A Dragonfly's Life

A Dragonfly’s Life

Text Summary This text uses a series of text features and fictitious journal entries to provide information about dragonflies at various stages of their life cycle. The author, Ellen Lawrence, develops content through the eyes of the character who writes the journal, describing the life cycle of the dragonfly from egg to nymph to adult. There are details about the anatomy of the nymph and adult, what they eat at each stage, and how they catch prey. The sharp and vivid pictures serve to support the content in the running text and in the text features.

Rationale for Text Selection In 2014, A Dragonfly’s Life was named a National Sciences Teacher Association (NSTA) Outstanding Science Trade Book for Students K-12. This is a high interest topic for first grade students and offers multiple access points for learning the content with tightly focused running text as well as clearly labeled focal points in the pictures.

A Dragonfly’s Life A Dragonfly’s

One spring day, Joseph was at his grandpa’s house where he watched colorful dragonflies fill the sky. His grandpa explained that it was mating time, and the female dragonflies would be laying their eggs soon. The very next day, Joseph saw dragonfly eggs in a nearby lake. He decided to follow the dragonflies for the next few months and to write about what he saw in his diary. When you read it, you’ll be amazed to discover how the eggs in the water eventually become beautiful grown-up dragonflies.

A Bird’s Life A Butterfly’s Life A Chameleon’s Life Lawrence

A Dragonfly’s Life A Frog’s Life A Kangaroo’s Life

A Snake’s Life A Spider’s Life A Wolf’s Life

SERIES IS PART IS OF TH T HE

by Ellen Lawrence by Ellen Lawrence

Consultants: Susan Borkin, MS Head of Life Sciences; Curator of Insects, Invertebrate Zoology Department, Milwaukee Public Museum Kimberly Brenneman, PhD National Institute for Early Education Research, Rutgers University, New Brunswick, New Jersey Credits

Cover, © All Canada Photos/Alamy; 2, © alslutsky/Shutterstock; 4T, © arnoaltix/istockphoto; 4B, © alslutsky/Shutterstock; 5, Contents © Steve Russell Smith Photos/Shutterstock; 6C, © SergeyIT/Shutterstock; 6–7, © John Sheil; 8–9, © Rene Krekels/FLPA; 9T, © Warren Photographic; 10–11, © Dwight Kuhn Photography; 13, © Dwight Kuhn Photography; 14T, © Dwight Kuhn Photography; 14–15, © Dwight Kuhn Photography; 17L, © Dwight Kuhn Photography; 17C, © Dwight Kuhn Photography; 17R, © Dwight Kuhn Photography; 18T, © Dwight Kuhn Photography; 19, © Dwight Kuhn Photography; 21, © rkhalil/istockphoto; 22T, © John Sheil; Watching Dragonflies...... 4 22C, © Dwight Kuhn Photography; 22B, © Dwight Kuhn Photography; 23TL, © Steve Russell Smith Photos/Shutterstock; 23TC, © Dwight Kuhn Photography; 23TR, © Rene Krekels/FLPA; 23BL, © Steven Russell Smith Photos/Shutterstock; 23BC, © Corbis; Dragonfly Eggs...... 6 23BR, © Warren Photographic.

Publisher: Kenn Goin Time to Hatch ...... 8 Editorial Director: Adam Siegel Creative Director: Spencer Brinker All About Nymphs ...... 10 Design: Alix Wood Editor: Mark J. Sachner A Growing Nymph ...... 12 Photo Researcher: Ruby Tuesday Books Ltd A Nymph Goes Hunting ...... 14 An Amazing Day ...... 16 Library of Congress Cataloging‑in‑Publication Data A Dragonfly Goes Hunting...... 18 Lawrence, Ellen, 1967– A dragonfly’s life / by Ellen Lawrence. A Dragonfly’s Life ...... 20 p. cm. — (Animal diaries: life cycles) Includes bibliographical references and index. ISBN 978-1-61772-594-4 (library binding) — ISBN 1-61772-594-3 (library binding) Science Lab ...... 22 1. Dragonflies—Life cycles—Juvenile literature. I. Title. Science Words ...... 23 QL520.L39 2013 595.7’33—dc23 Index ...... 24 2012019344 Read More ...... 24 Copyright © 2013 Bearport Publishing Company, Inc. All rights reserved. No part of this Learn More Online ...... 24 publication may be reproduced in whole or in part, stored in any retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, About the Author ...... 24 without written permission from the publisher.

For more information, write to Bearport Publishing Company, Inc., 45 West 21st Street, Suite 3B, New York, New York 10010. Printed in the United States of America.

10 9 8 7 6 5 4 3 2 1 There are about Name: Joseph Date: June 1 wings 5,500 different kinds of dragonfly dragonflies in the world. Their bodies can be bright Watching Dragonflies colors such as emerald green, ruby red, or Today, I watched dragonflies at the shiny blue. lake near my grandpa’s house. Dragonflies are colorful flying insects with four wings. eye It’s spring, and the dragonflies Joseph are mating.

wings head

This dragonfly is life‑size. body Use a ruler to measure its length. How long is the legs body dragonfly from its head to the end of its body? How long are its wings? 4 5 A female dragonfly Date: June 2 lays hundreds of eggs at a time. Then she flies Dragonfly Eggs a female dragonfly away. She does not laying eggs take care of the eggs Grandpa says that after mating, some or her young. kinds of female dragonflies lay their eggs in water. Others lay their eggs on plants near lakes and ponds. Today, I saw a female dragonfly laying her eggs at the lake. She held onto the leaf of a water plant. Then she dipped the tip of her body into the water and let the eggs come out. lake

6 7 Date: June 16 Time to Hatch

Grandpa says that dragonfly eggs usually hatch in one to three weeks. The baby dragonflies are called nymphs.

The nymphs must live in water because, a newly‑hatched unlike adult dragonflies, nymphs can only nymph breathe underwater. They breathe using body parts called gills.

Some nymphs hatch from eggs that are laid Imagine you are on plants near ponds telling a friend about a close‑up photo dragonfly eggs. or lakes. These nymphs of dragonfly eggs What words would you must quickly crawl into use to describe them? the nearest water so they can breathe.

8 9 When a nymph Date: June 30 breaks out of its a young dragonfly exoskeleton, it is said nymph to be molting. A nymph All About Nymphs may molt up to 17 times before it becomes Today, we spotted a small, young an adult dragonfly. dragonfly nymph in the lake. exoskeleton It had six legs like an adult dragonfly, but no wings. The nymph also had a hard covering called an exoskeleton. As the insect grows, its exoskeleton gets too small. legs So the nymph breaks out of it and there’s a new, bigger one underneath. Look at this nymph. eye Then the insect’s body grows some more. Think of some ways that it is the same and different from the adult dragonfly on page 5.

10 11 Date: A nymph’s color helps it hide July 1 from its enemies. In what other way do you think a nymph’s A Growing Nymph color might help it?

This afternoon, we saw a large, brown dragonfly nymph in the lake. A nymph’s brown body wing case Grandpa said this nymph was probably makes it difficult to see a two‑year‑old one or two years old. among the greenish‑brown water plants. This helps the nymph It had a long body and it had grown four young insect stay safe from small wing cases on its back. bigger insects and fish that want to eat it. Its wings are growing inside these cases. long body Soon the nymph will leave the water to become an adult dragonfly.

legs

12 13 Date: Dragonfly nymphs July 7 nymph nymph eat other young insects as well as A Nymph Goes shrimp, tadpoles, worms, water snails, Hunting and small fish. Wow! This morning I saw the large, brown nymph catch a baby frog, called a tadpole. tadpole The nymph’s color makes it hard to see among the water plants. grabbing The animals it hunts don’t know it’s there. mouthparts eye As the tadpole swam by, the nymph’s long, grabbing mouthparts shot out and caught it. The little tadpole didn’t stand a chance!

14 15 nymph exoskeleton empty nymph dragonfly Date: July 30 exoskeleton An Amazing Day

Today, we saw the dragonfly nymph dragonfly leave the water and climb up a plant. The nymph part of a body dragonfly’s life can last Inside its exoskeleton, the nymph had for just a few months changed into an adult dragonfly. or for about two years. dragonfly Sometimes a dragonfly Its body had become much longer and head may live as a nymph for it had grown four wings. up to six years! As the insect clung to the plant, its head burst from its brown exoskeleton. Then it pulled its body out. legs After an hour, the dragonfly used its new wings to fly away. long body

wing 16 17 Date: August 14 eyes a dragonfly hunting A Dragonfly Goes Hunting

A dragonfly was hunting close to the lake this morning. Dragonflies eat insects such as flies, moths, mosquitoes, and flying ants. Their huge eyes are able to quickly see the movement of another flying insect. Their wings help them fly fast so that they can catch up to their victims. mosquito Once a dragonfly Then they grab their meals with their legs. has become an adult it breathes air through tiny holes in its body.

18 19 Date: September 30

a flying A Dragonfly’s Life dragonfly It’s been two months since I saw the nymph become a beautiful dragonfly. Dragonflies can fly more than 30 miles per hour Grandpa says that the adult part (48 kph). They can fly forward of a dragonfly’s life is very short. and backward, and even hover in the air like helicopters. It may live for only about six to A dragonfly’s flying skills eight weeks. help it avoid being eaten by birds. In that time, though, the dragonfly will have mated, which is great news. It means there will be more colorful dragonflies to watch at the lake in the future!

2020 21 Science Lab Science Words

Make a Read the questions below and think about the Dragonfly Diary answers. You can include some of the information from Imagine that you are a scientist your answers in the diary. studying the life of a dragonfly. Look at the pictures. They will help you, too. Write a diary about the dragonfly’s life D exoskeleton gills (GILZ) body parts that hatch (HACH) to break out using the information in this book. Where does a female dragonfly (eks‑oh‑SKEL‑uh‑tuhn) dragonfly nymphs and other of an egg Include these life cycle stages in lay her eggs? the hard covering that underwater animals, such as your diary. protects an insect’s body fish, use for breathing • A female dragonfly lays eggs.

• A nymph hatches from an egg.

• The nymph gets bigger and grows wing cases. A What does a • The nymph changes into a dragonfly nymph look like? inside its exoskeleton.

Draw pictures to include in your diary D What changes insects (IN‑sekts) small mating (MAYT‑ing) nymphs (NIMFS) the and then present your diary to friends happen to the nymph and family. animals that have six legs, two coming together in order young of some insects, when it becomes an antennas, a hard covering to have young such as dragonflies and adult dragonfly? called an exoskeleton, and grasshoppers 22 three main body parts 23 Index breathing 8–9, 18 flying 4, 16, 18, 20–21 molting 11 colors 5, 12–13, 14 food 14–15, 18–19 mouthparts 14–15 eggs 6–7, 8–9 gills 8 nymphs 8–9, 10–11, 12–13, enemies 12–13, 20 hatching 8–9 14–15, 16–17, 20 exoskeleton 10–11, 16–17 hunting 14, 18–19 speed 20 eyes 5, 11, 15, 18 legs 5, 10–11, 13, 17, 18 wings 4–5, 10, 12–13, 16–17, 18 female dragonflies 6–7 mating 4, 6, 20

Read More Allen, Judy, and Tudor Humphries. Murray, Julie. Dragonflies (Big Smith, Molly. Speedy Dragonflies Are You a Dragonfly? (Backyard Buddy Books: Insects). Edina, (No Backbone! The World Books). Boston: Kingfisher (2004). MN: ABDO (2011). of Invertebrates). New York: Bearport (2008).

