Lacey Blocker Vernon Parish Teacher Leader NBCT
|
|
- Osborn Daniels
- 6 years ago
- Views:
Transcription
1 RESEARCH WRITING TASK: GET THE UPPER HAND! Lacey Blocker Vernon Parish Teacher Leader NBCT
2
3 SESSION OBJECTIVES: 1. Describe the elements of a typical research task 2. Name the authentic reading and writing work required to complete the research task 3. Use our analysis of the reading and writing work to plan for instruction and next steps in the classroom
4 ELEMENTS OF RESEARCH TASK: Essential Question: What s in our backpack? What do we already know about the research task? What do our students know about the research task? Participant Activity: *Create a list (Turn and Talk) *Share out whole group
5 GETTING THE UPPER HAND STRATEGY: Steps for breaking down the task: 1. Read the writing prompt. (Circle passage titles, underline repeated and plural words.) 2. Read and review the text. 3. Create a Tree Map. (Jot thoughts) 4. Write the essay. 5. Read and revise.
6 STEP 1: READ THE WRITING PROMPT Participant Activity: *Read and annotate the Sea Turtles research writing task prompt. (Circle passage titles and underline repeated words/plural words. *Turn and talk with partners *Share ideas aloud
7 SEA TURTLES WRITING PROMPT: You have read a passage from Fishing Threatens Sea Turtles, Marine Debris and Sea Turtles, and Lights Out for Sea Turtles. Think about the threats and solutions presented in the texts and how they help the reader learn more about endangered sea turtles. Write an essay explaining the threats and solutions from each passage. Be sure to give evidence from all three passages to support your response.
8 STEP 1: ANNOTATE THE WRITING PROMPT You have read a passage from Fishing Threatens Sea Turtles, Marine Debris and Sea Turtles, and Lights Out for Sea Turtles. Think about the threats and solutions presented in the texts and how they help the reader learn more about endangered sea turtles. Write an essay explaining the threats and solutions from each passage. Be sure to give evidence from all three passages to support your response.
9 STEP 2: READ AND REVIEW THE TEXT Participant Activity: *Read and review the Sea Turtles passages *What are threats and solutions facing sea turtles? What skills would students need to read and understand this text? *Turn and talk with partner *Share aloud whole group
10 STEP 3: CREATE A TREE MAP Brainstorm ideas related to the writing topic (T chart, Tree Map, Venn diagram, listing, other note taking chart) Can be slow at first. Students need effective modeling on how to take good notes. Note taking helps prepare students for writing the essay. Students will improve in their thinking and note taking ability over time.
11 STEP 3: CREATE A TREE MAP Model preparing the Tree Map with one passage using white copy paper (setting up our paper with 3 equal sections and labeled with passage titles) (refer to our prompt to include key words) Participant Activity: *Complete Tree Map with the next two passages *KAGAN Structure (Mix-Pair-Share)
12 TREE MAP EXAMPLE: Passage 1 Fishing Threatens Sea Turtles Threats: Passage 2 Marine Debris and Sea Turtles Threats: Passage 3 Lights Out for Sea Turtles Threats: Solutions: Solutions: Solutions:
13 TREE MAP EXAMPLE: Passage 1 Fishing Threatens Sea Turtles Threats: *trawl fishing nets trapping sea turtles underwater *causing them to perish if underwater more than 30 minutes Solutions: *Use TED, turtle excluder device to release turtles *laws implemented to force fishermen to use TED s Passage 2 Marine Debris and Sea Turtles Threats: *consuming debris plastic bags/fishing line *plastics get trapped in stomach *prevents them from swallowing food properly Solutions: *education, awareness, action to solve marine pollution *reduce, reuse, recycle plastics Passage 3 Lights Out for Sea Turtles Threats: *lighting from shore causes hatchlings to wander inland *die from dehydration, preyed upon by fire ants, ghost crabs, or crawl onto road and die Solutions: *modify lights to prevent them from being seen from the beach
14 STEP 4: WRITE THE ESSAY Write the essay using PEEL strategy. What is PEEL?
15 PEEL WRITING STRATEGY: P = Point: Make your point, which is the same as introducing a claim. E=Evidence: Giving evidence from the text to support your point or claim. E=Explanation: Explain how the evidence supports your point; the explanation creates cohesion (unity) between the point and the evidence L=Link: Form a connection between each point, in the world, or to self.
16 STEP 4: WRITE THE ESSAY On chart paper, model how to write: 1.) Introduction 2.) Body paragraph using PEEL and notes from Tree Map 3.) Conclusion
17 EXAMPLE OF INTRODUCTION: Introduction: Slowing chipping open, the hatchlings quietly walk toward the nearby light! After reading Fishing Threatens Sea Turtles, Marine Debris and Sea Turtles, and Lights Out For Sea Turtles, I know there are many threats and solutions that harm endangered sea turtles. Let me share evidence to prove these ideas.
