature.

Listens to text and makes connections and responds to group activities such as illustrations and story boards.

Listens to and reads text to make connections and responds to literature, through formats such as reading journals and graphic organizers.

Listens to text and reads text to make connections and responds to a variety of children’s literature—including poetry, fiction, non-fiction, and drama—from a variety of cultures and time periods, using formats such as reading journals and graphic organizers.

Listen to text and read text to make connections and respond to a wide variety of significant works of children’s literature—including poetry, fiction, non-fiction, and drama—from a variety of cultures and time periods.

2 Demonstrates literal listening comprehension by viewing visual aids provided by the teacher.

Demonstrates literal listening comprehension by using single words and short phrases.

Demonstrates literal comprehension by retelling the main events/ideas in sequence using simple sentences and/or illustrations.

Demonstrates inferential comprehension with teacher guidance and support.

Demonstrates evaluative listening comprehension; with teacher support, or cooperative learning activities, makes inferences.

Demonstrate literal, inferential, and evaluative listening comprehension of more complex literary text through interpretive discussions.


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WRITINGo Pre-write, draft, revise, edit, and publish across the subject areas

3 Participates in group pre-writing experiences. Copies the initial organizer.

Participates in pre-writing and drafting simple compositions on a given familiar topic.

Plans writing using simple graphic organizers. Checks punctuation and initial capitalization.

Uses all aspects of the writing process (except editing) to produce simple compositions and reports, with step-by-step teacher support.

Uses all aspects of the writing process in the context of a structure provided by the teacher to produce compositions and reports.

With some guidance, use all aspects of the writing process (e.g., prewriting, drafting, conferencing, revising, editing) in producing compositions and reports.

4 Dictates work and phrase to teacher; copies correct version.

Uses student version of the scoring guide to review writing for conventions with teacher support.

Uses student version of the scoring guide to review for organization.

Uses student version of the scoring guide to review for ideas and content with teacher support.

Uses student version of the scoring guide to review writing for meaning and clarity; evaluates and makes revisions.

Use a scoring guide to review, evaluate, and revise writing for meaning and clarity.

5 Arranges or corrects the order of a series of pictures to tell a story in an order that makes sense.

Revises a student-authored story for progression of ideas from teacher feedback.

Revises a student-authored story for focus from teacher feedback.

Identifies changes that could improve focus and progression of ideas in writing from teacher feedback.

Makes simple revisions to improve focus and progression of ideas based on feedback from teacher and/or peers.

With assistance, revise writing for others to read improving the focus and progression of ideas.

Beginning Early intermediate Intermediate Early advanced Advanced Proficient

1 Participates in classroom content area experiences and in developing organizers that will outline stories.

Draws from classroom content area experiences as a source for ideas for writing stories with guidance.

Finds ideas for writing stories and descriptions through content area experiences, illustrations, and the Internet with guidance. Uses text as a source of ideas.

Finds ideas for writing stories and descriptions through content area experiences, illustrations, text, and the Internet.

Finds ideas for writing stories from sources, including conversations, books, magazines, textbooks, the Internet, and content area experiences such as science inquire.

Find ideas for writing stories and descriptions through various sources, including conversations with others, and in books, magazines, textbooks, or on the Internet.

2 Understands what is taking place during brainstorming activities while teacher uses illustrations, gestures, to help the beginner speaker.

Participates in brainstorming ideas for writing about a given topic using words and phrases.

Uses phrases and short sentences to participate in brainstorming with a group. Begins to use simple graphic organizers (web, list) to display ideas.

Brainstorms, lists, and shares ideas for writing in a variety of group settings (partners, small or large groups). Uses simple graphic organizers.

Brainstorms, lists, and shares ideas for writing. Uses graphic organizers.

Discuss ideas for writing, use diagrams and charts to develop ideas, and make a list or notebook of ideas.


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6 Adds ending punctuation to simple sentences.

Participates in class proofreading, checking only one element or rule at a time.

Uses a simplified checklist to edit a piece focusing on one area with the class or in a group.

Participates in class proofreading, focusing on more than one area of the editing checklist.

