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Unit 2 - Animals and Habitats Read Aloud PDF

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Unit 2 - Animals and Habitats Read Aloud Lesson: Fish is Fish by Leo Lionni Subject(s): ELA, SCI, SS Content Objectives: *Teachers can write or adjust objectives to meet the needs of their students. Students will integrate and evaluate content presented in the story through considering the relationship between the illustrations and the narrative. Then, students will communicate, through drawing, dictation, and writing, to create an opinion piece about the story and/or the research collected about Leo Lionni. Language Objectives: *Teachers can write or adjust objectives to meet the needs of their students. With support and guidance, students will integrate and evaluate information confirming understanding of the read aloud. Students will then use the information to ask and answer questions about key details, requesting clarification if necessary. Finally, students will think critically about the information learned by using drawings and other visual displays to describe their thoughts. Accomodations: (IEP/504) Use appropriate accommodations Materials: Fish is Fish by Leo Lionni as designated in students’ IEPs and in response to students’ needs. ELA/Literacy Standards: Content Area Standards: RL.2, RL.3, RL. 4, RL. 7, W. 1, W. 7, LS. 1, LS. 2, LS. 3, LS. 5, L.1, L.4, L.5, L.6 SS.5, LS1.1, ESS2.2, VA.5 INSTRUCTIONS: First Whole Group Read: Students will actively listen to the story for enjoyment, attending to key details and vocabulary. They will make connections to previous stories or experiences, eg. “This reminds me of . . .” Second Whole Group Read: Think aloud: The teacher models through a think aloud how she/he visualizes in her/ his head as she is reading, “Today, while I read “Fish is Fish” I am going to try and picture how what I am reading in my head.” The teacher models a visualization she/he had at a natural place in the reading, for example: Following the statement “In the weeks that followed, the tadpole grew tiny front legs and his tail got smaller and smaller.” The teacher says, “I picture in my head an animal that looks a little like a fish and a little like a frog, the tadpole is starting to become a frog in the life cycle so it looks like both a fish and frog.” The teacher asks the students to try the strategy as she continues reading. The teacher stops reading after the frog’s journey and asks the children to describe what they saw in their head as she/he was reading. The teacher reads on until the part, “Ah, if he could only jump about like his friend and see that wonderful world.” After he/she finishes reading, the students should discuss the artwork that Leo Lionni designed for his illustrations (focus on the pictures that portrayed the way the fish envisioned what the frog described about what he saw on his journey.) “What do you notice in the illustrations? Why did the fish envision birds, cows, and people to look like similar to fish? What details helped you know this information?” Third Whole Group Read: Students will compare and contrast Fish is Fish with another Leo Lionni story as chosen through the Author/Illustrator/Artist study on Leo Lionni and evaluate the stories and artwork. Then students will synthesize their learning by discussing and charting as a group what they learned about imagery, friendship, and fish and tadpoles. Culminating Writing Tasks: Students will design their own writing piece (using dictation, drawing, and writing) about their favorite aspect of the book, using Leo Lionni’s artistic style. Students will develop a shared piece of writing to communicate the findings from their research on Leo Lionni. Read-Aloud Lesson: Fish is Fish by Leo Lionni Subject(s): ELA, SCI, SS Building Academic Vocabulary: Embedded Instruction (Tier 3 & Tier 2) Extended Instruction (Tier 2) Identify vocabulary words that require some attention in Identify vocabulary words that build academic language order for students to comprehend the text. Define these and are essential to comprehending the text. These words quickly in context, using a student friendly words may be defined quickly in context, but will be definition. revisited for students to integrate into their vocabulary. minnow – baby fish tadpole – baby frog discovered – found out nonsense – silly feebly – weak extraordinary – special triumphantly – proudly stunned – surprised/out of it mysteriously – bank – the land at the edge of the water impatiently – growing tired and frustrated grazing – slowly walking and eating grass marvelous – wonderful gills – part of the fishes body that helps the fish breath in water gasping – trying to breathe sunrays – warmth from the sun inseparable – stayed together all the time Teacher overview: Essential Question: How does Leo Lionni help us use our imagination? Big Ideas and Key Understanding: As the author and the illustrator, Leo Leonni uses imagery through his words and artwork to describe the events in a story focused on friendship, the life cycle, and a journey. Implementation process: Introduction/Opening: Today we are reading our first book by Leo Lionni, Fish is Fish. Leo Lionni is the author and illustrator of this book. Remember that good readers always think about what the words of the story mean (what you notice about the story). While I read, ask yourself: what are you wondering about the story and how can you use the information learned from the story in your life? process instructional support strategy 1st Read: • It reminds me of… (Prior Knowledge) The purpose of the first read • Model: “Frog and fish are inseparable. This reminds me of my friend________. He/ is for the students’ she and I were inseparable.” enjoyment, to gather the • Turn and Talk: Students turn to a friend to talk about what the story reminds them of. main idea, and attend to key • The child’s language should also be: “It reminds me of….” vocabulary. 