18 EXAMPLE OF PEEL STRATEGY: Body Paragraph #1 P= Based on the first text, Fishing Threatens Sea Turtles I know trawl nets trap sea turtles underwater for long periods of time causing them to drown. E= For example the text stated, When turtles are caught in trawl nets, they are unable to surface to breathe and may perish if they remain underwater for more than 30 minutes. E= Next the text stated the solution, Fortunately, trawl nets can be modified with TED s, or Turtle Excluder Devices, to release sea turtles and other entrapped animals and prevent unnecessary deaths. L=Both of these examples prove the treats and solutions. Fisherman should follow the law and used TED s to protect endangered sea turtles.
19 EXAMPLE OF CONCLUSION: Conclusion: To summarize, from the evidence I have given, you can see there are many threats and solutions facing sea turtles. Hopefully, with education, a decrease in pollution, and more fisherman following important laws, sea turtles can live longer and healthier lives. I challenge you to consider the threats and solutions facing these magnificent creatures!
20 STEP 4: WRITE THE ESSAY Participant Activity: *Begin writing a research essay including: introduction, body paragraph, and conclusion *Turn and talk with partners *Share essays
21 PEEL WRITING ALIGNMENT TO 4 TH GRADE STANDARDS For example, W.4.2 states: Write informative and explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections b. Develop the topic with facts, definitions and concrete details, quotations or other information related to the topic. c. Link ideas with categories of information using words and phrases d. Provide a concluding statement or section related to the information presented P= Point: Make your point, which is the same as stating a claim. E= Evidence: Backing up your point or claim with supporting facts from credible sources. E= Explain: Explain how the evidence supports your claim; the explanation is a way to create cohesion (unity) between the point and the evidence. L=Link: Form a connection between each point in the paper; in the world, or to self. This also helps create cohesion for the overall piece.
22 PEEL WRITING ALIGNMENT TO 8 TH GRADE STANDARDS For example, W.8.2 states: Write informative and explanatory texts to examine a topic and convey ideas, concepts, and information clearly a. Introduce a topic clearly previewing what is to follow; organize ideas, concepts, and information into broader categories b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations or other information related to the topic. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts d. Use precise language and domain specific vocabulary to inform or explain about the topic e. Establish and maintain a formal style f. Provide a concluding statement or section that follows from and supports the information or explanation presented P= Point: Make your point, which is the same as stating a claim. E= Evidence: Backing up your point or claim with supporting facts from credible sources. E= Explain: Explain how the evidence supports your claim; the explanation is a way to create cohesion (unity) between the point and the evidence. L=Link: Form a connection between each point in the paper; in the world, or to self. This also helps create cohesion for the overall piece.
23 STEP 5: READ AND REVISE Students should read essays and have opportunities to publish work samples Share aloud/display work Revise writing using tools such as checklist, dictionary, thesaurus, peer editing, etc.
24 READING WORK REQUIRED TO BUILD RESEARCH WRITING SKILLS: Read aloud/shared reading of informational text Teach text structures (nonfiction text features) Close reading (more than once, chunking, vocabulary work) Read multiple texts on the same topic (guidebook unit resources) Summarizing/Paraphrasing the text
25 WRITING WORK REQUIRED TO BUILD RESEARCH WRITING SKILLS: Writing topic sentences Writing body paragraphs Evidence phrases Transitions to link paragraphs Using a variety of sentence structures Editing/proofreading skills
26 NEXT STEPS FOR MY CLASSROOM: What do I need to consider adding to my Instruction or current practice? What do I need to do differently? How can I help my students write better this year? Participant Activity: *Complete reflection/next steps form *Turn and Talk with partners
27 CONTACT ME ANYTIME: West Leesville Elementary
Grade 5, Prompt for Opinion Writing Common Core Standard W.CCR.1
Grade 5, Prompt for Opinion Writing Common Core Standard W.CCR.1 (Directions should be read aloud and clarified by the teacher) Name: The Best Pet There are many reasons why people own pets. A pet can
More informationGrade 3, Prompt for Opinion Writing
Grade 3, Prompt for Opinion Writing Common Core Standard W.CCR.1 (Directions should be read aloud and clarified by the teacher) Name: Before you begin: On a piece of lined paper, write your name and grade,
More information!"#$%&&%"'#())*+,-.*#/0-,-"1#)%0#233#4,56*",7!!