Uses an editing checklist to proofread with teacher support.

With guidance, proofread one’s own writing, as well as that of others, using, for example, an editing checklist or list of rules.

7 Displays illustrated story with peer. Responds nonverbally (i.e., smile, clap) to others’ writing.

Listens to and participates (using words or short phrases) in structured group activities where students present and discusses his/her own or others’ writing, answer questions, and receive feedback.

Participates in group activities where own or others’ writing is shared; using phrases and short sentences, compliments, and asks/answers questions.

Uses academic language in group activities where own or others’ writing is shared; offers suggestions and compliments, and asks/answers questions about the writing.

Presents and discusses own writing with other students in structured sharing activity, and responds helpfully to other students’ compositions. Uses appropriate academic language.

Present and discuss own writing with other students, and respond helpfully to other students’ compositions.

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.


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1 Observes/attends to a class writing activity, writing for a specific audience or purpose; copies the finished product.

Participates in an interactive writing project, to produce a letter or story for a specific audience, contributing single words or short phrases.

Participates in an interactive writing project, to produce a letter or story for a specific audience.

Writes for a specific audience and/or purpose with teacher support.

Writes for a specific audience and/or purpose.

Write appropriately for purpose and audience.

2 Views illustrations and copies the caption.

Participates in group activities listing and/or categorizing ideas or facts pertaining to a given topic.

Brainstorms details about a main idea in a guided group activity. Uses a graphic organizer to order the information to be included in group-composed paragraph.

Uses a graphic organizer to order a list of facts or details, to compose sentences about a topic or main idea. Uses the sentences to form a simple paragraph.

Uses a graphic organizer to develop a main idea and facts or details; writes a paragraph with a beginning, middle, and end.

Create a single paragraph with a topic sentence, simple supporting facts and details, and a concluding sentence.

3 Dramatizes action verbs with teacher support.

Uses high frequency adjectives to describe an illustration.

Participates in large-group, teacher-guided description writing and/or word-substitution activities.

Revises own or other’s writing, adding adjectives working with a partner or in a group.

Uses a classroom word bank, or list of synonyms to add adjectives and action verbs to own writing.

Use vivid adjectives and action verbs.

4 Listens to stories that incorporate figurative language.

Listens and attends to stories and group activities in which figurative language is used according to an established pattern.

Uses a given pattern or structure to create figurative language as a group.

Creates similes or other figurative expressions using a given pattern or a structure.

Elaborates descriptions and incorporates figurative wording in own writing with teacher support.

Begin to elaborate descriptions and incorporate figurative wording in own writing.

5 Identifies ending punctuation marks (i.e. period, question mark, and exclamation point).

Participates in interactive writing activities, writing statements, commands, questions and exclamations.

Writes simple sentences of statement, command, question, and exclamation.

Uses simple statements, questions, commands and exclamations in writing.

Uses statements, questions, commands and exclamations in writing.

Write correctly complete sentences of statement, 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.


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Beginning Early intermedieate Intermediate Early advanced Advanced Proficient

1 Uses pictures to tell about a personal experience.

Develops a narrative about a shared experience with guidance or in a group.

Writes a personal narrative using simple sentences.

Writes a personal narrative relating events in sequence, with a few details and descriptive words.

Writes a personal narrative; includes details.

Personal Narrative

2 Tells a story with pictures.

Participates in group to develop a fiction story.

Writes a fictional story using simple sentences.

Writes a fictional story using some details and a few descriptive words.

Writes a fictional narrative, including descriptions and details.

Fictional Narrative (Imaginative)

3 Uses captions and drawings to show information.

Uses pictures, words and short phrases to participate in group writing activities to develop a simple expository paragraph.

Writes simple sentences about a given nonfiction topic.

Develops main ideas on a given nonfiction topic using limited academic language, details and descriptions.

Writes an expository composition about a given topic; develops main ideas; includes some supporting details using academic language.

Expository

Narrative WritingBeginning Early Intermediate Intermediate Early Advanced Advanced Proficient

1 Draws and labels the setting for a story or event.

Participates in teacher-directed group writing describing time and/or place.