2nd Read: • I wondered about… (Questioning) The purpose of the second • Use a B/D/A chart (Questions before the reading, during the reading and after the read is to model through reading) a think-a-loud how good • I think the author was trying to say… (Inferring) • Turn & Talk: Compare your thinking with your partner regarding the readers use strategies such reading. (Students) as questioning, inferring, • I could see, hear, taste, touch, smell _______ in my mind when I read.... (visualizing) visualizing and summarizing • Can you See It? to understand the story. 1. Shut your eyes. 2. Listen to the poem/story/sentence. 3. Create a picture in your mind. 4. Sketch/draw the picture. • The most important events or ideas are… (Summarizing) Lesson: Fish is Fish by Leo Lionni Subject(s): ELA, SCI, SS process instructional support strategy 3rd Read: • I give it __________stars because… (Evaluating) The purpose of the third read • Book Review: Children dictate/write/illustrate their review of the book. First is to deepen students’ provide the main idea of the story, then provide reasons for their recommendation. understanding of the content • My thinking is changing because… (Synthesizing) and to connect these understandings to other aspects of the Unit of Study. By evaluating and synthesizing the text students can apply their understanding to their work and play. center extensions: Center activities allow students to independently and collaboratively practice reading strategies and use concepts from the text. In order for students to engage in higher order thinking they need to remember, understand, apply, analyze, evaluate and create with these concepts. See center activity guide. Dramatization, Writing and Drawing, and the Library centers directly link to the content in the story. The other center activities allow children to engage in the themes related to the story but not necessarily specifically the text. Guided Practice: See instructional strategies process for Gradually Releasing Responsibility (Gradual release leading to students independently completing culminating task): CULMINATING When introducing the Writing and Drawing area during Planning for Centers, the QUESTION: teacher should allow children to brainstorm ideas to answer this question either How do the author and the through a turn and talk or as a whole group on chart paper. illustrator help us use our imagination? Closing: Highlight key skills and strategies students used while making meaning of the text. Highlight skills children use to relate text to self, text to text, and text to world. Example: “I noticed while John and Sara were listening to stories in the Library, that they were drawing pictures of what they were hearing in the story. Good readers picture what they are reading to help them understand the story. Assessment: obsevation checklist, written response to the culminating question completed at the Writing and Drawing area during centers Unit 2 - Animals and Habitats Read Aloud Lesson: From Tadpole to Frog Subject(s): ELA, SCI Content Objectives: *Teachers can write or adjust objectives to meet the needs of their students. Students will be able to read (listen) closely to determine the explicit message of the text, then make logical inferences from it, using specific evidence when writing/drawing/dictating and speaking to support conclusions drawn from the text. Language Objectives: *Teachers can write or adjust objectives to meet the needs of their students. With support and guidance from the teacher, students will produce and expand complete sentences as they discuss and write/draw/dictate about the story Accomodations: (IEP/504) Use appropriate accommodations Materials: From Tadpole to Frog as designated in students’ IEPs and in response to students’ needs. written by Wendy Pfeffer, illustrated by Holly Keller ELA/Literacy Standards: Content Area Standards: RI.1, RI. 2, RI.4, RI. 7, W.1, W.8, SL. 1 a & b, SL. 2 & SL. 3, L.6 LS1.1, ESS2.3, ESS3.3 INSTRUCTIONS: First Whole Group Read: During the first reading students will read the entire text for enjoyment and understand the main idea. Pause naturally during certain pages to discuss or respond to students’ questions, but take caution not to interrupt the flow of the first read. Have students “turn and talk” with neighbor to retell the story including key details. Sweep around the group to “eavesdrop” on discussions. Pull out key details to share with the whole group. Second Whole Group Read: Lead students in a whole group retelling of the text (focusing on beginning, middle, and end), including