Learn More Online To learn more about dragonflies, visit www.bearportpublishing.com/AnimalDiaries

About the Author Ellen Lawrence lives in the United Kingdom. Her favorite books to write are those about animals. In fact, the first book Ellen bought for herself, when she was six years old, was the story of a gorilla named Patty Cake that was born in New York’s Central Park Zoo.

24 A Dragonfly’s Life A Dragonfly’s

A Bird’s Life A Butterfly’s Life A Chameleon’s Life Lawrence

A Dragonfly’s Life A Frog’s Life A Kangaroo’s Life

A Snake’s Life A Spider’s Life A Wolf’s Life

SERIES IS PART IS OF TH T HE

Authorized Permissions and Restrictions

The book, A Dragonfly’s Life, is Copyrighted Material. Parcc, Inc. has entered into a licensing agreement with the publisher to allow member teachers to use this digital file:

 only in school,  only in conjunction with this performance task,  as a read aloud to children,  by displaying a projected image of the digital file using an electronic projection device,  until expiration of this license on July 31, 2024. Upon expiration, the file should be deleted.

Except as stated above, Parcc Inc.’s license does not allow you to reproduce, photocopy or distribute this digital file in any way. You are responsible to store this digital file in a secure manner for your use in subsequent school years.

Vocabulary Enduring Essential From the text Vocabulary Understanding Question(s) Focused Fast Needed to talk about the text Instruction Instruction Animals go through a How do dragonflies  adult dragonfly  gills  closing/closure  stage series of changes in change over time?  dragonfly egg  hatch  diary writing  text box their lifetimes.  dragonfly  insect  fiction  text feature nymph  molting  label  “time” words/  exoskeleton  life cycle temporal words  made–up/fictitious  true facts character  photograph as text feature Days At-A-Glance DAYS ONE – THREE: Introduce diary writing and provide daily opportunities to write diary entries.

DAY FOUR DAY FIVE DAY SIX DAY SEVEN DAY EIGHT Introduce the book, the Discuss Essential Collaborate with Form collaborative Discuss the role of peer Essential Question, and Question and begin a students to create a student pairs to partner revision, model the the concept of diary class chart for each mentor narrative text write a narrative text review process, and writing. Read all diary dragonfly cycle (3). Read that incorporates true that incorporates true demonstrate respectful entries without pausing 6 targeted pages and facts about a dragonfly facts about either a suggestions. Form for instruction and ask use shared writing to egg stage. Annotate dragonfly nymph students into groups of students to collaboratively take notes on class mentor text for events, character or an adult 4 (two writing pairs) to write a definition of life charts. Ask students to temporal words, true dragonfly character. review each other’s cycle. Discuss text illustrate and label a facts, and a narratives written on features and introduce graphic of the 3 closing/closure. Day Seven. Close by temporal words. dragonfly stages. celebrating the writing. CI Student Work CI Student CI Student Work CI Student Work CI Student Work LSS Product LSS Work Product CCSS Product LSS Product LSS Product RI.1.4 Oral and RI.1.2 Draw/Label W.1.3 W.1.5 Peer Review Collaborative RI.1.1 and Revision RI.1.1 Collaborative Writing L.1.1 RI.1.5 Oral Response Writing L.1.2 RI.1.6 Page 1

K-2 Formative Tools Grade 1 Performance Task: Informational Text

A Dragonfly’s Life Written by Ellen Lawrence Bearport Publishing, 2013

ANIMALS GO THROUGH A SERIES OF CHANGES IN THEIR LIFETIMES Table of Contents Performance Task Overview ...... 3 Time of Delivery ...... 3 Enduring Understanding ...... 3 Essential Questions ...... 3 Text Summary ...... 3 Rationale for Text Selection ...... 3 Text Considerations ...... 3 Targeted Word Study/Vocabulary ...... 4 Opportunities to Collect Information ...... 5 Scoring Tools ...... 5 Sample Student Work Products ...... 5 Instructional Next Steps ...... 6 Reflecting on the Formative Performance Task ...... 6 LSS Alignment Chart ...... 10 Get Ready, Get Set, Go! ...... 13 DAY ONE: Optional Diary Lesson Seed ...... 15 DAY TWO: Optional Diary Lesson Seed ...... 21 DAY THREE: Optional Diary Lesson Seed ...... 22 DAY FOUR ...... 23 DAY FIVE ...... 31 DAY SIX ...... 40

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DAY SEVEN ...... 46 DAY EIGHT ...... 49 Collecting Student Information: L.1.1/L.1.2 Knowledge of Language and Conventions Student Checklist ...... 52 Collecting Student Information: RI.1.4 Vocabulary Checklist ...... 53 Collecting Student Information: RI.1.1/RI.1.5/RI.1.6 Comprehension Checklist ...... 54 Collecting Student Information: RI.1.2 Comprehension Checklist ...... 55 Collecting Student Information: W.1.3/RI.1.1 Writing and Comprehension Checklist ...... 56 Collecting Student Information: W.1.5 Writing Checklist ...... 57 If/Then Chart ...... 58 Student Resource: How Does the Dragonfly Change Over Time? ...... 60 Teacher Resource: A Day in the Life of a Dragonfly Egg ...... 61 Student Resource: A Day in the Life of ______...... 62 Student Resource: Helping Other Writers ...... 64 Sample Student Work Product #1: STEP 5.7 ...... 65 Sample Student Work Product #2: STEP 7.3 ...... 65 Sample Student Work Product #3: STEP 7.3 ...... 67 Sample Student Work Product #4: STEP 8.3 ...... 68 Sample Student Work Product #5: STEP 8.3 ...... 69 Retrospective Journal ...... 70

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Performance Task Overview

Time of Delivery Based on text and task complexity, this formative tool is recommended for use during the second half of first grade.

Enduring Understanding Animals go through a series of changes in their lifetimes.

Essential Questions How does the dragonfly change over time?

Text Considerations Author Ellen Lawrence presents a complex combination of fiction and informational text that was designed to engage students. Each section is introduced in the form of a fictitious diary entry written by a character named Joseph. While the diary itself is fiction, the facts presented in the diary are scientifically correct and are supported by sidebars in colorful text boxes and engaging photographs adjacent to each of nine diary entries. This parallel format of fiction and information merges to provide a great deal of content and may require a straightforward explanation of the text structure so students can focus on the scientific content. For the same reason, only specific pages were chosen to make the content load manageable while still addressing the essential question: How does the dragonfly change over time? For students who have never kept a diary, they may also need additional support to understand the concept of diary writing. The focus of this task is to explore the life cycle of the dragonfly. Use the definition of "mating" given in the text if students ask for clarification. Consider the sensitivity of the topic with the students in your class. A Dragonfly’s Life

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Targeted Word Study/Vocabulary The texts chosen for the K-2 Formative Tools were selected because of their rich vocabulary. The terms Focused or Fast Instruction1 (Glossary) used in conjunction with vocabulary refer to the allocation of time and the amount of instruction given.

Focused Instruction refers to those vocabulary words that are needed to carry meaning forward and, therefore, require more time. Fast Instruction refers to words that will likely be scaffolded by the words and illustrations or will require only brief support from the teacher. Neither approach requires isolated instruction, and students will benefit most from hearing and learning the words in the context of the story.

In both Focused and Fast Instruction the goal is not for students to memorize an exact dictionary definition of a term or phrase. Activities will build deep understanding within the context of a text over the course of multiple days.

Vocabulary in the text (Focused Instruction): • adult dragonfly • dragonfly egg • dragonfly nymph • exoskeleton (both Focused and Fast Instruction)

Vocabulary in the text (Fast Instruction): • gills • hatch • insect • molting

Vocabulary needed to talk about the text (Focused Instruction):

• closing/closure • photograph (as text feature) • diary writing • stage • fiction • text box • label • text features • life cycle • time words (i.e., temporal words) • made-up/fictitious character • true facts

1 Blachowicz, C. L. Z., Baumann, J. F., Manyak, P., & Graves, M. (2015). Flood, Fast, Focus: Integrating Vocabulary in the Classroom. In K. Wood, J. Paratore, B. Kissell, & R. McCormack (Eds.), What's New in Literacy Teaching? Weaving Together Time-Honored Practices with New Research (Chapter 2). Newark, DE: International Literacy Association.

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Opportunities to Collect Information CI Opportunities to collect information are embedded throughout the performance task. These opportunities are designed to fit within the instructional experiences and to be invisible to the student. The student work products collected within this task may be oral responses, gestures or written responses.

Scoring Tools Scoring tools are provided to help educators analyze student responses and plan instructional next steps. The scoring tools incorporate evidence from the standards which describe the knowledge and skills that a task requires. The evidence(s) listed in each of the standards-aligned checklists targets what the teacher needs to observe, analyze, and consider when planning instruction.

The scoring tools used in this performance task are checklists. Scoring tools are standards-aligned and may reflect one or more standards. In this task, the RI.1.4 Vocabulary Checklist is an example of a single standard checklist. The RI.1.1/RI.1.5/RI.1.6 Comprehension Checklist is an example of a combination checklist used when the student provides answers that demonstrate understanding of key details (RI.1.1), using text features (RI.1.5), and distinguishing between information found in illustrations and the words of the text (RI.1.6).

Teachers unfamiliar with the use of these types of tools may find initially that they are more confident in using only a single part of a multi-part tool for scoring or that it is best to apply all parts of a multi-part tool, but to a small group, rather than the whole class. As teachers learn to use these types of tools, they may expand the application of the tools with their classes. Over the course of the first year of implementation of the formative tasks, teachers should develop a greater understanding of how these scoring tools allow for the collection of information on student performances in relation to the standards. They will become better poised to provide refined feedback to students and parents and to more efficiently alter instruction based on information collected.

Sample Student Work Products For each written student work product created in the task, a sample student work product is provided.

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Sample student work products include a/an: • Description of the task/prompt • Facsimile of the student work product • Excerpt from the standards-aligned scoring tool • Scoring rationale • Bulleted list of possible next steps

Materials needed to collect information and to analyze student work products are noted as CI within the Step-by-Step Directions.

Instructional Next Steps The If/Then Chart, embedded within each performance task, is a resource that may be used as teachers consider instructional next steps. The chart lists the standards that have been areas of focus within the performance task, offering suggestions for engaging with students who need more support, practice, and/or instruction with a particular standard. The If/Then Chart is not intended to be an exhaustive list, nor is the expectation that teachers return to the same performance task to implement the additional suggested activities. Rather, the If/Then Chart offers some suggestions that teachers may find helpful with new texts and new tasks going forward.

Reflecting on the Formative Performance Task The Retrospective Journal consists of a series of questions to guide the reflective process after the completion of the performance task. These questions are intended to promote thinking and planning of standards- aligned instruction for primary grade students. Responses to these questions may be helpful for teachers as they reflect independently and for teachers working collaboratively as part of a professional learning community.

