Project GLAD, New Mexico

Project GLAD, New Mexico Living Things in North America (Kindergarten) IDEA PAGES

I. Unit Themes (organisms= living things)  There are differences and similarities in the appearance and behavior of living organisms.  Organisms live in different habitats.  Organisms are made up of different parts with specialized functions.  Plants and animals need each other to survive.  Different people or cultural groups often have different versions of the same story.

II. Focus /Motivation

 Superbiologist Awards  Observation Charts  Inquiry chart  Picture File Cards  Realia  Observation walks and field trips  Important Big Book  Videos, movies, & filmstrips

III. Closure

 Student generated class big book  Field trip  Presentation of chants and student writing to parents  Portfolio/Learning log  Oral assessment

IV. New Mexico Performance Standards Addressed

Language Arts: Reading and Listening for Comprehension LA I-A.1. Retell, reenact, or dramatize stories or parts of stories, including personal events. LA I-A.2. Demonstrate sense of story (e.g., beginning, middle, end, characters, details). LA I-A.3. Demonstrate familiarity with a variety of types of books and selections (e.g., picture books, caption books, short informational texts, nursery rhymes, word/finger/puppet plays, reenactments of familiar stories). LA I-A.4. Role-play and act out stories (e.g., fairy tales, songs, rhymes). LA I-A.5. Follow simple oral instructions. LA I-B.1. Demonstrate familiarity with a variety of types of resources (e.g., picture books, caption books, short informational texts, nursery rhymes, word/finger/puppet plays, reenactment of familiar stories, electronic resources). LA I-B.2. Generate questions of interest about a topic. LA I-C.1. Understand oral and graphic instructions. LA I-C.2. Create mental pictures to predict possible events in text before and during reading. LA I-C.3. Compare different versions of the same story. LA I-C.4. Relate experiences and observations. LA I-C.5. Formulate questions before beginning to read or listen (e.g., What will happen in this story? Where do you think this happens? Who might this be?).

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 1 IDEA PAGES 2

LA I-C.6. Sequence a story to describe the beginning, middle, and end. LA I-C.7. Differentiate between non-fiction and fiction stories. LA I-D.1. Demonstrate phonemic awareness and knowledge of alphabetic principles by: Demonstrating understanding that spoken language is a sequence of identifiable speech sounds Demonstrating understanding that the sequence of letters in the written word represents the sequence of sounds in the spoken word Demonstrating understanding the sounds of letters and the understanding that words contain similar sounds LA I-D.2. Demonstrate decoding and word recognition strategies and skills by: Recognizing and naming upper and lower case letters of the alphabet Recognizing common words and signs by sight Recognizing beginning consonant letter-sound associations in one-syllable words LA I-D.3. Read or attempt to read own dictated story. LA I-D.4. Attempt to read simple patterned text, and predict texts using letter-sound knowledge and pictures to construct meaning. LA I-D.5. Use appropriate nouns to name objects.

Writing and Speaking for Expression LA II-A.1. Retell, reenact, or dramatize stories or parts of stories, including personal events. LA II-A.2. Use correct words to name objects or tell actions. LA II-A.3. Use speaking skills to connect experiences by: listening to and retelling stories discussing and dramatizing stories discovering relationships taking turns, expressing ideas, and asking questions LA II-A.4. Use a variety of sentence patterns. LA II-A.5. Ask questions to resolve confusion about a topic. LA II-A.6. Clarify and sort words by general categories. LA II-B.1. Locate the title, table of contents, name of author, and illustrator of a text. LA II-B.2. Use pictures and context to make predictions about story content. LA II-B.3. Connect information and events in a text to make predictions. LA II-B.4. Ask and answer questions about essential elements in a text. LA II-B.5. Recognize and make complete, coherent sentences when speaking. LA II-B.6. Share information and ideas using complete sentences. LA II-B.7. Develop spelling strategies and skills by: · representing spoken language with emergent and/or conventional spelling · writing most letters of the alphabet · analyzing sounds in a word and writing dominant consonant letters LA II-B.8. Identify and use capital letters to write the word “I” and the first letter in own name. LA II-C.1. Develop writing strategies and skills by: representing spoken language with temporary or conventional spelling writing most letters of the alphabet when they are dictated analyzing sounds in a word and writing dominant consonant letters using phonemic awareness and letter recognition to spell independently (standard or emergent spelling) LA II-C.2. Dictate a story based on one’s own experience with a beginning, middle, and an end. LA II-C.3. Write to express own meaning. LA II-C.4. Write own name and names of others.

Literature and Media LA III-A.1. Listen and respond to stories based on familiar themes and plots. LA III-A.2. Relate characters and events to their own life experiences. LA III-A.3. Demonstrate familiarity with stories and activities related to various ethnic groups and countries. LA III-B.1. Demonstrate familiarity with the types of books and selections (e.g., picture books, caption books, short informational texts, nursery rhymes, re-enactment of familiar stories). LA III-B.2. Demonstrate understanding of plots of different types of stories (e.g., songs, rhymes, fairy tales). LA III-B.3. Identify characters, setting, and important events.