defined tier 2 & 3 vocabulary. Then have students determine key details by answering text dependent questions. Have children “turn and talk” to discuss specific answers to text dependent questions. Reread the sets of pages within this chunk of text. Pause between sections to discuss. The teacher should carefully choose 2 or 3 text dependent questions depending on children’s interest, misconceptions, or needs as evaluated through the 1st read and during center time engaging in concepts relating to the text. Third Whole Group Read: Students will analyze the text to understand the author’s purpose and determine if the story is fiction or non-fiction by comparing and contrasting this book with the previous book they read “Fish is Fish.” Culminating Writing Tasks: Students write about (through drawing/writing/dictation) the most important true as- pects of a Frog when it is a tadpole and when it is an adult frog. Students will share their culminating writing task. Teacher overview: synopsis: The life cycle of a frog. First the frog lays an egg, then a tadpole hatches from the egg, and over time it changes into a frog. Big Ideas and Key Understanding: The stages of the life cycle of a frog. Compare and contrast fiction and non-fiction. Read-Aloud Lesson: From Tadpole to Frog Subject(s): ELA, SCI Building Academic Vocabulary: Embedded Instruction (Tier 3 & Tier 2) Extended Instruction (Tier 2) Identify vocabulary words that require some attention in Identify vocabulary words that build academic language order for students to comprehend the text. Define these and are essential to comprehending the text. These words quickly in context, using a student friendly words may be defined quickly in context, but will be definition. revisited for students to integrate into their vocabulary. whistle (pg. 6) – sound the wind makes as the air moves hibernate (pg. 6, 29) – remaining still and resting all winter melts (pg. 8) – ice turns to water appear (pg. 8) – show up return (pg. 8) – return cling (pg. 10) –stick together mate (pg. 8) – two people that have babies together carefully – paying close attention gills (pg. 11) – part of the tadpoles body that allows them to breath underwater hatch (pg. 11) – tadpole comes out of the egg burrow ( pg. 18) - buries hind (pg. 21) – back flick (pg. 26) – stick out quickly Implementation process: Introduction/Opening: Today we will read From Tadpole to Frog by Wendy Pfeffer. All good readers pay close attention to the text. As we read today, think about the text and its meaning TEXT DEPENDENT RESPONSES QUESTIONS • Begin with a “winnable” • Answers that reference the text. question that will help orient • Multiple responses may be provided using different pieces of evidence students to the text. • Inferences must be grounded logically in the text • The sequence of questions should build a gradual understanding of the key meanings. • Questions should focus on a word/phrase, sentence or paragraph. How do the author and • The title tells us that the books is about a tadpole changing into a frog illustrator help us • The illustrator drew a frog and tadpoles in a pond on the cover know what this book is about • On the first page the author says that it is a Frog Pond and where it takes place? What happens when the (pg. 10) The male hugs the female and fertilizes the eggs so that tadpoles can hatch female lays her eggs? from the eggs (pg. 10) Thousands of soft jelly-covered eggs cling together in cool water (pg 10 & 11) The eggs cling together for 10 days and then hatch (pg 10 & 11) Thousands of tiny tadpoles hatch from the egg after 10 days of clinging together How do the tadpoles live (pg 12) They eat water plants between their first summer (pg 13) In the picture they hide from the water beetles, snakes, and birds so they don’t and first fall? get eaten (page 14, 15, 16) They hid under wet leaves so they don’t get eaten. (page 16 & 17) They eat and swim growing fat and bigger Why do the tadpoles burrow (pg. 18) They are hibernating just like the frogs in the beginning of the story refer to under the mud at the bottom pg. 6 of the pond in the winter? (pg. 18 & 19) They hide from the fish as they sleep What changes happen to the (Pg. 20) it grows back legs tadpole between its second (Pg. 21) it’s tail gets shorter spring and second fall? (Pg. 22) it grows tiny front legs and it starts to look like a frog with a tail (pg. 23) It lungs develop and its mouth and eyes grow bigger (pg. 24 & 25) it turns into a frog when it’s tail disappears completely Why does a frog need strong (pg. 25) A frog needs strong legs and webbed feet so it can swim because it doesn’t legs and webbed feet? have a tail any longer to help it wiggle through the water (reference to pg. 11) What is the same and what Differences: Doesn’t have a tail any longer, grows 4 legs and feet, as a frog it can live is different about the tadpole out of the water when it changes into a frog? Same: it hibernates in the winter as a tadpole and as a frog, it still has a mouth and eyes but they are bigger as a frog, it swims in the water as a tadpole and as frog. It lives by a pond How is this book similar and In both books there is a tadpole that turns into a frog when it no longer has a tail. In different to the book Fish is both books the tadpole grows legs. Fish by Leo Lionni? Fish is Fish is not a true book because the frog talks, sot his is different than From Tadpole to Frog because it is true and all factual. GUIDED PRACTICE (Gradual release leading to students independently completing task): Text dependent task includes text dependent questions leading to a culminating question. The culmiatin task allows students to demonstrate understanding of the big ideas and key understanding by citing evidence from multiple places in the text. TEXT BASED QUESTIONS (Taken from close reading): 1. How does the author and illustrator help us know what the book is about and where it takes place? 