" "#$%&&%"'#())*+,-.*#/0-,-"1#)%0#233#4,56*",7 "#$$%&'(#)#*+$$,'-.%)'/#01,234$%56789: "#$%&#'&()*+,#-(.,.+/#0*1123*(2,.4&5#6.,%#7,89&+,#:;%.&4&)&+,## # 51 Grade 3, Prompt for Opinion
More informationGrade 5, Prompt for Opinion Writing
Grade 5, Prompt for Opinion Writing Common Core Standard W.CCR.1 (Directions should be read aloud and clarified by the teacher) Name: Before you begin: On a piece of lined paper, write your name and grade,
More informationTour de Turtles: It s a Race for Survival! Developed by Gayle N Evans, Science Master Teacher, UFTeach, University of Florida
Tour de Turtles: It s a Race for Survival! Developed by Gayle N Evans, Science Master Teacher, UFTeach, University of Florida Length of Lesson: Two or more 50-minute class periods. Intended audience &
More informationPeople around the world should be striving to preserve a healthy environment for both humans and
People around the world should be striving to preserve a healthy environment for both humans and animals. However, factors such as pollution, climate change and exploitation are causing an increase in
More informationD irections. The Sea Turtle s Built-In Compass. by Sudipta Bardhan
irections 206031P Read this article. Then answer questions XX through XX. The Sea Turtle s uilt-in ompass by Sudipta ardhan 5 10 15 20 25 30 If you were bringing friends home to visit, you could show them
More informationTrapped in a Sea Turtle Nest
Essential Question: Trapped in a Sea Turtle Nest Created by the NC Aquarium at Fort Fisher Education Section What would happen if you were trapped in a sea turtle nest? Lesson Overview: Students will write
More informationLoggerhead Turtles: Creature Feature
Loggerhead Turtles: Creature Feature These beautifully colored sea turtles got their name because their oversized head sort of looks like a big log. Within their heads are powerful jaws, which loggerheads
More informationScience & Literacy Activity
GRADE 3 Science & Literacy Activity ACTIVITY OVERVIEW This activity, which is aligned to the Common Core State Standards (CCSS) for English Language Arts, introduces students to scientific knowledge and
More informationFACT FUN! *Loggerheads are the most common species of sea turtle in the ocean off of South Carolina.
FACT FUN! *Loggerheads are the most common species of sea turtle in the ocean off of South Carolina. *Loggerheads are named for their large head and have powerful jaws that allow them to eat heavy shelled
More informationSIGNAL WORDS CAUSE/EFFECT COMPARE/CONTRAST DESCRIPTION
SIGNAL WORDS CAUSE/EFFECT COMPARE/CONTRAST DESCRIPTION because different from for instance since same as for example consequently similar to such as this led to...so as opposed to to illustrate if...then
More informationSea Turtle Strandings. Introduction
Sea Turtle Strandings Introduction 2 What is an animal stranding? What is an animal stranding? An animal that is stuck in shallow water or stuck on shore when it should be freely swimming in the ocean
More informationWhere the Red Fern Grows: A 4 th Grade Literary Focus Unit Created by Allison Kesteloot
Where the Red Fern Grows: A 4 th Grade Literary Focus Unit Created by Allison Kesteloot Featured Selection Where the Red Fern Grows by Wilson Rawls. New York: Dell Laurel Leaf; branch of Random House,
More informationTreasured Turtles GO ON
Read the article Treasured Turtles before answering Numbers 1 through 5. UNIT 3 WEEK 5 Treasured Turtles Have you ever seen a sea turtle? Unlike their much smaller cousins on land, these turtles can weigh
More informationGrade 3, Prompt for Opinion Writing
, Prompt for Opinion Writing Common Core Standard W.CCR.1 (Directions should be read aloud and clarified by the teacher) Name: Before you begin: On a piece of lined paper, write your name and grade, the
More informationDifferentiated Activities for Teaching Key
Grades 4--6 Differentiated Activities for Teaching Key Comprehension Skills 40+ Ready-to-Go Reproducibles That Help Students at Different Skill Levels All Meet the Same Standards Martin Lee and Marcia
More informationNational Standards. English: NL-ENG.K-12.1 Social Science: NSS-G.K-12.5 Science: NS.K-4.3, NS.K-4.6. NOAA Ocean Literacy Principles 6
The Heartbreak Turtle Today The Heartbreak Turtle Today Kindergarten Program By Ingrid Norris and Bonnie Webster Preparations Find a comfortable spot in the room ahead of time where children may sit on
More informationINSPIRE A WRITING REVOLUTION! /
INSPIRE A WRITING REVOLUTION! www.voyagersopris.com / 800.547.6747 We Examine our Beliefs Agree or Disagree? Students need to see their teachers as writers. If students write every day, their writing automatically
More informationTable of Contents. Appendix 167. About Finish Line New York ELLs Unit 1 Speaking 5. Unit 2 Listening/Reading/Writing 32
Table of Contents About Finish Line New York ELLs... 4 Unit 1 Speaking 5 Lesson 1 School Projects... 6 Lesson 2 The Skies Above... 10 Lesson 3 The Pilgrims... 15 Lesson 4 The School Day... 19 Lesson 5
More informationReproducible for Educational Use Only This guide is reproducible for educational use only and is not for resale. Enslow Publishers, Inc.