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Days At-A-Glance Times listed for each day are approximate. Teachers should use professional judgment to determine the actual time needed for their students.

Day Description Duration

• Determine whether it would be helpful to have a diary writing activity to prepare students for reading A Dragonfly’s Life. Day • Use an interactive think-aloud (Glossary) to model diary One writing. (Optional) • Collaborate with students to create an anchor chart for diary Lesson writing. Seed • Support students to begin keeping a diary in the classroom. 45 min • Collect information using the L.1.1/L.1.2 Knowledge of Language and Conventions Student Checklist (p.52). • Ask volunteers to share their diary entries with the class.

Day Two (Optional) Lesson • Direct students to continue diary-writing activity. Seed 10 min

Day Three • (Optional) Direct students to continue diary-writing activity. Lesson • Optional: Consider illustrating the cover of the diary and Seed planning future possibilities for sharing. 10 min

• Introduce the book, A Dragonfly’s Life, by Ellen Lawrence. • Introduce, discuss, and post a class chart (without a title) displaying the Essential Question: How does the dragonfly change over time? • Day Explain the role of the diary entries in A Dragonfly’s Life and Four distinguish between the fictitious and the real facts in the diary pages. 50 min • Read all diary entries without additional instruction. • Ask students to collaborate and write a definition of life cycle on a sticky note and to post it on the Essential Question class chart. • Collect information using the RI.1.4 Vocabulary Checklist (p.53).

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Day Description Duration

• Reach consensus on a title for the Essential Question class Day chart (e.g., Life Cycle). Four • Return to pages 4-5 to name and discuss other sources of information (photographs, labels, and text boxes). Continued • Introduce concept of temporal words (“time words”), identify those used on pages 4-5 and create a class chart to list them, called “Time Words.”

• Ask students to Turn & Talk in response to the Essential Question: How Does the Dragonfly Change Over Time? • Display and title three class charts, each about one stage of the dragonfly’s life: egg, nymph, and adult dragonfly. • Reread pages 6-7, 10-11, and 18-19 and use shared writing to collaborate with students to take notes on three class charts, Day each about a different dragonfly stage. Five • Create a “Time Words” chart to enter temporal words as they are encountered on pages 6-7, 10-11, and 18-19. 50 min • Collect information using RI.1.1/RI.1.5/RI.1.6 Comprehension Checklist (p.54). • Ask students to use key details to complete the Student Resource: How Does the Dragonfly Change over Time? (p.60). • Collect information on students using the RI.1.2 Comprehension Checklist (p.55).

• Collaborate with students to create an original mentor text or use the mentor text provided in the Teacher Resource: A Day in the Life of a Dragonfly Egg (p.61). Day Six • Use think-aloud to model writing a narrative text with factual details from A Dragonfly’s Life included. 45 min • Engage students in analyzing the finished mentor text to locate and annotate the events, the factual details, the time words, and the closing. • Request that students review the finished mentor text to suggest revisions to make the writing stronger.

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Day Description Duration

• Form students into collaborative writing pairs. • Explain directions for writing a narrative that incorporates true facts about a dragonfly character. • Alert students to the resources in the classroom that will Day support their writing (i.e., class charts, mentor text, and digital Seven text). 45 min • Distribute one Student Resource: A Day in the Life of (p.62) to each collaborative writing pair and support them as they write. • Collect information with the W.1.3/RI.1.1 Writing and Comprehension Checklist (p.56).

• Discuss why authors ask for help to make their writing stronger. Day • Form students into groups of four to review each other’s Eight dragonfly stories. • Model the review process, types of suggestions, and 40 min respectfulness as needed. • Collect information with the W.1.5 Writing Checklist (p.57). • Determine a way to celebrate the writing as a class.

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LSS Alignment Chart Student Day. Standard Evidence Work Scoring Tools If/Then Step Products 5.3 RI.1.1 Provides Oral RI.1.1/RI.1.5/ RI.1.1 p.35 Ask and answer questions and Response for RI.1.6 p.58 questions about answers that shared Comprehension 5.5 key details in a show writing Checklist p.36 text. understanding of p.54 key details in a 5.6 text. (1) p.38 RI.1.5 RI.1.5 Demonstrates p.58 Know and use knowledge and various text use of text features to locate features to key facts or locate key facts information in a or information in text. a text (e.g., headings, table of contents, glossaries, electronic menus, icons). (1) RI.1.6 Distinguish Provides RI.1.6 between identification of p.58 information the difference provided by between pictures or other information illustrations and provided by information pictures or other provided by words illustrations and in the text. information provided by the words in a text.(1) 5.7 RI.1.2 Provides a Drawn and RI.1.2 RI.1.2 p.39 Identify the main retelling of key Labeled Comprehension p.58 topic and retell details in a text. Response Checklist key details of a (1) p.55 text. 4.6 RI.1.4 Demonstrates Written RI.1.4 RI.1.4 p.27 Ask and answer the ability to ask Response: Vocabulary p.58 questions to help or answer Collaborative Checklist determine or questions to p.53 clarify the determine the meaning of words meaning of or and phrases in a clarify the text. meaning of

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Student Day. Standard Evidence Work Scoring Tools If/Then Step Products words and phrases in a text. (1)

7.3 W.1.3 Recounts two or Written W.1.3/RI.1.1 W.1.3 p.48 Write narratives in more response Writing and p.59 which they appropriately Comprehension recount two or sequenced Checklist more events in a p.56 appropriately narrative writing. sequenced events, (1) include some details regarding Includes details what happened, regarding what use temporal happened in a words to signal narrative writing. event order, and (2) provide some sense of closure. Uses temporal words to signal event order in a narrative writing. (3)

Provides some sense of closure in a narrative writing. (4)

RI.1.1 Provides RI.1.1 Ask and answer questions and p.58 questions about answers that key details in a show text. understanding of key details in a text. (1) 8.3 W.1.5 Provides a Written W.1.5 W.1.5 p.51 With guidance and response to and/or Oral Writing p.59 support from questions and Response Checklist adults, focus on a suggestions p.57 topic, respond to from peers. (1) questions and suggestions from Adds details that peers, and add strengthen details to writing as strengthen writing needed after as needed. review of drafts. (2)

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Student Day. Standard Evidence Work Scoring Tools If/Then Step Products 1.5 L.1.1 N/A Written L.1.1/L.1.2 N/A p.20 Demonstrate Response: Knowledge of command of the Diary Entry Language and conventions of Conventions standard English Student 7.3 grammar and Written Checklist p.48 usage when writing Response: p.52 or speaking. Narrative L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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Get Ready, Get Set, Go! • Read A Dragonfly’s Life by Ellen Lawrence. • Read all Step-by-Step Directions for Days One through Eight (or Days Four through Eight) to determine whether the Optional Lesson Seed activities are needed before beginning the performance task. • Determine whether each day’s activities can be accomplished within the time estimated and plan additional sessions as needed. Get • Determine access to the text for all students (e.g., digital text, Ready document camera, standard sized book). • Determine grouping options for each activity (e.g., whole- group, small groups, partners). • Determine location for each activity (e.g., whole-group meeting area, a small-group meeting area, or one-to-one conferences). • Read all checklist headings to become familiar with descriptors for student responses. • Refer to the Glossary as needed. For Day One (Optional Diary Lesson Seed): • Secure large chart paper to model writing diary entry. • Secure large chart paper for diary writing anchor chart. • Determine resources for student diaries (paper, writing tools, etc.). For Day Two (Optional Diary Lesson Seed): • Determine center or whole group diary writing. For Day Three (Optional Diary Lesson Seed): • Get Determine plan for closing and celebrating of diary writing. Set For Day Four: • Secure chart paper to post the Essential Question. • Secure chart paper to create a “Time Words” chart. • Obtain one sticky note per student pair. • Prepare and print as needed: RI.1.4 Vocabulary Checklist (p.53). For Day Five: • Secure three sheets of chart paper, one for each of the dragonfly stages (egg, nymph, and adult dragonfly).

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• Make one copy per student of the Student Resource: How Does the Dragonfly Change Over Time? (p.60). • Prepare and copy as needed: RI.1.1/RI.1.5/RI.1.6 Comprehension Checklist (p.54). • Prepare and copy as needed: RI.1.2 Comprehension Checklist (p.55). For Day Six: Get • Determine whether to use the narrative mentor text story Set provided in the Teacher Resource (p.61) or whether to create Continued an alternative mentor text. • Secure one sticky note for each pair of students. For Day Seven: • Identify student pairs for collaborative story writing. • Make one copy per student pair of the Student Resource: A Day in the Life of a ______. (p.62). • Prepare and make copies as needed: W.1.3/RI.1.1 Writing and Comprehension Checklist (p.56). • Prepare and make copies as needed: L.1.1/L.1.2 Knowledge of Language and Conventions Student Checklist (p.52). For Day Eight: • Determine student assignments (two student pairs for peer review groups [4 students per group]). • Make two copies of the Student Resource: Helping Other Writers (p.64) for each review group. • Secure two sticky notes for each review group. • Prepare and print as needed: W.1.5 Writing Checklist (p.57). Begin DAY ONE if using optional Lesson Seed Go! Begin DAY FOUR if not including optional Lesson Seed.

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DAY ONE: Optional Diary Lesson Seed

Estimated time needed 45 minutes

Materials needed for Day One • Chart paper for diary writing mentor text: STEP 1.2 • Chart paper for anchor chart about diary writing: STEP 1.4 • Four sheets of stapled lined or unlined paper (or notebooks) for each student: STEP 1.5 • Pencils, crayons, and markers for students’ diary writing: STEP 1.5 • L.1.1/L.1.2 Knowledge of Language and Conventions Student Checklist (p.52): STEP 1.5

Key T=Teacher alone T+S=Teacher & students S+S=Student & student S=Student alone

CI=Collect information on student performance.

Step-by-Step Directions Tips for Teacher Language and Student Engagement LSS STEP 1.1 T

Consider providing students with opportunities to engage in diary writing as a preparation for reading A Dragonfly’s Life by Ellen Lawrence.

A Dragonfly’s Life uses many of the text features common to informational text for young readers—boldface words, text boxes, photographs, and labels.

However, there are also nine fictitious diary entries written by a character named Joseph. Within this fictitious diary are a rich collection of factual, key details about the lifecycle of a dragonfly.

This fictitious diary serves as a literary vehicle to provide facts about dragonflies, as they are seen through the eyes of a young child observing dragonflies. For this reason, the diary serves as an anchor, pulling together the information in various text features, which are positioned adjacent to each diary entry.

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Tips for Teacher Language and Student Engagement LSS STEP 1.1 Continued

To distinguish the fictitious nature of the character in the diary from the factual, key details that the diary contains will require intentional instruction. For that reason, a Lesson Seed for diary writing is provided for Days One through Three.

If students are already familiar and comfortable with diary writing, the optional Lesson Seed may not be necessary. If used, determine how to structure students’ diary writing. One option is:

Three days of diary writing before beginning A Dragonfly’s Life. This would include one 45-minute segment to explain and model diary writing, followed by the creation of an anchor chart to support the students’ diary entries on Days One through Three. Over the next two days, students write two daily diary entries as a short center or whole group activity.