Uses pictures and simple sentences to provide context.

Provides a context for action in a narrative with teacher support.

Provides a context for action in a narrative with teacher support.

Write narratives:Provide a context within which an action takes place.

2 Uses drawings to convey important details.

Participates in teacher-directed group writing to develop important details about a main idea, through pictures, words, and simple phrases.

Writes details about one idea or aspect of the plot of a story in a group or guided writing activity.

Begins to include details about main aspects of a plot in own writing.

Includes important details to develop the plot.

Include well-chosen details to develop the plot.

3 Illustrates some incident from the narrative.

Participates in group discussions or activities sharing what they remember most about a story, using single words, short phrases or pictures.

Uses simple sentences to tell about the part of a story that was memorable.

Shares how the selected incident is similar to something in his/her own experience in guided writing.

Gives a simple explanation of why a selected incident is memorable with teacher support.

With some guidance, provide insight into why the selected incident is memorable.


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Expository WritingBeginning Early intermediate Intermediate Early advanced Advanced proficient

1 Draws a picture to show people, places, things, or experiences.

Participates in a guided group activity to develop simple description of a main idea (people, places, things, or experiences).

Writes simple sentences to describe a main idea with teacher support.

Writes a descriptive piece about a main idea with teacher support.

Writes a descriptive piece about a main idea; uses appropriate academic language.

Write descriptive pieces about people, places, things, or experiences:Develop a unified main idea. (Suggested length—100 words.)

2 Uses drawings to show a main idea.

Uses pictures, words and short phrases to list details that support a main idea in a guided, teacher-directed activity.

Writes important details about a main idea; uses simple sentences.

Uses details to support main ideas on a given topic using academic language, details and descriptions.

Uses details to support the main idea; uses academic language.

Use details to support the main idea.

3 Draws a thank-you note; copies an invitation.

Uses single words, short phrases and/or pictures, to participate in a teacher-guided group activity, writing a thank-you note or invitation.

Writes simple letters, thank-you notes, and invitations; uses simple sentences.

Writes letters, thank-you notes, and invitations; uses simple and more complex sentence structure.

Writes letters, thank-you notes and invitations using appropriate vocabulary.

Write letters, thank-you notes, and invitations: With assistance, determine the knowledge and interests of the audience and establish a purpose and context.

4 Copies the date onto a picture drawn as a thank-you note; signs the picture.

Uses single words, short phrases and/or pictures to participate in teacher-guided, group writing of a thank-you note, letter, or invitation.

Uses a template to write a letter, thank-you note, or invitation; includes date, salutation, body, closing and signature.

Writes letters, and thank-you notes; includes date, salutation, body and signature.

Writes letters, thank-you notes and invitations using date, proper salutation, body, closing, and signature.

Include the date, proper salutation, body, closing, and signature.

5 Draws a picture about a given topic based on observations (watching experiment, picture book, demonstration).

Participates in teacher-directed activity using two or more sources to locate and list information on a given topic using key words and sentences.

Participates in writing about a given topic, using information from two or more sources in teacher-guided activity.

Selects and uses observations and information from two or more sources to write a brief report.

Selects and uses observations and information from two or more sources to write a brief report.

Write brief reports:Include observations and information from two or more sources.

6 Illustrates the topic. Participates in a directed group activity, selects or develops a diagram, chart or illustration, appropriate to a given topic.

Selects an illustration or diagram or chart to support the text with teacher support.

Creates an illustration, or develops a simple diagram or chart to support the text with teacher support.

Uses diagrams, charts, or illustrations that support the text.

Use diagrams, charts, or illustrations that are appropriate to the text.

7 Draws a picture to express his/her own understanding of the content.

Uses words or short phrases to participate in group writing about the content of a text.

Writes simple sentences about the content of a text.

Writes about the meaning of a text using vocabulary from the text.

Writes a brief response to literary text; includes main ideas. Uses appropriate vocabulary.

Write brief responses to literary text: Include what the text is about.