2. What changes happen to the tadpole between each spring and fall? 3. How is this book similar and different to the book Fish is Fish by Leo Lionni? CULMINATING QUESTION: What is the most important information to know about the frog when it is a tadpole and when it is an adult frog? Sample responses: The children demonstrate knowledge by sequencing the process of the life cycle of the tadpole to becoming an adult frog including the specific changes in the body and what they need to live. CLOSING: Highlight key skills and strategies students used while making meaning of the text. For example: I noticed that Maria’s work describes how the Frog was first a tadpole and then became a frog when it no longer had a tail. I noticed that Bill had his frog hibernate in the winter and then lay eggs that hatched as tadpoles. ASSESSMENT: observation checklist, written response Unit 2 - Animals and Habitats Read Aloud Lesson: The Life Cycle of a Salmon Subject(s): ELA, SCI, SS Content Objectives: *Teachers can write or adjust objectives to meet the needs of their students. Students will determine the central ideas from the text, assess how points of view or purpose shape the content and style of the text, and identify the reasons an author gives to support points in the text. Language Objectives: *Teachers can write or adjust objectives to meet the needs of their students. Students will participate in collaborative conversations with classmates about “The Life Cycle of a Salmon”, confirming understandings, clarifying confusion, and asking and answering questions about key details. Accomodations: (IEP/504) Use appropriate accommodations Materials: The Life Cycle of a Salmon as designated in students’ IEPs and in response to students’ needs. by Bobbie Kalman ELA/Literacy Standards: Content Area Standards: RI.2, RI. 4, RI.5, RI.6, RI.7, RI. 8, W.2, W.8, LS. 1, LS. 2, LS. 3, LS.5, L.4, L.6 SS. 5, LS1.1, ESS2.2, ESS3. INSTRUCTIONS: First Whole Group Read: Students will actively listen to pages 4 – 11 to build their background knowledge to understand the content of the text, key vocabulary and understand the structure of a non-fiction Book. After reading part 1, develop a class chart that highlights the key details of the text and any other details that the students know about fish (self-text, text-text) “I remember . . . or The author said . . .” Second Whole Group Read: Students will actively listen to pages 12 – 21: Life Cycle. Before and during reading, model, through a “think aloud”, how a good reader makes predictions prior to reading, then continues to reflect on the text, anticipate, and make predictions” (all about the life cycle of the salmon) during reading. After reading, model reflecting on whether predictions about the life cycle were correct and then chart with the students the sequence of the life cycle of a fish. (text-text). Third Whole Group Read: Students will actively listen to pages 22 – 27: The Adult Salmon – Lead by saying, “Good readers determine the most important information from the reading. so after I finish reading the sections of the book about an adult salmon, we will make a web of the most important information.” reread the section entitled “On the Run”, then pause to allow children to discuss what they think is important in the text, encouraging them to turn and talk. Then finish reading the full section, pausing naturally to ask questions that promote students thinking about the most important details. Use a web graphic organizer to chart the most important information that the students heard in the text. (text-text) Fourth Whole Group Read: Students will actively listen to pages 28 – 31: Endangered. Before reading, say, “Good readers are always asking themselves questions to help them understand and evaluate the information in the book. Some questions that might help you think about what we are reading are: What do I think will happen next? Why is the author telling us this? What was the most exciting part? What part was most puzzling or con- fusing? After we read the section of the book on the safety of salmon we will answer some of these questions together.” After reading, lead a discussion where children discuss the most exciting and most confusing parts of this section. (evaluating) (text-world) Fifth Whole Group Read: Students will participate in a “Book Club” to discuss the whole book “The Life Cycle of a Salmon” in small groups. Together with the children, quickly summarize the charts, webs, and discussion of exciting and confusing parts of the book and then the students break into small groups in the circle. Book groups should discuss the