Determine whether students would benefit from extending diary writing at the end of the three-day period, by inviting them to continue their diary writing at home.

STEP 1.2 T T+S

Create diary-writing mentor text using an interactive think- W.1.2 aloud (Glossary). W.1.3

Using large chart paper or a whiteboard, model diary writing for all students to see, interacting with them whenever possible and focusing on what has been written but not explaining or listing the components of a diary.

You might say: T I want to start a diary (or I’ve been writing a diary for a while). I would like to write in my diary every day.

Write the word Date in the upper left-hand corner of the paper or whiteboard and draw a line on which to enter the date.

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Tips for Teacher Language and Student Engagement LSS STEP 1.2 Continued

Then say: W.1.2 T+S Let’s see, what’s today’s date? W.1.3 Pause for students to provide the date.

Then think-aloud, saying (for example): Let me think. What happened today that was interesting? What happened that I want to write about and remember? Oh! I know! I was so upset about something that happened this morning.

Begin writing something that takes two to four sentences and that lends itself to quickly drawing an illustration about what happened

Although the diary only reflects the writer’s own composition and is not collaboratively composed, it may be helpful to engage students where possible.

For example, in the diary example above, the you might pause after the second sentence and say: So, how do you think I felt when I realized I might be late?

Or, Can you guess what I decided to do?

STEP 1.3 S+S T+S

Ask students what they notice in the diary mentor text. W.1.1 W.1.2 S+S Organize for Turn & Talk and ask student to share what they W.1.3 notice about the mentor diary writing.

T+S Ask students to share with the class. If needed, prompt students to remember that the diary:

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Tips for Teacher Language and Student Engagement LSS STEP 1.3 Continued

• Was about a true event. W.1.1 • Had a date at the top. W.1.2 • Mentioned feelings. W.1.3 • Included an illustration.

STEP 1.4 T S+S T+S

Collaborate with students to construct a diary writing W.1.1 anchor chart. W.1.2 W.1.3 T You might say: Let’s create an anchor chart to help us when we write a diary.

First, let’s say what diary writing is.

S+S Turn to a partner and share how you would explain what diary writing is.

T+S Ask students to share with the class and then enter their student definition of diary writing.

Title the anchor chart “Diary Writing” and add the class’ explanation of what diary writing is (i.e., a variation of writing about things that happen or that we think about).

Lead students to list what their diaries can have: • a name • a date • a topic

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Tips for Teacher Language and Student Engagement LSS STEP 1.4 Continued

Complete the anchor chart W.1.1 by listing possible topics, W.1.2 such as W.1.3 • How we feel • What we’re thinking • What we like or don’t like • Where we went or what we did.

Remind students that other information can be added as they learn more about writing in a diary.

STEP 1.5 T+S S+S S CI L.1.1/L.1.2 Knowledge of Language and Conventions Student Checklist (p.52) CI Written Response

Support students to begin individual diary writing. W.1.1 W.1.2 T+S Before distributing writing paper, ask students to think about W.1.3 the topic for their diary writing.

Call on several students who are likely to choose a topic quickly, asking them to share with the class.

Organize for Turn & Talk and say: S+S Let’s give everyone a moment to think quietly. Perhaps the anchor chart can help you decide on an event or a topic. When you know, turn and tell a partner what your first diary entry will be about.

After partners finish sharing, ask some students to share their event or topic (but not the details).

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Tips for Teacher Language and Student Engagement LSS STEP 1.5 Continued

T Prompt students to begin diary writing: W.1.1 W.1.2 1. Ask students to leave the first page blank to be decorated W.1.3 later as the cover of their diary. 2. Illustrating this day’s diary page can follow immediately or may be done at a center. 3. Distribute writing materials. 4. Allow 10 to 15 minutes for writing.

Circulate and support those students who might still need help with selecting a topic.

While the goal of the activity is to become familiar with the concept of diary writing, it also presents an opportunity to collect information on students’ knowledge of language and conventions.

CI Collect information on students using the L.1.1/L.1.2 Knowledge L.1.1 of Language and Conventions Student Checklist. L.1.2

Note: Determine whether to continue using this checklist with students during Days Two and/or Three as students continue to make diary entries.

STEP 1.6 T+S

Ask for one to two volunteers to share their diary entries SL.1.1 with the class. SL.1.2 SL.1.3 As students share, encourage interactive responses from the rest SL.1.5 of the class. Help students to ask questions and make comments, such as:

• Why did you decide to write about …? • I like the way you … • The part about … was funny. • Your drawing made it easier to understand what you wrote.

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DAY TWO: Optional Diary Lesson Seed

Estimated time needed 15 minutes

Materials needed for Day Two • Class chart created on Day 1 “Diary Writing”: STEP 2.1 • Student diaries: STEP 2.1 • Grouping plan for center assignments: STEP 2.1

Key T=Teacher alone T+S=Teacher & students S+S=Student & student S=Student alone

CI=Collect information on student performance.

Step-by-Step Directions Tips for Teacher Language and Student Engagement LSS STEP 2.1 T S

Ask students to make a diary entry. W.1.1 W.1.2 Students may write in their diaries as a whole class activity or it W.1.3 can be incorporated into a center.

T Remind students about the components of a diary entry.

You might say: Let’s reread our chart “Diary Writing” to help us remember what is included in a diary entry before you begin writing in your diary today.

T Remind students that diary writing is something many people do at home.

You may find that you want to continue writing diary entries at home after our three days of writing in school. If you do that, we’ll find some time to share your writing.

S Direct students to begin writing their second diary entry.

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DAY THREE: Optional Diary Lesson Seed

Estimated time needed 10 minutes 15 minutes (optional celebration)

Materials needed for Day Three • Student diaries: STEP 3.1 • Grouping plan for center assignments: STEP 3.1 • A plan for celebrating writing of three diary entries: STEP 3.1

Key T=Teacher alone T+S=Teacher & students S+S=Student & student S=Student alone

CI=Collect information on student performance.

Step-by-Step Directions Tips for Teacher Language and Student Engagement LSS STEP 3.1 T

Provide a final opportunity for students to write a diary W.1.1 entry, plan a celebration, and identify which students plan W.1.2 to continue diary writing at home. W.1.3

After students finish their third entry, call them together as a group and prompt for their responses to diary writing.

If not already decorated, also celebrate by providing time for students to decorate the covers of their diaries.

You may consider organizing students into groups of four to six students to provide each student with an opportunity to read one entry from their diary to their small group.

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DAY FOUR

Estimated time needed 50 minutes If needed to sustain student engagement, divide the day into multiple sessions.

Materials needed for Day Four • A Dragonfly’s Life digital text • Chart paper to post the essential question (“How does the dragonfly change over time?”) and to discuss life cycle: STEPs 4.2, 4.6, and 4.7 • 1 sticky note for each student pair: STEP 4.6 • Chart paper to list time words (i.e., temporal words: STEP 4.9 • RI.1.4 Vocabulary Checklist (p.53): STEP 4.6

Key T=Teacher alone T+S=Teacher & students S+S=Student & student S=Student alone

CI=Collect information on student performance.

Step-by-Step Directions Tips for Teacher Language and Student Engagement LSS STEP 4.1 T T+S

Introduce the book, A Dragonfly’s Life by Ellen Lawrence.

T Display the digital version of A Dragonfly’s Life, pausing on the RI.1.4 cover to read the title and author of the book.

T+S Ask students to use the title to predict what kind of information the author might provide. Call attention to the word life if students do not use it as a clue.

Note: Avoid reading or discussing the word life cycle (on the front cover of the book). Students will discuss, write about, and define the word in STEP 4.6.

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Tips for Teacher Language and Student Engagement LSS STEP 4.2 T T+S

Introduce the essential question: How does the dragonfly RI.1.1 change over time?

T You might say: Before I started reading this book for the first time, I wondered about something. I knew the title had the word life, so I wondered whether the dragonfly looks the same throughout his life.

T+S Give me a Thumbs Up (Glossary) if you think dragonflies look the same throughout their lives and a Thumbs Down if you think they change.

Ask a few students to briefly explain their Thumbs Up or Thumbs Down responses.

Then say: Well, if dragonflies do change over time, let’s ask ourselves this question and see if the author, Ellen Lawrence, answers it for us.

Write the Essential Question on a class chart: How does the dragonfly change over time? Leave room at the top of the chart to write a title at a later time.

Display the chart where it is visible throughout the performance task.

STEP 4.3 T

Introduce and explain the book’s diary entries. RI.1.5

You might say: We know this is an informational book full of true facts, but Ellen Lawrence puts a fictitious character in her book—a made-up character.

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Tips for Teacher Language and Student Engagement LSS STEP 4.3 Continued

The made-up character’s name is “Joseph.” The author even RI.1.5 includes a photograph of him! But don’t let this confuse you.

The author pretends that Joseph is visiting his grandpa during the spring and the author pretends Joseph keeps a diary about some of the things he sees at his grandpa’s house.

But here’s the important part: Even though the character and the diary are fictitious, the facts in the diary about dragonflies are true. They’re real.

Note: It may be necessary to continue clarifying those facts in the text that are true and those parts that are a trick that the author uses to make the book fun to read. Clarification will help students when they write a fictitious day in the life of a dragonfly on Day Seven.

STEP 4.4 T T+S

Read all diary entries in the book, pausing on each page to RI.1.1 highlight the facts and point out the fiction. RI.1.2

T After reading page 4, stop and reread the first sentence: “Today I watched dragonflies at the lake near my Grandpa’s house.”

Point out to students: It is not a true fact that Joseph watched dragonflies near his Grandpa’s house.

Then add: But there are important true facts in the diary on this page.

T+S Reread the second and third sentences in the diary and ask students for a Thumbs Up (Glossary) if they think the diary has taught them these four true facts.

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Tips for Teacher Language and Student Engagement LSS STEP 4.4 Continued

Say: Dragonflies are colorful. RI.1.1 They are flying insects. RI.1.2 They do have four wings. Dragonflies do mate in the spring.

Note: If you confirm that students seem to distinguish between the fictitious and true parts of the eight diary entries to follow, it will not be necessary to do this for each page.

STEP 4.5 T+S

Continue reading to finish all nine diary entries, stopping RI.1.1 only to respond to student initiated questions and/or RI.1.2 comments.

While not stopping to review facts during this first reading, pause long enough on each page for students to study the photographs and to comment or ask questions.

Note: The goal of reading through all diaries without reviewing or providing additional instruction is to allow students to experience the sweep of the dragonfly’s life cycle.

STEP 4.6 T S+S T+S CI RI.1.4 Vocabulary Checklist (p.53) CI Sticky notes (1 per pair) CI Oral and/or written response

Group students to collaboratively create a definition for life RI.1.4 cycle on the Essential Question class chart.

T Return to the digital cover of the book and read the words in the upper left hand corner “Animal Diaries, Life Cycle.”

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Tips for Teacher Language and Student Engagement LSS STEP 4.6 Continued

S+S Form students into partners, give each pair a sticky note, and RI.1.4 say: Turn & Talk to your partner to discuss why the author used the words life cycle in her title. After you’re done discussing, write your definition of life cycle on your sticky note and put both partners’ initials on the back.