8 Responds to text through gestures or illustrations.

Uses a prescribed sentence pattern to express personal opinion about or reaction to the text; gives reason for opinion or reaction in a group, teacher-guided activity.

Uses a prescribed sentence pattern to express personal opinion about or reaction to the text; gives reason for opinion or reaction.

Locates examples from the text that support student’s personal reaction with teacher support.

Writes a brief personal response to a text. Includes examples from the text, and/or other information to support opinion.

Include personal response to text supported by reasons.


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

SPELLINGBeginning Early intermediate Intermediate Early advanced Advanced proficient

1 Copies one-syllable and repeats consonant-vowel- consonant (CVC) words.

Copies and pronounces one-syllable words that have blends or a silent letter.

Spells correctly one-syllable words that have blends.

Spells correctly one-syllable words that have blends and common sight words.

Spells correctly one-syllable words that have blends and common sight words that have a silent letter.

Spell correctly one-syllable words that have blends (play, blend) or a silent letter (walk);

2 Copies and repeats contractions. Participates in group writing activities where common contractions are included.

Practices forming contractions with teacher support.

Uses the most common contractions in writing (i.e. isn’t, aren’t, can’t, I’m, don’t).

Spells common contractions correctly.

Contractions (isn’t, aren’t, can’t);

3 Copies phrases that include compound words.

Writes simple sentences using preselected compound words (i.e. snowman, bookmark).

Uses common compound words in group writing and teacher directed lessons.

Uses the most common compound words (e.g. into, something, nothing, anything) in writing.

Uses correctly common compound words in writing.

Compounds;

4 Labels illustrations with “y to ies” pluralization with teacher support.

Copies and illustrates words with “y to ies” pluralization.

Demonstrates spelling patterns awareness of common (i.e. “qu”, “y to ies” pluralization) in group writing activities.

Participates in teacher-directed and/or group writing activities where focus is on common spelling patterns.

Uses correctly common spelling in high frequency words.

Common spelling patterns (qu-, changing win to winning, and changing the ending of a word from –y to –ies to make a plural, such as berry/berries); and

5 Practices and illustrates homophones with teacher support.

Practices and illustrates homophones.

Practices using only the most common homophones (i.e. to, two; there, their; here and hear) in a guided activity.

Uses some of the most common homophones in writing.

Uses the most common homophones in writing.

Common homophones (words that sound the same but have different spellings, such as hair/hare).

6 Copies high frequency classroom words.

Applies sound- letter correspondence to invented spelling.

Participates in group activities focusing on word families. Spells some sight words correctly.

Uses spelling patterns in invented spelling. Spells some sight words correctly.

Spells correctly familiar words. Spell correctly previously studied words and spelling patterns in own writing.

7 Spells own name correctly; copies environmental print correctly.

Uses invented spelling. Recognizes correct spelling of high frequency sight words.

Uses spelling reference material to check familiar words, and high frequency words.

Detects most spelling errors in own writing; uses spelling reference material to correct.

Notice when words are not correct, and use a variety of strategies to correct (e.g., word lists, dictionary).


IDEA PAGES 13

GRAMMARBeginning Early Intermediate Intermediate Early Advanced Advanced Proficient

1 Copies group writing to practice correct subject and verb agreement.

Practices subject/verb agreement in group writing activities or directed writing.

Writes simple sentences with subject/verb agreement. Practices subject/verb agreement with collective nouns in guided group writing.

Uses subjects and verbs that are in agreement.

Uses subjects and verbs that are in agreement, including collective nouns.

Use subjects and verbs that are in agreement (we are instead of we is).

2 Labels illustrations or action verbs.

Uses present tense in group writing activities.

Uses past, present, and future tenses in group/guided writing activities.

Uses correct tenses in independent writing.

Uses verb forms correctly in context.

Correctly use past (he talked), present (he talks), and future (he will talk) verb tenses.

3 Labels illustrations with common adjectives (colors, number, and size).

Uses pronouns and common adjectives (colors, number, size) in group/guided writing activities.

Uses pronouns and compound nouns in writing.

Uses pronouns, adjectives, and compound nouns correctly in writing.