Which Animal Is Which? Introduction This teacher s guide helps children learn about some animals that people often mix up. Following the principle of science as inquiry, readers discover the fun of solving
More informationLet s Talk Turkey Selection Let s Talk Turkey Expository Thinking Guide Color-Coded Expository Thinking Guide and Summary
Thinking Guide Activities Expository Title of the Selection: Let s Talk Turkey Teaching Band Grades 3-5 Genre: Nonfiction Informational, Magazine Article The selection and Expository Thinking Guide are
More information[EMC Publishing Note: In this document: CAT 1 stands for the C est à toi! Level One Second Edition Teacher s Annotated Edition of the Textbook.
EMC Publishing s Correlation of C est à toi! Levels One, Two, Three 2 nd edition to the 2007 Indiana Academic Standards for World Languages 9-12 Sequence - Modern European and Classical Languages Grade
More informationTeaching grade 1/2 students who have reading comprehension difficulties to paraphrase will increase their literal comprehension.
Teaching grade 1/ students who have reading comprehension difficulties to paraphrase will increase their literal comprehension.! "#$% & '#(% ) *+, -#.% " *+, /#% $ &#)% ' 0 *+!, "#$% ( "#$% - (% -#.% *+!,
More informationWriting: Lesson 31. Today the students will be learning how to write more advanced middle paragraphs using a variety of elaborative techniques.
Top Score Writing Grade 4 Lesson 31 Writing: Lesson 31 Today the students will be learning how to write more advanced middle paragraphs using a variety of elaborative techniques. The following passages
More informationNon-fiction: Sample Food Chain. Sample Food Chain. eaten by. created for. after death, eaten by ReadWorks, Inc. All rights reserved.
Non-fiction: Sample Food Chain Sample Food Chain Lettuce eaten by Rabbit Producer Consumer Worm soil created for after death, eaten by Wolf eaten by Decomposer Consumer 1 Questions: Sample Food Chain Name:
More informationGrade 5 English Language Arts
What should good student writing at this grade level look like? The answer lies in the writing itself. The Writing Standards in Action Project uses high quality student writing samples to illustrate what
More informationReptilian Requirements Created by the North Carolina Aquarium at Fort Fisher Education Section
Essential Question: North Carolina Aquariums Education Section Reptilian Requirements Created by the North Carolina Aquarium at Fort Fisher Education Section What physical and behavioral adaptations do
More informationThe Awe-Inspiring Leatherback. South of Malaysia, a leatherback sea turtle glides beneath the surface of
1 South of Malaysia, a leatherback sea turtle glides beneath the surface of the Indian Ocean. Her majestic silhouette casts an impressive shadow on the ocean floor beneath her. As the sunlight glimmers
More informationLitter, How long does it last?
Litter, How long does it last? The items of litter below and their average breakdown time have been jumbled up. Draw a line between the item of litter and how long you think it will take to break down.
More informationSEA TURTLE CHARACTERISTICS
SEA TURTLE CHARACTERISTICS There are 7 species of sea turtles swimming in the world s oceans. Sea turtles are omnivores, meaning they eat both plants and animals. Some of their favorite foods are jellyfish,
More informationExpanded noun phrases and verbs to describe an underwater world
Expanded noun phrases and verbs to describe an underwater world Object/ creature Expanded noun phrase Verb (action) Seaweed Tall, towering seaweed. Stand still. Sock fish Hat turtles T shirt octopus Water
More informationStructured PVA Historical essay: for example history of protection of Everglades
Final Essay: possible topics Structured PVA Historical essay: for example history of protection of Everglades Concern: Run-off of oil-products from streets/roads Management plan: how to manage the Wakulla
More informationMuse Teacher Guide: February 2018
Pets on the Mind Scientists think pets may be more than just a furry face. Articles look at the evidence that shows the important psychological connections humans share with their four-legged friends.
More informationMay 7, degrees and no sign of slowing down, the clearing of Jamursba Medi Beach in
May 7, 1984. 95 degrees and no sign of slowing down, the clearing of Jamursba Medi Beach in the Bird s Head Peninsula, Indonesia, reveals a gold sand beach and vast outstretches of turquoise water. The
More informationEVENTS OR STEPS The events in the story are the steps that the character takes to solve the problem or reach the goal.
LA.K.1.7.1, LA.K.2.1.2 Comprehension Instructional Routine: Identify Story Grammar Preparation/Materials: The Hayloft in the Barn and Otters on the River, two story maps for teacher (use with a transparency
More informationTeacher: Read directions only. Students read passage and answer questions 1-6 independently.