Call on several pairs of students to share their definitions with the class. Confirm that students understand that life cycle refers to the stages that the dragonfly goes through. Also confirm they understand that the dragonfly changes over time.

T+S Clarify misconceptions and give students a chance to rewrite if they want to change their definition.

Invite students to affix their definitions to the Essential Question class chart. Remind students that they are free to edit their sticky note definitions as they learn more about the meaning of life cycle.

CI Use RI.1.4 Vocabulary Checklist and the students’ oral and/or RI.1.4 written responses or to decide whether they were able to determine the meaning of the word life cycle.

STEP 4.7 T+S

Collaborate to create a title for the Essential Question class RI.1.4 chart.

Ask students: Would it make sense for the title of this chart to be “Life Cycle”?

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Tips for Teacher Language and Student Engagement LSS STEP 4.7 Continued

RI.1.4 Reach consensus with students that life cycle is an appropriate title. Or, work with students to determine a similarly appropriate title.

STEP 4.8 T T+S

Return to page 4-5 to introduce and read additional text RI.1.1 features on those pages. RI.1.2 RI.1.5

Use pages 4-5 to name and discuss: • bold words • text boxes • photographs and their labels

You might say: T The diary isn’t the only way the author tells us key details about the life cycle of the dragonfly.

T+S Read the boldface word insects on page 4 and say: The author makes the words that are needed to understand the key details darker and thicker.

Confirm that students understand that certain words are bold because they are needed to understand key details in the text. For labels, ask students: Why do you think the author uses labels with this photograph of a dragonfly?

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Tips for Teacher Language and Student Engagement LSS STEP 4.8 Continued

For text boxes, read each of the text boxes and confirm that RI.1.1 students understand that they give us additional information or RI.1.2 something interesting to think about. RI.1.5

It may be necessary to quickly read the diary again before asking: Does the author tell us the same information in the text boxes that are in the diaries or the labels?

Confirm that students understand that each text feature gives us different information about the dragonflies.

STEP 4.9 T+S

Ask students to identify the time words on page 4 and to RI.1.4 consider their relationship to the life cycle.

Refer students to their definitions of life cycle on the class chart (sticky notes)and say: You’ve told me that the word life cycle is how the dragonfly changes over time. How does the author let us know about the time when things happen?

Let’s reread page 4. Every time you hear a word that tells us something about time—about when something happens—give a Thumbs Up. We’ll put the words on a class chart. We’ll put these time words on a class chart.

Reread page 4, including the date. • June 1 (list as date) • today • spring

Review why these words are important to the word life cycle.

Note: Introducing time words and reviewing them frequently during Days Five and Six will support student writing in Day Seven.

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Tips for Teacher Language and Student Engagement LSS STEP 4.10 T+S

Using pages 4-5, review the ways this author helps us learn RI.1.5 about dragonflies.

You might say: Give me a Thumbs Up if you think we’ve already learned a great deal about dragonflies today.

Ask students to list the ways that Ellen Lawrence gives them information about dragonflies. Prompt for students to include: • diary entries • bold words • photographs with labels • text boxes

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DAY FIVE

Estimated time needed 50 minutes If needed to sustain student engagement, divide the day into multiple sessions.

Materials needed for Day Five • A Dragonfly’s Life digital text • Class chart displaying essential question (“How does the dragonfly change over time?”) from Day 4: STEP 5.1 • Three large chart papers, each for shared writing about a dragonfly stage (“Our Notes about the Egg Stage,” “Our Notes About the Nymph Stage,” and “Our Notes about the Adult Dragonfly Stage”): STEPs 5.2, 5.3, 5.5, and 5.6 • Class chart created on Day Four titled “Time Words”: STEPs 5.3, 5.5, and 5.6 • One copy for each student of the Student Resource: How Does the Dragonfly Change Over Time (p.60): STEP 5.7 • RI.1.1/RI.1.5/RI.1.6 Comprehension Checklist (p.54): STEPs 5.3, 5.5, and 5.6 • RI.1.2 Comprehension Checklist (p.55): STEP 5.7 • Sample Student Work Product #1 (p.65): STEP 5.7

Key T=Teacher alone T+S=Teacher & students S+S=Student & student S=Student alone

CI=Collect information on student performance

Step-by-Step Directions Tips for Teacher Language and Student Engagement LSS STEP 5.1 S+S T+S

Display the Essential Question: How Does the dragonfly RI.1.1 change over time? RI.1.2 RI.1.4 S+S Form students into pairs and ask them to discuss the question: What have you learned so far about how dragonflies change over their lifetime?

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Tips for Teacher Language and Student Engagement LSS STEP 5.1 Continued

Circulate and listen to student discussions. If students do not name the stages, you might prompt with questions such as:

• What name did Joseph’s diary call the beginning stage of a RI.1.1 dragonfly’s life? RI.1.2 • What stage came next? RI.1.4 • What was the last stage?

T+S If needed, explain that each different time in the life cycle is called a stage.

Note: it is not necessary to ask students to share their thinking with the class. The purpose of this Turn & Talk is to help students begin thinking about taking notes.

STEP 5.2 T T+S

Introduce and title three class charts for shared writing RI.1.1 notes about the three dragonfly stages. W.1.7

Note: This may provide an opportunity to model and explain that taking notes can be done as brief, clear statements of facts, rather than as complete sentences.

You might say: T When scientists read about or study a topic—like the dragonfly’s life cycle—they usually take notes.

T+S Why do you think scientists take notes when they study something? Pause for response.

We’ll take notes today like scientists do—about the three stages in the dragonfly’s life cycle.

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Tips for Teacher Language and Student Engagement LSS STEP 5.2 Continued

Engage students in titling the three class charts. Suggest these titles or collaborate for alternative titles.

STEP 5.3 T+S S+S T+S CI RI.1.1/RI.1.5/RI.1.6 Comprehension Checklist (p.54) CI Oral response

Project and read pages 6-7 to establish a 3-step routine to RI.1.1 show understanding of key details using the words and RI.1.5 illustrations in the diary and text features. RI.1.6 L.1.4a

Project pages 6 and 7.

Consider using a three-step routine to support shared note taking on the class charts. 1. T+S Read aloud the diary entry, the label and the text box (1) on p.6-7, stopping after each to ask students to signal when they hear a sentence with an important fact. 2. S+S After signaling, ask students to Turn & Talk to identify the key words or phrases within the important sentence.

3. T+S Ask students to identify which of the three class charts (egg, nymph, or adult) is the appropriate placement for the notes and collaborate with students to write notes on the appropriate class chart.

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Tips for Teacher Language and Student Engagement LSS STEP 5.3 Continued

To use this routine on pages 6-7, you might say: RI.1.1 1. T+S Listen carefully while I read all five sentences from the RI.1.5 diary. Give a Thumbs Up when you hear a sentence that RI.1.6 tells us something important about a dragonfly stage so that we can add it to our chart. (e.g., “Dragonflies lay their eggs in the water.”). 2. S+S Now, turn to a partner to determine which words from that sentence are the most important to write about in our notes. (i.e., eggs, water). 3. T+S Now, let’s determine on which of our three charts we should write the notes about our key detail and how we should say it.

After taking notes from the diary, read aloud labels (2) and the text box (1) and follow the same routine to enter notes on the charts.

It may help students to use text features if notes from labels and text boxes are written with different color markers.

Include students’ initials when they contribute a note. This may be helpful for collecting information on the RI.1.1/RI.1.5/RI.1.6 Comprehension Checklist.

Avoid adding notes that do not support the essential question about dragonfly life cycle.

Call attention to the time words on pp. 6-7 and enter on the “Time Words” class chart. For page 6: • after • then

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Tips for Teacher Language and Student Engagement LSS STEP 5.3 Continued

CI Collect information using the RI.1.1/RI.1.5/RI.1.6 Comprehension Checklist to determine whether students are RI.1.1 providing details for the class chart, demonstrating knowledge of RI.1.5 text features, and able to distinguish whether information is RI.1.6 provided by photographs or words in the text.

STEP 5.4 T

Project pages 8-9 for students to study the photograph of RI.1.5 the dragonfly eggs. RI.1.6

Although it is not suggested to take notes from pages 8-9, allow time for students to study and discuss and describe the key features of the photograph of the eggs. This will support the drawing activity in STEP 5.7.

STEP 5.5 T+S S+S T+S CI RI.1.1/RI.1.5/RI.1.6 Comprehension Checklist (p.54) CI Oral response RI.1.1 Project and read pages 10-11 and follow the 3-step routine RI.1.5 (established in STEP 5.3) to show understanding of key RI.1.6 details using the words and illustrations in the diary and L.1.4a text features.

Project pages 10-11.

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Tips for Teacher Language and Student Engagement LSS STEP 5.5 Continued

Repeat the procedure used in STEP 5.3 to support shared note taking for pages 10-11. 1. T+S Read aloud the diary entry, the labels (4) and the text boxes (2), stopping after each to ask students to signal when they hear a sentence with an important fact. (Avoid spending time on the blue text box as it does not provide details for the class chart.) 2. S+S After signaling, ask students to Turn & Talk to identify the key words or phrases within the important sentence. 3. T+S Ask students to identify which of the three class charts (egg, nymph, or adult) is the appropriate placement for the notes and collaborate with students to write notes on the appropriate class chart.

Continue entering notes on three class charts as details are identified and discussed.

Ask students to identify the temporal words (today and then), which are already on the chart.

CI Continue to collect information using the RI.1.1/RI.1.5/RI.1.6 Comprehension Checklist to determine whether students are RI.1.1 providing details for the class chart, demonstrating knowledge of RI.1.5 text features, and able to distinguish whether information is RI.1.6 provided by photographs or words in the text.

STEP 5.6 T+S S+S T+S CI RI.1.1/RI.1.5/RI.1.6 Comprehension Checklist (p.54) CI Oral Response

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Tips for Teacher Language and Student Engagement LSS STEP 5.6 Continued RI.1.1 Project and read pages 18-19 and follow the 3-step routine RI.1.5 (established in STEP 5.3) to show understanding of key RI.1.6 details using the words and illustrations in the diary and L.1.4a text features.

Project pages 18-19.

Repeat the procedure used in STEP 5.3 to support shared note taking for pages 18-19. 1. T+S Read aloud the diary entry, the labels (3) and the text box (1), stopping after each to ask students to signal when they hear a sentence with an important fact. 2. S+S After signaling, ask students to Turn & Talk to identify the key words or phrases within the important sentence. 3. T+S Ask students to identify on which of the three class chart the notes will go (for egg, nymph, or adult) and collaborate with students to take notes on the class chart.

Continue entering notes on to three class charts as details are identified and discussed.

Call attention to the time words on pp. 18-19 and enter one new word on the class chart: once

S+S Form students for Turn & Talk and allow 1-2 minutes for students to study and share a description of the adult dragonfly’s body as shown on page 19. This will support the drawing activity in STEP 5.7. Ask students to note the head, the body, the legs (6), and the wings (4).

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Tips for Teacher Language and Student Engagement LSS STEP 5.6 Continued

CI Continue to collect information using the RI.1.1/RI.1.5/RI.1.6 RI.1.1 Comprehension Checklist to determine whether students are RI.1.5 providing details for the class chart, demonstrating knowledge of RI.1.6 text features, and able to distinguish whether information is provided by photographs or words in the text.