Uses correctly pronouns, adjectives, familiar compound nouns, and articles.

Correctly use pronouns (it, him, her), adjectives (yellow flower, three brown dogs), compound nouns (football, snowflakes), and articles (a, an, the).

4 Copies labels on illustrations that show singular possessive nouns. (i.e. a girl and a book the girl’s book).

Identifies singular possessive nouns in writing.

Writes simple sentences using singular possessive nouns in group guided activities.

Uses singular possessive in writing in group activities and identifies singular possessive nouns.

Uses and identifies singular possessive nouns.

Identify and correctly write singular possessive nouns (dog’s tail).

Punctuation1 Copies a simple date sentence or

address. (i.e. Today is Thursday, July 10, 2003.).

Writes the date in a sentence, uses commas for items in a series.

Uses commas for items in a series in group/guided writing activities. Writes a simple date sentence.

Uses commas correctly when writing the date. Begins to use commas in a series in writing. Writes own address correctly.

Uses commas in dates and for items in a series. Uses commas in locations and unfamiliar addresses.

Use commas in dates (On June 24, 2003, she’ll be nine.), locations (Salem, Oregon), and addresses (421 Coral Way, Miami, FL), and for items in a series (beans, corn, cucumbers, and squash).

2 Practices placing quotation marks around phrases.

Copies simple sentences that include quotation marks (i.e. Tom says, “hi”).

Inserts quotation marks in text to show that someone is speaking in group guided activity.

Inserts quotation marks in text to show that someone is speaking.

Approximates correct use of quotation marks to show that someone is speaking.

Approximate correct use of quotation marks to show that someone is speaking (“You may go home now,” she said.).

CapitalizationBeginning Early Intermediate Intermediate Early Advanced Advanced Proficient

1 Copies geographical names and holidays correctly.

Begins to use capitals with teacher support.

Uses capitalization of familiar geographical names and holidays in simple sentences.

Uses capitalization of familiar geographical names and holidays in own writing.

Uses correct capitalization for familiar geographical names, holidays, and special events.

Capitalize correctly geographical names, holidays, and special events (We always celebrate Memorial Day by gathering at the Rose Garden in Portland, Oregon).


Handwriting1 Copies legibly. Writes legibly, leaving space

between letters in a word and words in a sentence.

Writes legibly in cursive and manuscript, leaving space between letters in a word, words in a sentence, and between words and the edges of the paper by end of the school year.



Write legibly in cursive and manuscript, leaving space between letters in a word, words in a sentence, and between words and the edges of the paper.


IDEA PAGES 14

SPEAKING AND LISTENINGo 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.


1 Listens to a speaker. Retells what a speaker said using pictures, single words or short phrases.

Retells what a speaker said using sentences.

Retells what a speaker said using both compound sentences.

Retells by a speaker and states the speaker’s main ideas using content appropriate vocabulary.

Retell in own words and explain what has been said by a speaker.

2 Identifies a speaker’s topic using pictures or gestures.

Uses pictures, gestures, words and short phrases to relate personal experiences to the speaker’s topic. Identifies a prior experience that relates to a speaker’s topic using pictures or gestures.

Identifies prior experiences that relate to speaking topic using gestures and words.

Identifies a speaker’s ideas and similar ideas using graphic organizers for comparison.

Compares and contrasts prior experiences with those of a speaker using graphic organizers.

Connect and relate prior experiences, insights, and ideas to those of a speaker (e.g., through mapping, graphic organization).

3 Uses gestures and actions to respond to

questions he/she understands.Answers social questions with single words or short phrases.

Responds to social questions using short phrases and sentences.

Responds to social and academic questions; includes more information when questioned about details (e.g., uses academic language when prompted by the teacher).

Answers social questions completely and with elaboration; answers academic questions using content appropriate vocabulary and some detail.

Answer questions completely and with appropriate elaboration.

4 Connects objects with the sounds they make; participates in choral reading of poems and familiar stories.

Identifies word patterns. Identifies word patterns and repeated sounds.

Identifies word patterns, repeated sounds and rhymes.