2 nd Grade ELA Benchmark #2 Teacher Assessment [22 points] Teacher: Read directions only. Students read passage and answer questions 1-6 independently. Student Directions: Read both texts and answer questions
More informationScience & Literacy Activity
Science & Literacy Activity ACTIVITY OVERVIEW This activity, which is aligned to the Common Core State Standards (CCSS) for English Language Arts, introduces students to scientific knowledge and language
More informationWolves By Gail Gibbons. Recommended Reading for grades 3-5
Wolves By Gail Gibbons Recommended Reading for grades 3-5 KP For centuries, people have been afraid of wolves, yet these animals tend to be shy and live peacefully among themselves. Here is some information
More informationCrossing the Continents. Turtle Travel From Egg to Adulthood; Against All Odds
Crossing the Continents Turtle Travel From Egg to Adulthood; Against All Odds Objective: Students will learn about the conservation efforts of many to save Sea Turtles. Students will use latitude and longitude
More informationGreece Turtle Conservation
Greece Turtle Conservation Live and work with other volunteers to conserve and protect one of the most important loggerhead turtle nesting areas in Greece Greece provides a blend of a hot Mediterranean
More informationA Reading A Z Level R Leveled Book Word Count: 1,564. Sea Turtles
A Reading A Z Level R Leveled Book Word Count: 1,564 Sea Turtles SeaTurtles Table of Contents Introduction...4 Types of Sea Turtles...6 Physical Appearance...12 Nesting...15 Hazards....20 Protecting Sea
More informationSEA TURTLES ARE AFFECTED BY PLASTIC SOFIA GIRALDO SANCHEZ AMALIA VALLEJO RAMIREZ ISABELLA SALAZAR MESA. Miss Alejandra Gómez
SEA TURTLES ARE AFFECTED BY PLASTIC SOFIA GIRALDO SANCHEZ AMALIA VALLEJO RAMIREZ ISABELLA SALAZAR MESA Miss Alejandra Gómez CUMBRES SCHOOL 7 B ENVIGADO 2017 INDEX Pag. 1. Objectives.1 2. Questions...2
More informationMeet the Larvae BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN. SC.F The student knows the basic needs of all living things FOR PERSONAL USE
activity 21 Meet the Larvae BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN Grade K Quarter 3 Activity 21 SC.F.1.1.1 The student knows the basic needs of all living things SC.H.1.1.1 The student knows
More informationTable of Contents. About Finish Line New York ELLs Unit 1 Speaking 5. Unit 2 Listening/Reading/Writing 32. Unit 3 Transition to ELA 139
Table of Contents About Finish Line New York ELLs... 4 Unit 1 Speaking 5 Lesson 1 School Projects... 6 Lesson 2 The Skies Above... 10 Lesson 3 The Pilgrims... 15 Lesson 4 The School Day... 19 Lesson 5
More informationWriting: Lesson 23. Today the students will practice planning for informative/explanatory prompts in response to text they read.
Top Score Writing Grade 4 Lesson 23 Writing: Lesson 23 Today the students will practice planning for informative/explanatory prompts in response to text they read. The following passages will be used in
More informationESU ELEMENTARY EDUCATION LESSON PLANNING FORMAT
ESU ELEMENTARY EDUCATION LESSON PLANNING FORMAT NOTE: Not all lesson plans will include all the components listed below and the components will not always be in the order shown here. If a component is
More informationThe Essentials of Writing an Effective Essay/Written Response
The Essentials of Writing an Effective Essay/Written Response What is an essay/written response? An essay is a written response that is presented as a short piece of academic writing on a particular subject.