STEP 5.7 T S S+S CI RI.1.2 Comprehension Checklist (p.55) CI Student Resource: How Does the Dragonfly Change Over Time? (p.60) CI Written and drawn response CI Sample Student Work Product #1 (p.65)

Ask students to draw and label to demonstrate their RI.1.2 understanding of how the dragonfly changes over time.

T Distribute the Student Resource: How does the Dragonfly Change Over Time?

S Explain that each student will use a drawing to show what they have learned about how the dragonfly looks at each of its stages. RI.1.2 Ask students to write the name of a stage under each drawing and to use labels wherever needed to help distinguish the details in each stage.

Circulate and support students.

S+S Form students into partners to share and explain their life cycle drawings. Encourage students to share at least one detail about each stage.

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Tips for Teacher Language and Student Engagement LSS STEP 5.7 Continued

CI Using the RI.1.2 Comprehension Checklist, collect information RI.1.2 from drawings and labels to determine whether students can distinguish the three stages of the dragonfly’s life cycle.

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DAY SIX

Estimated time needed 40 minutes If needed to sustain student engagement, divide the day into multiple sessions.

Materials needed for Day Six • A Dragonfly’s Life digital text • Teacher Resource: A Day in the Life of a Dragonfly Egg Mentor Text (p.61): STEPs 6.2 through 6.8 • Class chart, “Our Notes About the Egg Stage,” created on Day Five: STEPs 6.2 through 6.7 • Class chart, “Time Words,” created on Days Four and Five: STEPs 6.2 and 6.5 • One sticky note for each student pair: STEP 6.7

Key T=Teacher alone T+S=Teacher & students S+S=Student & student S=Student alone

CI=Collect information on student performance

Step-by-Step Directions Tips for Teacher Language and Student Engagement LSS STEP 6.1 T

Prepare to model writing a narrative text that incorporates W.1.3 true facts about dragonflies. RI.1.1

Prepare students for collaborative writing on Day Eight by writing a narrative text titled “A Day in the Life of a Dragonfly Egg.”

Determine whether to use the mentor text provided (Teacher Resource: A Day in the Life of a Dragonfly (p.61) or to collaborate with students to create an original mentor text.

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Tips for Teacher Language and Student Engagement LSS STEP 6.1 Continued

To support student writing, the modeled/mentor text should include: 1. Two or more events 2. Key details learned from reading A Dragonfly’s Life 3. Temporal words 4. A sense of closure

STEP 6.2 T T+S Teacher Resource: A Day in the Life of a Dragonfly Egg (p.61) W.1.3 Use a think-aloud to write the mentor text. RI.1.1

T Before beginning to write, say: Listen carefully to the way I write my story today because you’re going to work with a partner to write your own story tomorrow. The stories we write will be fiction, but they will include true facts—just like Joseph’s fiction diary contained true facts.

Display a titled class chart to begin doing a Think- Aloud during mentor text writing.

During the think-aloud, consider explaining: • How you wanted the dragonfly egg to be involved in some exciting events. • Which facts you wanted to include. • How time words were needed for your story to make sense. • How you decided on a closing.

As you write, explain how you used the classroom resources developed in previous STEPS.

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Tips for Teacher Language and Student Engagement LSS STEP 6.2 Continued

T+S Wherever possible, invite students to interact with your think-aloud, using prompts such as: • Is this what you would have written? • Could I have written this differently?

If the pre-written mentor text is used, it can also be revised to include student involvement.

After the mentor text is completed, invite W.1.3 students to choral or RI.1.1 echo read (Glossary) the completed text.

STEP 6.3 T+S

Collaborate with students to identify and number the W.1.3 story’s events.

Read aloud the story and ask students to give a Thumbs Up when they hear an event. If needed, review the definition of an event as something that happens to or with characters.

As each event is identified, number it to confirm that you have included two or more events.

STEP 6.4 T+S

Collaborate with students to highlight the story’s key W.1.3 details about dragonfly eggs. RI.1.1

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Tips for Teacher Language and Student Engagement LSS STEP 6.4 Continued RI.1.5

Reread the narrative aloud and ask students to give a Thumbs Up when they hear a true fact that they learned from A Dragonfly’s Life.

As students identify those facts, highlight them with a marker. Ask students to reflect on the source of those facts: the diary, the text boxes, or the photographs and labels.

STEP 6.5 T+S

Collaborate with students to underline the story’s time W.1.3 words.

Invite students to echo or choral read the mentor story and to give a Thumbs Up when they hear a time word(s) that tells them when something happened.

As students signal a time word, underline it. Discuss their importance.

STEP 6.6 T+S

Discuss the story’s closing. W.1.3

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Tips for Teacher Language and Student Engagement LSS STEP 6.6 Continued

Call attention to the closing section of the story and discuss its importance to the story. W.1.3

Writing a closing may require additional support for students. It may be helpful to demonstrate writing multiple closings for the mentor text.

STEP 6.7 T+S S+S

Invite students to help make the mentor text writing W.1.3 stronger. W.1.5

T+S Ask students the same questions they will ask themselves and each other on Days Seven and Eight.

1. Does my story have two or more events? 2. Did I include true facts about dragonfly eggs? 3. Did I use time words to tell when things happened? 4. Do I have a closing?

S+S Organize students for Turn & Talk to share one suggestion to make the mentor text stronger. Ask each pair to write their suggestion on a sticky note and attach to the mentor text.

Read suggestions aloud and collaborate with the class to select at least one change to the mentor text. Make that change with a different color marker.

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Tips for Teacher Language and Student Engagement LSS STEP 6.7

For instance, a detail might be added to the closing of the story to make the closing stronger (e.g., adding …because nymphs are bigger.)

STEP 6.8 T+S

Ask students to determine what illustration might help a RI.1.7 reader better understand the mentor text.

Remind students that illustrations can help a reader understand the setting, the characters, and the events of a story.

Prompt students to offer suggestions for an illustration that would RI.1.7 help a reader understand the mentor text.

You might say: If I were going to draw an illustration, what details should I include to help a reader understand my story?

Encourage students to consider the events in the story and encourage suggestions for illustrations that would help a reader understand the characters, the setting, and the events.

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DAY SEVEN

Estimated time needed 45 minutes If needed to sustain student engagement, divide the day into multiple sessions.

Materials needed for Day Seven • A Dragonfly’s Life digital text • One copy per pair of the Student Resource: A Day in the Life of ____ (p.62): STEP 7.2 • Class chart, “Our Notes About the Nymph Stage”: STEPs 7.2 and 7.3 • Class chart, “Our Notes About the Adult Dragonfly Stage”: STEPs 7.2 and 7.3 • Class chart, “Time Words”: STEPs 7.2 and 7.3 • W.1.3/RI.1.1 Writing and Comprehension Checklist (p.56): STEP 7.3 • L.1.1/L.1.2 Knowledge of Language and Conventions Student Checklist (p.52): STEP 7.3 • Sample Student Work Products #2-3 (pp.66-67): STEP 7.3

Key T=Teacher alone T+S=Teacher & students S+S=Student & student S=Student alone

CI=Collect information on student performance

Step-by-Step Directions Tips for Teacher Language and Student Engagement LSS STEP 7.1 T+S S

Identify partner names, review the writing activity, and ask W.1.3 each pair to choose the character for their story. RI.1.1

Assign students writing partners.

Explain the writing activity: • Students will select either the nymph or the adult dragonfly as the character of a fictitious story.

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Tips for Teacher Language and Student Engagement LSS STEP 7.1 Continued

• Depending on the character they choose, their story will be W.1.3 titled, “A Day in the Life of a Nymph” or a “Day in the Life of an RI.1.1 Adult Dragonfly” and will incorporate facts about the character they have chosen. • Each pair will create one story but both partners will share the decisions, the writing, and the illustrating.

STEP 7.2 T Student Resource: A Day in the Life of (p.62)

Prepare students for collaborative writing. W.1.3 RI.1.1

Distribute, read, and explain the Student Resource: A Day in the Life of .

Encourage student pairs to check ✓ each component their paper requires after writing (located at the bottom of the Student Resource).

Point out the classroom resources available to support their writing: • Digital copy of A Dragonfly’s Life • Annotated mentor text created on Day Six • Class chart, “Our Notes about the Nymph Stage” • Class chart, “Our Notes about the Adult Dragonfly” • Class chart, “Time Words”

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Tips for Teacher Language and Student Engagement LSS STEP 7.2 Continued

Determine whether it would be helpful to: W.1.3 • Briefly scroll through the digital pages of A Dragonfly’s Life. RI.1.1 • Call each group up separately (those writing about the nymph stage and those writing about the adult dragonfly stage) to read through the class chart that has notes on their character.

STEP 7.3 S+S T+S CI W.1.3/RI.1.1 Writing and Comprehension Checklist (p.56) CI L.1.1/L.1.2 Knowledge of Language and Conventions Student Checklist (p.52) CI Student Resource: A Day in the Life of (p.62) CI Collaborative writing CI Sample Student Work Products #2-3 (pp.66-67)

Invite students to begin their collaborative writing.

S+S Invite collaborative pairs to begin writing. W.1.3 T+S Circulate and support students as they discuss, plan, write, RI.1.1 and draw to: • Prompt for using the classroom resources as sources of information. • Confirm true facts about their character are being included. • Prompt for using the check-off list at the bottom of their Student Resource. • Determine whether some pairs need additional writing time.

To complete their writing, collaborative pairs should read and ✓ the components of their work.

CI Use the W.1.3/RI.1.1 Writing and Comprehension Checklist to W.1.3 collect information on student narratives that incorporate true RI.1.2 facts.

CI The L.1.1/L.1.2 Knowledge of Language and Conventions L.1.1 Student Checklist is also available to collect information on L.1.2 students.

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DAY EIGHT

Estimated time needed 30 minutes If needed to sustain student engagement, divide the day into multiple sessions.

Materials needed for Day Eight • One copy for each student writing pair (collaborators on Day Seven) of the Student Resource: Helping Other Writers (p.64): STEPs 8.2 and 8.3 • One sticky note for each student pair: STEP 8.3 • Copies of students’ dragonfly stories written on Day Seven: STEPs 8.2 and 8.3 • W.1.5 Writing Checklist (p.57): STEP 8.3 • Sample Student Work Products #4-5 (pp.68-69): STEP 8.3

Key T=Teacher alone T+S=Teacher & students S+S=Student & student S=Student alone

CI=Collect information on student performance

Step-by-Step Directions Tips for Teacher Language and Student Engagement LSS STEP 8.1 T+S

Ask students to consider why authors ask friends to review W.1.5 their writing.

You might say: I don’t know the author Ellen Lawrence, but she probably asks friends to read and review her books before they’re published.

Why do you think authors usually ask for help with their writing? Pause for students to consider and respond.

STEP 8.2 T Student Resource: Helping Other Writers (p.64)

Prepare students to review each other’s dragonfly stories. W.1.5

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Tips for Teacher Language and Student Engagement LSS STEP 8.2 Continued

Form review groups that consist of two pairs of writing partners. W.1.5

Identify one writing pair as Pair A and one as Pair B. (Pairs will take turns with roles as Helpers and Writers.)