following prompt: “The most important thing I heard was . . .” Read-Aloud Lesson: The Life Cycle of a Salmon Subject(s): ELA, SCI, SS Fifth Whole Group Read: After this, come back together as a large group and ask, “How did the author and illus- trators help you learn the most important thing in the book?” Brainstorm with children, charting their answers to the question. Culminating Writing Task: Students will share their expertise about the most important thing they learned by writing/dictating/drawing a page for a class expert book about salmon. Building Academic Vocabulary: Embedded Instruction (Tier 3 & Tier 2) Identify vocabulary words that require some attention in order for students to comprehend the text. Define these words quickly in context, using a student friendly definition. Vertebrates (pg. 4) – an animal that has a backbone Blend (pg. 14) – Mix with something different to hide Backbone (pg. 4) – row of bones in the middle of an animal’s Embryo (pg. 15) – Is in each egg and starts growing in the egg back Yolk sac (pg. 15) – Attaches to the embryo in each egg Bony fish (pg. 4) – hard skeletons Yolk (pg. 15) – The embryo’s food Skeletons (pg. 4) – bones that make up the body Alevines (pg. 16) – Baby salmon when it hatches from the egg Temperature (pg. 5) – how hot or cold something is Predators (pg. 16) – Animals that hunt and eat other animals Cold-blooded animals (pg. 5) – temperatures of the animal Fry (pg. 18) – A young salmon that can swim out of the redd changes with the temperature of their surrounding area Plankton (pg. 18) – Tiny plants and animals floating in the water Saltwater (pg. 6) – oceans contains a lot of salt School (pg. 18) – A group of fish that swim together Freshwater (pg. 6) – rivers and lakes contains little salt Camouflage (pg. 19) – Have colors, patterns, or textures on their Survive (pg. 6) – to live bodies that help them blend in with their surroundings Estuaries (pg. 7) – where rivers meet the ocean – it is a mixture Textures (pg. 19) – The different ways things feel of salt water and freshwater Parr (pg. 19)– A salmon that is a few months old with dark oval Species (pg. 8) – different types of animals in the same family marks on their body Fins (pg. 10) – Part of the fishes body that helps it swim Smolts (pg. 20) – Small adult salmon that are ready to leave the Muscles (pg. 10) – Part of the body that control other parts of freshwater the body Inches (pg. 20) – Measure of length Hatches (pg. 12) – baby animal breaks out of the egg Ounces (pg. 20) – Measure of weight Mature (pg. 12) – grown animal Faded (pg. 20) – Disappear Reproduce (pg. 12) – Have babies Pale (pg. 20) – Light in color Life span (pg. 12) – Length of time an animal is alive Migrate (pg. 20) – Travel from one place to another for a specific Redd (pg. 14) – Nest purpose Gravel (pg. 14)– Little rocks at the bottom of the ocean Current (pg. 21) – Natural movement of water in a certain Spawning grounds (pg. 26) – places where they began their lives direction Variety (pg. 26) – differently Miles (pg. 22) – Measure distance Attract (pg. 27) – come together Prey (pg. 22) – Animals that predators hunt and eat Decay (pg. 27) – body breaks down when something has died Crustaceans (pg. 22) – An animal that has a hard shell and at Populations (pg. 28) – total number of one species living in an least four pairs of legs and two pairs of antennae area Rapidly (pg. 22) – quickly Overfish (pg. 28) – people take too many of one species of fish Avoid (pg. 22)– stay away from from an area Countershading (pg. 23) – dark backs and light bellies on a fish Clear land (pg. 29) – when people remove trees and other plants that make them hard to see in the deep ocean from the water; this destroys the habitat of the Salmon Salmon Run (pg.24) – the journey between the ocean Dams (pg. 29) – control the flow of water along rivers (saltwater) back to where the salmon hatched in freshwater Conservation groups (pg. 30) – groups of people working Autumn (pg. 24) – another word for the season Fall together to protect salmon Upstream (pg. 25) – against the current – it is harder to swim Convinced (pg. 30) – get some to agree to what you want them against to do Government (pg. 30) – people elected to pass laws and create Fish hatcheries (pg. 31) – human-made places where fish eggs programs develop and hatch Increase (pg. 31) – make bigger Read-Aloud Lesson: The Life Cycle of a Salmon Subject(s): ELA, SCI, SS Extended Instruction (Tier 2) Identify vocabulary words that build academic language and are essential to comprehending the text. These words may be defined quickly in context, but will be revisited for students to integrate into their vocabulary Habitat (pg. 6) – where an animal lives Fantastic (pg. 6) – wonderful Life cycle (pg. 12) – series of changes that every animal goes through Journey (pg. 24) – travel Nutrients (pg. 17) – what an animal needs to grow bigger and survive Pollute – make dirty Protect (pg.30) – keep safe Teacher overview: Essential Question: How do Bobbie Kalman and his coworkers (author, illustrator and photographer) help us learn about Salmon and their habitats? Big Ideas and Key Understanding: Bobbie Kalman and his coworkers organized this book to help readers learn, through words and pictures, a great deal about