More informationNatGeo.org/explorermag-resources Password: explorer16 Vol. 16 No. 5. Explorer TRAILBLAZER
TEACHER'S GUIDE NatGeo.org/explorermag-resources Password: explorer16 Vol. 16 No. 5 TRAILBLAZER Big Cats2 Seamounts 10 Cave Symbols 16 Trailblazer (Grade 3) Vol. 16 No. 5 In This Guide This guide contains
More informationNorth Carolina Aquariums Education Section. You Make the Crawl. Created by the NC Aquarium at Fort Fisher Education Section
Essential Question: You Make the Crawl Created by the NC Aquarium at Fort Fisher Education Section How do scientists identify which sea turtle species has crawled up on a beach? Lesson Overview: Students
More informationENGL-3 MMS Running on Water Quiz Exam not valid for Paper Pencil Test Sessions
ENGL-3 MMS Running on Water Quiz Exam not valid for Paper Pencil Test Sessions [Exam ID:1DHT0H Read the following passage and answer questions 1 through 9. Running on Water 1 Green basilisk lizards can
More informationScience & Literacy Activity GRADES 6-8
Science & Literacy Activity GRADES 6-8 OVERVIEW This activity, which is aligned to the Common Core State Standards (CCSS) for English Language Arts, introduces students to scientific knowledge and language
More informationpounce prey dribbles poisonous extraordinary vibrations camouflaged predator
Vocabulary pounce prey dribbles poisonous extraordinary vibrations camouflaged predator Use the context clues in each sentence to help you decide which vocabulary word fits best in the blank. Cyril the
More informationAge structured models
Age structured models Fibonacci s rabbit model not only considers the total number of rabbits, but also the ages of rabbit. We can reformat the model in this way: let M n be the number of adult pairs of
More informationGila Monsters (Gila = he la)
Gila Monsters A Gila (Gila = he la) monster is one of only two poisonous lizards in the world. Gila monsters live in the deserts of Mexico and in the southwestern United States. Its name comes from the
More informationI will learn to talk about. groups of animals animal characteristics animal habitats. Unit Unit 7
I am a mammal with both fur and wings. I sleep during the day, and I hunt for food at night. I use high-pitched sounds to find my way around. What am I? I will learn to talk about groups of animals animal
More informationTeacher Instructions. Houghton Mifflin Harcourt Reading Grade 3
Unit 4/Week 1 Title: Nights of the Pufflings 1 Suggested Time: 5 days (45 minutes per day) Common Core ELA Standards: RI4.1, RI4.2, RI4.3, RI4.4, RL4.7; RF.4.3, RF.4.4; W.4.2, W.4.4; SL.4.1, SL.4.6; L.4.1,
More information!"#$%&&%"'#())*+,-.*#/0-,-"1#)%0#233#4,56*",7!!
" "#$%&&%"'#())*+,-.*#/0-,-"1#)%0#233#4,56*",7 "#$$%&'(#)#*+$$,'-.%)'/#01,234$%56789: "#$%&#'&()*+,#-(.,.+/#0*1123*(2,.4&5#6.,%#7,89&+,#:;%.&4&)&+,## # 21 Grade K, Prompt for Opinion
More informationNon-fiction: From Pet to Threat. Imported pets become major menaces in the United States.
Non-fiction: From Pet to Threat From Pet to Threat Imported pets become major menaces in the United States. Back in 2005, a wacky photo made headlines. It looked like a joke, but it was the real deal:
More informationGrades 1-5 Narrative Prompt Teacher Directions Day 1 (45 minutes) Pass out the prompt. (If desired, a link to the image is available on page 3 of these directions.) Ask the class what they see happening
More informationLesson Objectives. Core Content Objectives. Language Arts Objectives
The Dog and the Manger 4 Lesson Objectives Core Content Objectives Students will: Demonstrate familiarity with The Dog in the Manger Identify character, plot, and setting as basic story elements Describe
More informationNorth Carolina Aquariums Education Section. Prepare to Hatch. Created by the NC Aquarium at Fort Fisher Education Section
Essential Question: Prepare to Hatch Created by the NC Aquarium at Fort Fisher Education Section How can we help sea turtle hatchlings reach the ocean safely? Lesson Overview: Students will design methods
More informationComparing & Contrasting
Reading Strategy Comparing & Contrasting When reading a story or an article, it s helpful to think about how things are alike and how they are different. As you read, ask yourself: What is the same about
More informationD irections. The Sea Turtle s Built-In Compass. by Sudipta Bardhan
irections 206031P Read this article. Then answer questions XX through XX. The Sea Turtle s uilt-in ompass by Sudipta ardhan 5 10 15 20 25 30 If you were bringing friends home to visit, you could show them
More informationAdaptations of Turtles Lesson Plan (Level 1 Inquiry Confirmation)
Adaptations of Turtles Lesson Plan (Level 1 Inquiry Confirmation) Grade Level Grade 4 Science Concept Animals have adapted special characteristics that allow them to thrive in their unique habitats. Relationship
More informationSEA TU RTL ES AND THE GU L F O F MEXICO O IL SPIL L
Your web browser (Safari 7) is out of date. For more security, comfort and the best experience on this site: Update your browser Ignore Activitydevelop SEA TU RTL ES AND THE GU L F O F MEXICO O IL SPIL
More informationStudy Skills-Paragraph & Essay Structure
Study Skills-Paragraph & Essay Structure An essay is a common form of student writing that is usually a response to a question or in some instances is an argument or justification around a topic, issue
More informationZander Srodes. Turtle Talks Activity Book
Zander Srodes Turtle Talks Activity Book About the Author Zander is a student in Florida. He wrote the activity book when he was fourteen years old. He lives on Palm Island, a bridgeless barrier island.