Give each Pair A one copy of the Student Resource: Helping Other Writers.

Explain that: 1. Pair A listens to Pair B read their story. They may request to hear it more than once. 2. After listening, Pair A fills out the review form and gives one (or more) respectful suggestion(s) to Pair B to make their writing stronger. 3. Pair A writes their suggestion on a sticky note, puts their initials on the back, and gives the sticky note to Pair B. 4. Pair B decides whether the suggestion will make their writing stronger. If they think it will, they make the change. 5. Both members of the Pair B team sign their names at the bottom of Pair A’s review form.

Students are not required to use the suggestion if they do not think it will not make their writing stronger.

Remind students of the classroom’s existing rules/protocols for being respectful listeners and speakers.

Confirm that students understand the review process. Clarify misunderstandings where needed.

If needed, select one pair of students and model the role of Student A. It may also be helpful to model the range of suggestions that might be offered (e.g., more details, capitalization, a second event, etc.)

When Pair A finishes, Pair B follows the same review process.

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Tips for Teacher Language and Student Engagement LSS STEP 8.3 S+S CI W.1.5 Writing Checklist (p.57) CI Student Resource: Helping Other Writers (p.64) CI One sticky note each per pair CI Written and oral response CI Sample Student Work Products #4-5 (pp.68-69)

Invite students to begin the review process. W.1.5

Distribute one sticky note to each pair of students in each review group.

Circulate and support student pairs as they work together to help each other make their writing stronger.

Prompt students to follow the classroom rules for respectfulness.

Confirm that students are using the checklist to guide their review.

CI Collect information on students using the W.1.5 Writing Checklist W.1.5 as students respond to suggestions and revise their writing (or provide a reason for not using the suggestion).

STEP 8.4 S+S

Celebrate the writing process.

Consider binding the stories together as a class book, such as “Our Dragonfly Stories” and place in a prominent area of the classroom.

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Collecting Student Information: L.1.1/L.1.2 Knowledge of Language and Conventions Student Checklist Use with diary writing in STEP 1.5. Use with Student Resource: A Day in the Life of (p.62) in STEP 7.3.

Standards L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

LSS Student Name: Yes No

L.1.1.A Legibly prints all upper- and lowercase letters.

L.1.1.B Uses common, proper, and possessive nouns.

L.1.1.C Uses singular and plural nouns with matching verbs (e.g., He hops; We hop).

L.1.1.D Uses personal and possessive pronouns (e.g., I, me, my; they, them, their).

L.1.1.E Uses verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

L.1.1.F Uses frequently occurring adjectives.

L.1.1.G Uses frequently occurring conjunctions (e.g., and, but, or, so, because).

L.1.1.H Uses determiners (e.g., articles, demonstratives).

L.1.1.I Uses frequently occurring prepositions (e.g., during, beyond, toward).

L.1.1.J Produces and expands complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

L.1.2.A Capitalizes dates and names of people.

L.1.2.B Uses end punctuation for sentences.

L.1.2.C Uses commas in dates and to separate single words in a series.

L.1.2.D Uses conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

L.1.2.E Spells untaught words phonetically, drawing on phonemic awareness and spelling conventions. Insert ✓ in the appropriate box. Prepare individual student copies of this checklist.

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Collecting Student Information: RI.1.4 Vocabulary Checklist Use with oral and or written response (sticky notes) in STEP 4.6.

Standard Evidence RI.1.4 Ask and answer questions Demonstrates the ability to ask or answer to help determine or clarify the questions to determine the meaning of or meaning of words and phrases in clarify the meaning of words and phrases in a a text. text. (1)

RI.1.4 Collaborates to determine the meaning of life cycle. Student Name Yes No Comments

Insert ✓ in the appropriate box. Prepare additional copies of this checklist to collect information on the entire class.

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Collecting Student Information: RI.1.1/RI.1.5/RI.1.6 Comprehension Checklist Use with oral responses during shared note taking in STEPs 5.3, 5.5, & 5.6.

Standard Evidence (Scoring tool uses bold evidence) RI.1.1 Ask and answer Provides questions and answers that show questions about key details in a understanding of the key details in a text. (1) text. RI.1.5 Know and use various Demonstrates knowledge and use of text text features to locate key facts features to locate key facts or information in a or information in a text. text. (e.g., headings, table of contents, glossaries, electronic menus, icons). (1)

RI.1.6 Distinguish between Provides an identification of the difference information provided by pictures between information provided by pictures or or other illustrations and other illustrations and information provided by information provided by words in the words in the text. (1) the text.

RI.1.1 RI.1.5 RI.1.6 Provides key details Uses text features to Identifies if the for the class chart. locate key facts. information was found in the words or illustrations. Student Name Yes No Yes No Yes No

Insert ✓ in the appropriate box. Prepare additional copies of this checklist to collect information on the entire class.

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Collecting Student Information: RI.1.2 Comprehension Checklist Use with Student Resource: How Does the Dragonfly Change Over Time? (p.60) in STEP 5.7.

Standard Evidence (Scoring tool uses bold evidence) RI.1.2 Identify the main topic Provides an identification of the main topic of a text. and retell key details of a text. (1) Provides a retelling of key details in a text. (2)

RI.1.2.2 Provides a retelling of key details to distinguish the three stages of the dragonfly’s life cycle. Student Name Yes No Comments

Insert ✓ in the appropriate box. Prepare additional copies of this checklist to collect information on the entire class.

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Collecting Student Information: W.1.3/RI.1.1 Writing and Comprehension Checklist Use with Student Resource: A Day in the Life of _____ (p.62) in STEP 7.3.

W.1.3.1 RI.1.1 W.1.3.3 W.1.3.4

The student The student The student The student writes two or includes key uses temporal provides some more details about words to signal sense of appropriately the nymph or event order. closure. sequenced adult dragonfly events. stage.

Student Name Yes No Yes No Yes No Yes No

Insert ✓ in the appropriate box. Prepare additional copies of this checklist to collect information on the entire class.

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Collecting Student Information: W.1.5 Writing Checklist Use with Student Resource: Helping Other Writers (p.64) and with Student Resource: A Day in the Life of (p.62) in STEP 8.3.

Standard Evidence (Scoring tool uses bold evidence) W.1.5 With guidance and Provides writing that is focused on a topic. (1) support from adults, focus on a Provides a response to questions and topic, respond to questions and suggestions from peers. (2) suggestions from peers, and add Adds details that strengthen writing as needed details to strengthen writing as needed. after review of drafts. (3)

W.1.5.2 W.1.5.3

Appropriately responds to After the review process, adds suggestions from peers. details that strengthen writing, if needed (or supplies a reason not to use suggestion).

Student Name Yes No Yes No

Insert ✓ in the appropriate box. Prepare additional copies of this checklist to collect information on the entire class.

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If/Then Chart If… Then…

RI.1.1 • Reread the particular pages to increase students have difficulty familiarity. answering questions • Continue lessons focused on recalling facts. about key details in the • Practice with student-created language text experience informational texts.

RI.1.2 • Provide prompting by showing the relevant students struggle to pages from the book for students to recall key retell key details details. • Practice with student-created language experience informational texts. • Meet with the student(s) in a small group to implement similar lessons over time.

RI.1.4 • Coach students to compose sentences using students are not using key vocabulary. content-specific • Take dictation from students as they try to vocabulary correctly, compose texts and prompt for key vocabulary. either orally or in writing • Meet with students to talk about the text, using key vocabulary. • Provide opportunities for students to develop their own definitions of words embedded in supportive contexts. • Ask students to illustrate their meanings for words. • Play word games.

RI.1.5 • Reread a familiar informational text and call students cannot use attention to the features. various text features to • Ask students to cut up articles with text locate key facts or features and to divide the text features by information in a text type.

RI.1.6 • Project just a photograph from the book and students are not able to cover any words (in labels and so forth) to distinguish between discuss information in the photograph. information provided in • Project just a sentence from the book or a the pictures and label to discuss information in the words. information provided by the words in the text

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If… Then…

W.1.3 • Lead student to list the sequence of the story student writing does not in retellings of favorite storybooks. recount two or more • Use physical supports such as Pinch Cards and appropriately sequenced Fist List to retell story events in sequence. events, including some • Pick highly salient events and ask students to details regarding what list the details involved in the event. happened and using • Ask students to write a sequence for highly temporal words familiar activities (e.g., brushing teeth, getting ready for bed, etc.). • Play sorting games to place event cards (one event on each card) in an appropriate sequence.

W.1.5 • Make revisions on mentor text in small student does not groups, allowing all students to participate in respond to questions suggesting and implementing revisions. and suggestions from • Allow time for students to talk in pairs before peers to add details to making any revisions. strengthen writing as • Read familiar text and ask students what needed might make it stronger or easier to understand.

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Student Resource: How Does the Dragonfly Change Over Time? Use RI.1.2 Comprehension Checklist (p.55) in STEP 5.7. Name______Life Cycle

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Teacher Resource: A Day in the Life of a Dragonfly Egg Use as mentor text for narrative writing in STEPs 6.2 through 6.8.

A Day in the Life of a Dragonfly Egg

My mother is a dragonfly. Today, she laid 200 eggs. I was one of them! Then, our mother flew away and left us!

A fish came and almost ate me! I floated under a rock in the water so he couldn’t find me.

Later, I will become a nymph. After I’m a nymph, I won’t be afraid of a fish.

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Student Resource: A Day in the Life of ______Use with W.1.3/RI.1.1 Writing and Comprehension Checklist (p.56) for collaborative writing in STEPs 7.2 and 7.3.

Student Name

A Day in the Life

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A Day in the Life of ______Continued

Read the story and ✓. Our story has 2 or more events. Our story uses key details about dragonflies. Our story has time words to tell when things happen. Our story has a closing.

Student Name

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Student Resource: Helping Other Writers Use with W.1.5 Writing Checklist (p.57) for peer review in STEPs 8.2 and 8.3. Helper #1

Helper #2

✓ in the box Yes No 1. We listened to their dragonfly story. 2. They wrote about two or more things that happened. 3. There were true details in their story.

4. They used time words.

5. Their story has a closing sentence.

6. We made a suggestion to make their story stronger.

Writer #1

Writer #2

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Sample Student Work Product #1: STEP 5.7

Grade 1 Performance Task: Informational Text A Dragonfly’s Life by Ellen Lawrence Bearpoint Publishing, 2013

STEP 5.7 Task Description: After two read alouds of the pages in the text that describe the dragonfly’s life cycle, students are asked to retell the three-stage life cycle as a graphic using labels to name each stage and to include additional labels as needed to distinguish the details of each stage.

Transcription: looks like jellybeans Egg Stage

exoskeleton

Adult [Stage] big eyes to see Nymph Stage their prey

CI RI.1.2 Comprehension Checklist Provides a retelling of key details to distinguish the three stages of the dragonfly’s life cycle. Yes No ✓

Scoring Rationale: The student clearly uses the graphic to retell the life cycle by accurately drawing and labeling each stage and by adding a detail for each. Possible Next Steps: • Read life cycles of another animal and ask the student to identify similarities and differences in the life cycle across the two texts. • Work collaboratively with peers to write narratives that retell additional details when authoring retellings. • Provide opportunities to discuss orally before writing retellings to increase the number of key details related to the retelling.