the life cycle and life span of the salmon. This information helps us become experts on salmon. Implementation process: Introduction/Opening: Today we are reading our first non-fiction book. Non-fiction books have true information and can help us learn, or research, about a topic. Non-fiction books are often structured differently than story books. In this book, the authors use different sections to help us best learn information about salmon. Remember that good readers always think about what the words mean (what you notice about the information), what are you wondering about the information? How can you use the information learned from the book and continue to investigate to become a salmon expert? Process instructional support strategies 1st Read: • It reminds me of… (Prior Knowledge) The purpose of the first read • KWLM Chart: What I know…What I Wonder…What I learned…What I want to learn is for the students’ more…. enjoyment & to gather the • Question…What we think we know…New Learning main idea – self to text (Prior Knowledge) 2nd Read: • I wondered about… (Questioning) The purpose of the second • Make a list of questions read is to model, through • I learned….I wonder chart a think aloud, how to use • I think the author was trying to say… (Inferring) questions and inferences to understand the content and purpose of the text – text to text (questioning and inferring) 3rd Read: • The most important information or ideas are… (Summarizing) The purpose of the third read • Graphic Organizer: Web is to support students as they Center the word salmon, Habitat, Food, Physical characteristics, Dangers, Ways to help deepen their understanding • “Become the Expert”: Turn & Talk of the text by combining 1. Teach your partner about salmon strategies that help them 2. Provide 3 facts about the physical characteristics understand the content and 3. Tell about the life cycle purpose of the text - text to 4. Provide 3 facts about the habitat of a salmon self and text to text (visualize 5. Provide a fact about the food the salmon eats and summarizing) 6. Tell about one danger the salmon faces 7. Tell one way to save the salmon Lesson: The Life Cycle of a Salmon Subject(s): ELA, SCI, SS process instructional support strategy 4th Read: • I give it __________stars because… (Evaluating) The purpose of the fourth read is to continue to support • Book Review: students in deepening their 1. Provide the main idea of the text understanding of content by 2. Would you recommend the text relating back to other aspects 3. Why? of the Unit of Study – text to world (evaluating) 5th Read: • My thinking is changing because… (Synthesizing) The purpose of the fifth read • Anticipation Guide: (Small Groups) is to extend their 1. Select four to six statements from the text you will read to students. understandings and use their 2. Have students agree or disagree on the statements new learning – (Synthesizing) 3. Have students provide evidence to support their opinion. Children can revise their thinking based on new information from their partner. 4. Share responses in large group. 5. Reread text as children listen and discuss. Children can confirm their thinking or revise their thinking based on the evidence from the text. center extensions: Center activities allow students to independently and collaboratively practice reading strategies and use concepts from the text. In order for students to engage in higher order thinking they need to remember, understand, apply, analyze, evaluate and create with these concepts. See center activity guide. Dramatization, Writing and Drawing, and the Library centers directly link to the content in the story. The other center activities allow children to engage in the themes related to the story but not necessarily specifically the text. Guided Practice: See instructional strategies process for Gradually Releasing Responsibility (Gradual release leading to students independently completing culminating task): CULMINATING Prior to centers, review with children the brainstormed list of answers to the question QUESTION: from the 5th read aloud. This will help spark their thoughts for the Writing and Draw- How do the author and the ing area. illustrator help us use our imagination? Closing: Highlight key skills and strategies students used while making meaning of the text. Highlight skills children use to relate text to self, text to text, and text to world. Example: “I noticed while children were developing their page in the expert book about salmon that they took ideas from the list we brainstormed and expanded the information. Good readers use information learned through reading text and apply this information to other activities.” Assessment: obsevation checklist, written response to the culminating question completed at the Writing and Drawing area during centers

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They will make connections to previous stories or experiences, eg. “This reminds me of . Use a web graphic organizer to chart the most important information that the students heard in . Tell about one danger the salmon faces. 7. Tell one way to .. Tytonidae – owls that have heart-shaped fa
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Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.