Identifies the sound elements of literary language, including rhymes, repeated sounds, and instances of naming something by using a sound associated with it (such as hiss or buzz).

Identify the sound elements of literary language, including rhymes, repeated sounds, and instances of naming something by using a sound associated 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 printo Decoding and word recognitiono 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 / MATERIALSResources 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 GLADWoodburn 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 paragrapho Readers’ Theatero 10/2o Mini-lessons


Planning Pages 2

Small group/cooperative practice o Team Taskso Process Grido Ear-to-ear readingo Observation chartso 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 taskso Interactive Journalso Home/School Connectionso Learning Logo Sketch and Writeo 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 DistrictPenguin Unit

Level 1Sample Daily Lesson Plan 5-day

Day 1

FOCUS AND MOTIVATION o Personal Storyo Three Rules/Super Scientist awardso Observation Chartso CCD- Habitat-home/ interactive writingo Inquiry Charto Big Booko Pass out student folders

INPUTo Pictorial- World Mapo 10/2o Learning Log-ELD Reviewo

GUIDED ORAL PRACTICEo T-graph for social skillso Team pointso Picture file activity

o Free explorationo Categorizeo Choose group favorite

o Exploration reporto Chant-Penguins Here, Penguins There

INPUT

o Pictorial – Penguin Habitato Read aloud

GUIDED ORAL PRACTICEo Chant- I know an Unusual Habitat

READING/WRITINGo Phonemic awareness game (jimmy cracked corn)o Chalkboard phonicso Writers workshop

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

o Authors chair

CLOSUREo Read aloud


o Process inquiry charto Homeschool connection #1


SAMPLE DAILY LESSON PLAN PAGE 2

Day 2

FOCUS AND MOTIVATIONo Review 3 rules/SS Awardso CCD –signal word camouflage-hide (interactive writing)o Process home school connectiono Process word map with word cards

GUIDED ORAL PRACTICE

o Chant-Swimming, Diving, Waddling Penguinso Exploration report-Floating and Sinking Experiment

INPUTo Narrative input- Ebony and Ivoryo Learning log o ELD review

READING AND WRITINGo Alphabet book o Expert groups 1&2

o Flexible grouping o Review T-grapho Team tasks

INPUTo Chant- I can spell (camouflage)

o Writers workshopMini lesson –

o speech bubbleso adding to text

Author’s chair

CLOSUREo Big book reviewo Home/ school connection #2o Review chants



Day 3

FOCUS AND MOTIVATIONo CCD/signal word- regurgitate/ feeding their young (interactive writing)o Process home/school connectiono Act out narrative-review with word cards and word bubbleso Highlight poetry /chants

GUIDED ORAL PRACTICEo Sentence patterning chart

o Readingo Flip chant

INPUTo Listen and sketch

READING/WRITINGo Alphabet book o Review t-grapho Team taskso Expert groups #3, #4o Award team points

GUIDED ORAL PRACTICEo Mind map o Process grid game

CLOSUREo Interactive journalso Process inquiry chart



Day 4

FOCUS AND MOTIVATIONo CCD /signal word- incubate-warm and safe-interactive writingo Return journals/respondo Review narrative with Story map

INPUTo Read aloud

GUIDED ORAL PRACTICEo Review SPCo Trading gameo Strip book –can/can noto Review chants

READING/WRITINGo Review t-graph/ choose skill to work ono Flexible/leveled reading groups

o Team taskso ELD retell group frameo Beginning readerso Team evaluation/ Team points

INPUTo Review chants

READING/WRITINGo Coop strip paragrapho Revising and editing checklisto Journals

CLOSUREo Home/school connection #3



Day 5

FOCUS AND MOTIVATIONo CCD/signal stumper wordo Return journal/ respondo Process home/school connectiono Chant

READING/WRITINGo Review t-grapho Team taskso Leveled reading groups

o Emergent readers with coop strip paragrapho Team presentation/pointso Ear to Ear Reading

GUIDED ORAL PRACTICEo Read the walls

With pointers/glasses

CLOSURE

o Framed letter homeo Process inquiry charto 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 Penguins - Level 1 – OR 27Woodburn District – Project GLAD (09/07 JB)

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 textLynne 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 pounds10/2 how would you know this is an emperor penguin?ADAPTATIONSPenguins 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 Penguins - Level 1 – OR 29Woodburn District – Project GLAD (09/07 JB)

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 PenguinsAdapted from Education Center

By Dottie Mellon and Kathy NeohPermission 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.