More informationENGLISH LANGUAGE GRADE 3 TERM END READING REVISION
ENGLISH LANGUAGE GRADE 3 TERM END READING REVISION A. Read all instructions carefully. The following section is taken from the story Ottoline and the Yellow Cat Read the story below and answer all the
More informationRead this passage. Then answer questions XX through XX. Sea Turtles. by Kathy Kranking
D irections 303021P Read this passage. Then answer questions XX through XX. SHELL STORY 1 The first thing you notice about a sea turtle is its big, beautiful shell. And that brings up one of the main differences
More informationKing Fahd University of Petroleum & Minerals College of Industrial Management
King Fahd University of Petroleum & Minerals College of Industrial Management CIM COOP PROGRAM POLICIES AND DELIVERABLES The CIM Cooperative Program (COOP) period is an essential and critical part of your
More information8 th Grade Reading Sample-- Passage ONE:
8 th Grade Reading Sample-- Passage ONE: In a Class of Their Own 1. Most animals can be grouped according to their physical characteristics. If it has feathers and lays eggs, it s a bird. If it lays eggs,
More informationGuidelines to Reduce Sea Turtle Mortality in Fishing Operations
Guidelines to Reduce Sea Turtle Mortality in Fishing Operations Preamble The FAO Code of Conduct for Responsible Fisheries calls for sustainable use of aquatic ecosystems and requires that fishing be conducted
More informationTitle. Grade level. Time. Student Target. Materials. PART 2 Lesson: Nesting. PART 2 Activity: Are you my Mother? minutes
Title PART 2 Lesson: Nesting PART 2 Activity: Are you my Mother? Grade level 3-5 Time 90 minutes Student Target SC.3.E.6.1 Demonstrate that radiant energy from the sun can heat objects and when the sun
More informationCharacteristics of the Text Genre Fantasy Text Structure Simple fi rst-person narrative, with story carried by pictures Content
LESSON 5 TEACHER S GUIDE by Stephanie Richardson Fountas-Pinnell Level A Fantasy Selection Summary The narrator s dog pulls an increasing number of children Each load of passengers sleds down. Finally,
More informationSri Lanka Sea Turtle Conservation
Sri Lanka Sea Turtle Conservation Combine experiencing one of the most enchanting parts of the world with joining a conservation programme making a sincere and practical contribution to the fate of endangered
More informationLearn more at LESSON TITLE: BRINGING UP BIRDY GRADE LEVEL: 2-3. TIME ALLOTMENT: One to two 45-minute class periods OVERVIEW:
LESSON TITLE: BRINGING UP BIRDY GRADE LEVEL: 2-3 TIME ALLOTMENT: One to two 45-minute class periods OVERVIEW: Students learn that living things experience diverse life cycles. For example, baby birds go
More informationExtinction. Grade Level: 1 3
Extinction Grade Level: 1 3 Teacher Guidelines pages 1 2 Instructional Pages pages 3 4 Activity Pages pages 5 6 Practice Page page 7 Answer Key pages 8 9 Classroom Procedure: 1. Distribute the Extinction
More informationReleased Items Grade 5 ELA-Reading AzMERIT
Released Items Grade 5 ELA-Reading AzMERIT Updated January 2019 Prepared by the Arizona Department of Education and the American Institutes for Research About the Released Items The provides details about
More informationOur class had 2 incubators full of eggs. On day 21, our chicks began to hatch. In incubator #1, 1/3 of the eggs hatched. There were 2 chicks.
Our class had 2 incubators full of eggs. On day 21, our chicks began to hatch. In incubator #1, 1/3 of the eggs hatched. There were 2 chicks. How many eggs were in the incubator before hatching? How many
More informationSea Turtle, Terrapin or Tortoise?
Sea Turtles Sea Turtle, Terrapin or Tortoise? Based on Where it lives (ocean, freshwater or land) Retraction of its flippers and head into its shell All 3 lay eggs on land All 3 are reptiles Freshwater
More informationBreaking News English.com Ready-to-Use English Lessons by Sean Banville
Breaking News English.com Ready-to-Use English Lessons by Sean Banville 1,000 IDEAS & ACTIVITIES FOR LANGUAGE TEACHERS breakingnewsenglish.com/book.html Thousands more free lessons from Sean's other websites
More informationTeacher Guide Teacher Answer Key and Kentucky Core Academic Standards for RPA 1 Grade 3
Teacher Guide Teacher Answer Key and Kentucky Core Academic Standards for RPA 1 Grade 3 The Grade 3 Reading Proficiency Assessment consists of twelve Multiple Choice Questions and one Short Answer Question.