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Sample Student Work Product #2: STEP 7.3

Grade 1 Performance Task: Informational Text A Dragonfly’s Life by Ellen Lawrence Bearpoint Publishing, 2013

STEP 7.3 Task Description: Students collaborate with a partner to write a narrative that incorporates events and key details from one stage in a dragonfly’s life, including temporal words and a closing.

Standard Evidence (Scoring tool uses bold evidence) W.1.3 Write a narrative from Recounts two or more appropriately sequenced which they recount two or more events in a narrative writing. (1) appropriately sequenced events, Includes details regarding what happened in a include some details regarding narrative writing. (2) what happened, use temporal Uses temporal words to signal event order in a words to signal event order, and narrative writing. (3) provide some sense of closure. Provides some sense of closure in a narrative writing. (4) RI.1.1 Ask and answer Provides questions and answers that show questions about key details in a understanding of the key details in a text. (1) text. Transcription: Transcription: Today I broke We have gills so we out of my egg. I can breathe under grew an water. Soon I will exoskeleton. I molt my skin. Today can only breathe I grow a wig case under water. I and I caught a have no wings tadpole and a frog. A but six legs. nymph’s color helps it hide. Soon I will be a big dragonfly soon. But for now I enjoy being a nymph.

CI W.1.3/RI.1.1 Writing and Comprehension Checklist W.1.3.1 RI.1.1 W.1.3.3 W.1.3.4 The student writes The student includes The student uses The student provides two or more key details about the temporal words to some sense of appropriately nymph or adult signal event order. closure. sequenced events dragonfly stage. Yes No Yes No Yes No Yes No ✓ ✓ ✓ ✓

Scoring Rationale: The students wrote a narrative that included sequenced events (i.e., Today I broke out of my egg. Today I caught a tadpole.), key details about the nymph stage, temporal words, a closing statement, and included a relevant drawing.

Possible Next Steps: • Provide additional opportunities for students to write collaboratively.

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• Structure opportunities for students to identify sequenced events in a narrative. Sample Student Work Product #3: STEP 7.3

Grade 1 Performance Task: Informational Text A Dragonfly’s Life by Ellen Lawrence Bearpoint Publishing, 2013

Standard Evidence (Scoring tool uses bold evidence) W.1.3 Write a narrative from Recounts two or more appropriately sequenced which they recount two or more events in a narrative writing. (1) appropriately sequenced events, Includes details regarding what happened in a include some details regarding narrative writing. (2) what happened, use temporal Uses temporal words to signal event order in a words to signal event order, and narrative writing. (3) provide some sense of closure. Provides some sense of closure in a narrative writing. (4) RI.1.1 Ask and answer Provides questions and answers that show questions about key details in a understanding of the key details in a text. (1) text. Transcription: Transcription: One day I was a And my skin was egg Then I broke hard to see in out then I was the water so my an nymph. I had predators can’t six legs and I see me. Today I had an caught a exoskeleton. delicious tadpole. When I turn to a adult dragonfly I will lay my eggs and leave them.

Scoring Rationale: The students wrote a narrative that included sequenced events (i.e., One day I was a egg. Then I broke out), key details about the nymph stage, temporal words, a closing statement, and included a relevant drawing.

Possible Next Steps: • Provide additional opportunities for students to write collaboratively.

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• Structure opportunities for students to identify the difference between events and details. Sample Student Work Product #4: STEP 8.3

Grade 1 Performance Task: Informational Text A Dragonfly’s Life by Ellen Lawrence Bearpoint Publishing, 2013

STEP 8.3 Task Description: Two pairs of collaborative writers (see Sample Student Work Product #3) worked together to review their writing and “make it stronger.” Students listened to each other, checked off a list of responsibilities, and offered one suggestion. The pair being reviewed decided whether to enact the suggestion.

Reviewer Transcription: How many times did it shed?

Writer Transcription: Per the reviewers’ suggestion, writers added: My exoskeleton shed 17 times.

CI W.1.5 Writing Checklist W.1.5.2 W.1.5.3 Appropriately responds to suggestions from After the review process, adds details that peers strengthen writing, if needed (or supplies a reason not to use suggestion) Yes No Yes No ✓ ✓

Scoring Rationale: The two writers being reviewed were observed to respond respectfully to suggestions offered by their reviewing peers. The writers decided to implement the suggestion, which added a key detail to their story and it was added in an appropriate location. Possible Next Steps: Provide frequent opportunities to review and make suggestions to peers, as well as opportunities to be reviewed and to decide whether appropriate to implement suggestion.

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Sample Student Work Product #5: STEP 8.3

Grade 1 Performance Task: Informational Text A Dragonfly’s Life by Ellen Lawrence Bearpoint Publishing, 2013

Reviewer Transcription: Add exciting word tiny

Writer Transcription: Per the reviewers’ suggestion, writers revised my egg to be my tiny egg.

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Retrospective Journal Performance Task______Date______

What do I know about my class because of this performance task (including strengths/needs of the class relative to specific LSS, as well as general information learned about my students)?

What do I know about the strengths and needs of individuals or groups of students relative to specific LSS?

After reflecting on the outcomes of this performance task, these are the curricular/instructional actions I want to take:

Comments:

A Dragonfly’s Life

LSS Student Name: Yes No

L.1.1.A Legibly prints all upper- and lowercase letters.

L.1.1.B Uses common, proper, and possessive nouns.

L.1.1.C Uses singular and plural nouns with matching verbs (e.g., He hops; We hop).

L.1.1.D Uses personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).

L.1.1.E Uses verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

L.1.1.F Uses frequently occurring adjectives.

L.1.1.G Uses frequently occurring conjunctions (e.g., and, but, or, so, because).

L.1.1.H Uses determiners (e.g., articles, demonstratives).

L.1.1.I Uses frequently occurring prepositions (e.g., during, beyond, toward).

L.1.1.J Produces and expands complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

L.1.2.A Capitalizes dates and names of people.

L.1.2.B Uses end punctuation for sentences.

L.1.2.C Uses commas in dates and to separate single words in a series.

L.1.2.D Uses conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

L.1.2.E Spells untaught words phonetically, drawing on phonemic awareness and spelling conventions. Insert √ in the appropriate box. Prepare individual student copies of this checklist.

A Dragonfly’s Life

Collecting Student Information: RI.1.4 Vocabulary Checklist (1 of 2) Use with oral and or written response (sticky notes) in STEP 4.6.

Standard Evidence RI.1.4 Ask and answer questions Demonstrates the ability to ask or answer to help determine or clarify the questions to determine the meaning of or clarify meaning of words and phrases in a the meaning of words and phrases in a text. (1) text.

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RI.1.4 Collaborates to determine the meaning of life cycle. Student Name Yes No Comments

Insert √ in the appropriate box.

A Dragonfly’s Life

Collecting Student Information: RI.1.1/RI.1.5/RI.1.6 Comprehension Checklist (1 of 2)

Use with oral responses during shared note taking in STEPs 5.3, 5.5, & 5.6.

Standard Evidence (Scoring tool uses bold evidence) RI.1.1 Ask and answer questions Provides questions and answers that show about key details in a text. understanding of the key details in a text. (1) RI.1.5 Know and use various Demonstrates knowledge and use of text text features to locate key facts features to locate key facts or information in a or information in a text. text. (e.g., headings, table of contents, glossaries, electronic menus, icons). (1)

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Insert √ in the appropriate box.

A Dragonfly’s Life

Collecting Student Information: RI.1.2 Comprehension Checklist (1 of 2)

Use with Student Resource: How Does the Dragonfly Change Over Time? (p.60) in STEP 5.7.

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RI.1.2.2 Provides a retelling of key details to distinguish the three stages of the dragonfly’s life cycle. Student Name Yes No Comments

Insert √ in the appropriate box.

A Dragonfly’s Life

Collecting Student Information: W.1.3/RI.1.1 Writing and Comprehension Checklist (1 of 2) Use with Student Resource: A Day in the Life of (p.62) in STEP 7.3.

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W.1.3.1 RI.1.1 W.1.3.3 W.1.3.4

Student Name Yes No Yes No Yes No Yes No

Insert √ in the appropriate box.

A Dragonfly’s Life

Collecting Student Information: W.1.5 Writing Checklist (1 of 2)

Use with Student Resource: Helping Other Writers (p.64) and with Student Resource: A Day in the Life of (p.62) in STEP 8.3.

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W.1.5.2 W.1.5.3

Appropriately responds to After the review process, adds suggestions from peers. details that strengthen writing, if needed (or supplies a reason not to use suggestion).

Student Name Yes No Yes No

Insert √ in the appropriate box.

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If/Then Chart If… Then…

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If… Then…

W.1.3 • Lead student to list the sequence of the story student writing does not in retellings of favorite storybooks. recount two or more • Use physical supports such as Pinch Cards and appropriately sequenced Fist List to retell story events in sequence. events, including some • Pick highly salient events and ask students to details regarding what list the details involved in the event. happened and using • Ask students to write a sequence for highly temporal words familiar activities (e.g., brushing teeth, getting ready for bed, etc.) • Play sorting games to place event cards (one event on each card) in an appropriate sequence.

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Student Resource: How Does the Dragonfly Change Over Time? Use RI.1.2 Comprehension Checklist (p.55) in STEP 5.7. Name Life Cycle

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Teacher Resource: A Day in the Life of a Dragonfly Egg Use as mentor text for narrative writing in STEPs 6.2 through 6.8.

A Day in the Life of a Dragonfly Egg

My mother is a dragonfly. Today, she laid 200 eggs. I was one of them! Then, our mother flew away and left us!

A fish came and almost ate me! I floated under a rock in the water so he couldn’t find me.

Later, I will become a nymph. After I’m a nymph, I won’t be afraid of a fish.

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Student Resource: A Day in the Life of Use with W.1.3/RI.1.1 Writing and Comprehension Checklist (p.56) for collaborative writing in STEPs 7.2 and 7.3.

Student Name

A Day in the Life

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A Day in the Life of Continued

Read the story and ✓. Our story has 2 or more events. Our story uses key details about dragonflies. Our story has time words to tell when things happen. Our story has a closing.

Student Name

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Student Resource: Helping Other Writers Use with W.1.5 Writing Checklist (p.57) for peer review in STEPs 8.2 and 8.3. Helper #1

Helper #2

✓in the box Yes No 1. We listened to their dragonfly story. 2. They wrote about two or more things that happened. 3. There were true details in their story.

4. They used time words.

5. Their story has a closing sentence.

6. We made a suggestion to make their story stronger.

Writer #1

Writer #2

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Retrospective Journal Performance Task Date

What do I know about my class because of this performance task (including strengths/needs of the class relative to specific LSS, as well as general information learned about my students)?

What do I know about the strengths and needs of individuals or groups of students relative to specific LSS?

After reflecting on the outcomes of this performance task, these are the curricular/instructional actions I want to take:

Comments:

A Dragonfly’s Life