I know an Unusual HabitatAdapted by Rima Haroun and Diane Shimoda

I know an unusual habitat,An extremely unusual habitatAn extremely unusual habitat

That’s a cold dry desert.

With icebergs floating aboutPenguins waddling around,

Ferocious seals lurking,There are killer whales too!

I know an unusual habitat,An extremely unusual habitatAn extremely unusual habitat,

That’s called the TUNDRA….BRRRRR!


Penguins(London bridge is Falling down)Written by Joyce Densmore-Thomas and Diane BurnsAdapted by Lynne Koenig

Swimming, diving, waddling penguins, waddling penguins, waddling penguinsSwimming 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 waterCamouflaged from their predators.


Penguins here, Penguins thereAdapted 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 oceanAnd Adelie penguins in Antarctica!

Penguins here, penguins there,Penguins, penguins everywhere!Penguins! Penguins! Penguins!


Antarctic Bugaloo

Exploring Antarctica you will findLand and seasons -one of a kind

Icebergs, glaciersIce floes, too

A six month winterBugaloo!

Exploring the poles you will find, Land and seasons- one of a kind

Icy deserts called TundraOceans too

A midnight sunBugaloo!

Exploring the poles you will findFascinating land-one of a kind


I Can Spell

I can spell egg E-G-GI can spell nest N-E-S-TI can spell shell S-H-E-L-LBut I can’t spell camouflage

I can spell hop H-O-PI can spell swim S-W-I-MI can spell scoot S-C-O-O-TBut I can’t spell camouflage

I can spell hide H-I-D-EI can spell white W-H-I-T-EI can spell black B-LA-C-KBut I can’t spell camouflage

Yes I can! Yes I can! C-A-M-O-U-F-L-A-G-E!Camouflage!


Conozco un hábitat

Conozco un hábitat interesanteUn hábitat muy interesanteUn hábitat muy interesanteQue frío y seco.

Con témpanos flotando alrededorY pingüinos nadando por todas partesFocas y orcas feroces cazando.

Conozco un hábitat interesanteUn hábitat muy interesanteUn hábitat muy interesanteQue se llama TUNDRA…¡Que frio!


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!


Penguin

I’m a little penguin egg,In my dad’s brood pouch where he incubates.I will be a chick alrightThink 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 outsideMy 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!


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.


Nombre_____________

Conexión de escuela / hogar #1Pingüinos

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_____________


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_____________


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


Name_____________

Home/school Connection #1Penguins

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_____________


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_____________


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


Имя ______________

Связь с домом №1Пингвины

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 ______________


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 ______________


Выбери одну поэму и прочитай своей семье. Объясни, своими словами, о чём говориться в

поэме и нарисуй, то о чём ты прочитал(а).


Nombre_____________


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_____________


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_____________


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


Expert Group 1Chinstrap 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.

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.

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

.


Expert Group 2Gentoo 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.

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.

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


Expert Group 3Little 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.

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.

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.


Expert Group 4Rockhopper 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.

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.

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.


Name_____________________________________________

Expert Group______

Penguin:__________

Height:_________ Weight:_______

Beak color:________ Foot Color:_____

How Many Eggs?____

Interesting Facts:_________________________________

______________________________________

Predators:_____________________________

Adaptations:_______________________

_______________________________


Penguin Process GridType Size Beak Color

Foot Color# of eggs Unique Features

Or Interesting facts

Predators Adaptations

Emperor

Little Blue

Gentoo

Chinsptrap

Rockhopper


Found poetryEmperor Penguin text from

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


Documents

Project GLAD€¦ · Web viewIdentifies word patterns, repeated sounds and rhymes. Identifies the sound elements of literary language, including rhymes, repeated sounds, and instances