More informationDogs at Work Level N Nonfiction
Recording Form Part One: Oral Reading Benchmark Assessment System 2 THIRD EDITION Nonfiction Student Grade Date Teacher Place the book in front of the student. Read the title and introduction. Introduction:
More informationEBOOK REAU2014_sample SAMPLE
EBOOK REAU201_sample Contents About This Book Notes for Teachers and Parents 5-6 Address Book 7 Online Libraries and References 8 Whales 1 9 Whales 2 10 Dolphins 1 11 Dolphins 2 12 Sharks 1 13 Sharks 2
More informationGeography of Canada Grade 9 Academic & Applied CGC1D/CGC1P
Geography of Canada Grade 9 Academic & Applied CGC1D/CGC1P ISBN 0-9811799 Activity Design a Sea Turtle Pamphlet Ontario Curriculum Expectations Specific Expectations Understanding Concepts By the end of
More informationFunctional Skills Certificate FUNCTIONAL ENGLISH. Insert. Component 1 Reading Level 2. The three sources that follow are:
Functional Skills Certificate FUNCTIONAL ENGLISH Component 1 Reading Level 2 Insert The three sources that follow are: Source A: Source B: Source C: a news article about discarded plastics in the sea a
More informationLEARNING OBJECTIVES. Watch and understand a video about a wildlife organization. Watch and listen
Cambridge University Press LEARNING OBJECTIVES Watch and listen Watch and understand a video about a wildlife organization Listening skills Take notes Speaking skills Use signposting language; introduce
More informationby SEEMA PRABHU illustrated by EWELINA WAJGERT
by SEEMA PRABHU illustrated by EWELINA WAJGERT TRASH HERO by Seema Prabhu Illustrated by Ewelina Wajgert Publisher Trash Hero World Hauptstrasse 32 6034 Inwil Switzerland Reg No:1993507 www.trashhero.org
More informationLevel 11. Book g. Level 11. Word Count 210 Text Type Information report High Frequency Word/s Introduced. The Snail Race Outside Games
Level 11 Book g Level 11 Word Count 210 Text Type Information report High Frequency Word/s Introduced Before Reading AFTER Reading We have designed these lesson plans so that, if you wish, you can have
More informationDarkness and Light. Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that.
Darkness and Light Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that.» Dr. Martin Luther King, Jr. Dr. King was a pacifist and believed that
More informationLAUSD INTERIM ASSESSMENTS ELEMENTARY LITERACY GRADE 2 The Best Pet. people.
The Best Pet My friend Ann says her pet is better than mine! I have a brown cat named Fluffy. Ann has a black and white dog named Spot. We each think our pet is the best. I told Ann that cats are better
More informationWorkshop Topic: Be a Word Detective (Use Context Clues)
Workshop Topic: Be a Word Detective (Use Context Clues) CCRS Language Anchor 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful
More informationObjectives Students will use titles as an aid to predicting the main idea and supporting details of a passage. use a web to summarize.
COACHED LESSON: SUMMARIZING Overview When a group of researchers analyzed studies in the use of strategies to determine which strategies resulted in the greatest gains in comprehension, summarizing was
More informationApplied Information and Communication Technology. Unit 3: The Knowledge Worker January 2010 Time: 2 hours 30 minutes
Paper Reference(s) 6953/01 Edexcel GCE Applied Information and Communication Technology Unit 3: The Knowledge Worker 11 15 January 2010 Time: 2 hours 30 minutes Materials required for examination Short
More informationCharacteristics of the Text Genre Realistic fi ction Text Structure
LESSON 3 TEACHER S GUIDE by Jo Bydlowski Fountas-Pinnell Level A Realistic Fiction Selection Summary A young boy tells all the things his cat likes to do. Number of Words: 25 Characteristics of the Text
More informationA Creature Went Walking A Lesson for Gr. 4-6
A Creature Went Walking A Lesson for Gr. 4-6 Introduction: Students will examine fossil tracks featured on this website and imagine, via writing or artwork, what kinds of creatures made them. Students
More informationEDU 315 Literature Focus Unit Teha Haisley
EDU 315 Literature Focus Unit Teha Haisley Literature Selections Sled Dogs by Lori Haskins Welcome to the U.S.A: Alaska by Ann Heinrichs Sled Dogs: Speeding Through the Snow by Alice B. McGinty Sled Dogs
More informationThis book is for free distribution for educational purposes and is not to be sold.
This book is for free distribution for educational purposes and is not to be sold. Lala the Dugong Written by Patricia Z R Davis Illustrated by Gringo Benedicto Lala the Dugong Written by Patricia Z R
More informationFAST-R + Island of the Blue Dolphins. by Scott O Dell. Formative Assessments of Student Thinking in Reading
FAST-R + Formative Assessments of Student Thinking in Reading Island of the Blue Dolphins Historical Fiction To escape seal hunters in the early 1800s, Indians of Ghalas board a ship to leave the Island
More information