Science SC I.I.I.1. Use observation and questioning skills in science inquiry (e.g., What happens when something is pushed or pulled?). SC I.I.I.2. Ask and answer questions about surroundings and share findings with classmates. SC I.I.I.3. Record observations and data with pictures, numbers, and/or symbols. SC I.I.II.1. Communicate observations and answer questions about surroundings. SC I.I.III.1. Observe and describe the relative sizes and characteristics of objects (e.g., bigger, brighter, louder, smellier). SC II.I.II.1. Observe how energy does things (e.g., batteries, the sun, wind, electricity). SC II.II.I.1. Identify major structures of common living organisms (e.g., stems, leaves, and roots of plants; arms, wings, and legs of animals). SC II.II.I.2. Observe that differences exist among individual living organisms (e.g., plants, animals) of the same kind. SC II.II.II.1. Observe and describe similarities and differences in the appearance and behavior of living organisms (e.g., plants, animals). SC II.II.II.2. Observe that living organisms (e.g., plants, animals) closely resemble their parents. SC II.II.III.1.Use the senses (e.g., sight, hearing, smell, taste, touch) to observe surroundings, and describe the observations. SC II.II.III.2. Identify the parts of the human body (e.g., legs, arms, head, hands) and the functions of these parts.

Social Studies

SS I.C.1. Identify the local, state, and national symbols (e.g., flag, bird, song). SS II.A.1. Define relative location of items in the physical environment in terms of over, under, near, far, up, and down. SS II.A.2. Define personal direction of front, back, left, and right. SS II.B.1. Identify natural characteristics of places (e.g., climate, topography). SS II.C.2. Describe the natural characteristics of places (e.g., landforms, bodies of water, natural resources, and weather). SS II.D.1. Describe the Earth’s physical characteristics. SS III. B.1. Recognize and name symbols and activities of the United States, New Mexico, and tribes, to include: • United States symbols to include the flag, bald eagle, monuments • New Mexico symbols to include the flag, Smokey Bear, State Bird, chili SS III.C.1. Describe and provide examples of fairness. SS III.D.1. Describe what is meant by citizenship. SS III.D.2. Explain what is meant by “good citizenship,” to include: • taking turns and sharing • taking responsibility for own actions, assignments, and personal belongings within the classroom and respecting the property of others.

Health H Utilize correct terminology for the human body. H Recognize the importance of hygiene (i.e. washing hands to avoid colds, etc.) H List responsible health behaviors (washing hands, brushing teeth, exercise…) Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 3 Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 4 IDEA PAGES 5

English Language Development Instructional Strategies (ESL): http://www.cesdp.nmhu.edu/standards_pdf/k-8/06_ELD_K-8.pdf (Attached chart on the Characteristics of English Proficiency Levels may be more helpful for differentiating instruction)

K-5 Benchmark I-A: Listen to, read, react to, and retell information. Beginning Listen to stories read aloud. Repeat familiar rhymes, songs, and simple stories. Use pictures to comprehend text, and to associate text to prior knowledge. Respond nonverbally or verbally in L1 and/or L2 to what is heard. Repeat words and phrases when asked or as verbal practice. Demonstrate alternative ways to indicate comprehension such as artistic expression, responding in L1, code switching, role-playing, using gestures, etc. Identify the basic sequence of events in stories read to the student, using key words or pictures. Follow one-step or two-step context-embedded directions for classroom- or work-related activities. Begin to use comprehension aids, such as picture dictionaries, manuals, maps and other media as reference tools.

Early Intermediate Recite familiar rhymes, songs, and simple stories. Begin to read simple words and simple academic vocabulary independently and use them in various contexts. Identify the basic sequence of events in a story using key words or pictures. Actively participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information. Use comprehension aids (i.e., pictures, bold words, captions, picture walk, etc.) to facilitate the reading process. Follow teacher’s directions when acquiring and using new information. Ask and/or answer content-related questions.

Intermediate Read simple vocabulary, phrases and sentences independently. Listen attentively to stories/ information and identify key details and concepts using both verbal and non-verbal responses. Follow teacher’s directions for acquiring and using new information specific to a content area. Read and understand the meaning of words, phrases and short sentences representing learned vocabulary. Actively participate in and initiate more extended social conversations with peers and adults on familiar topics by asking and answering questions, restating and soliciting information.

Early Advanced Listen attentively to stories/information and orally identify key details and concepts. Actively participate in and initiate more extended social and academic conversations with peers and adults on unfamiliar and content-area topics by asking and answering questions, soliciting and restating information.

Advanced Negotiate and initiate social and academic conversations by questioning, soliciting, restating information and paraphrasing. Read, evaluate and apply new content-area information at grade level.

K-5 Benchmark I-B: Locate and use a variety of resources to acquire information across the curriculum. Beginning Independently select books or materials of various genres or themes. Use non-text based materials to gather information. Demonstrate familiarity with a variety of types of resources (e.g., picture books, caption books, short informational text, electronic resources).

Early intermediate Read and identify basic text features such as title, table of contents, index, and chapter headings. Read and orally identify relationships between resource materials and the student’s own experiences, using simple sentences. Identify the content of simple informational materials, using key words or phrases.

Intermediate Describe student’s experiences in using resources. Use elements of the text (e.g., ideas, illustrations, indices, titles) to draw conclusions and make inferences. Use pictures, lists, charts, and tables to gather information found in materials such as newspapers and magazines. Generate questions of interest about a topic.

Early Advanced Use elements of the text (e.g., ideas, illustrations, indices, titles) to draw conclusions and make generalizations. Interpret and synthesize information from a variety of sources.

Advanced Interpret and synthesize information from a variety of sources. Locate information by using reference materials.

K-5 Benchmark I-C: Demonstrate critical thinking skills to comprehend written, spoken, and visual information. Beginning Draw pictures from one’s own experiences in relation to a story or content topic. Use illustrations, key words or phrases, or draw images in order to sequence a story or express ideas found in content–area information. Respond to stories and information read to students, using physical actions and other means of non-verbal communication (e.g., matching objects, pointing to an answer).

Early intermediate Identify the basic sequence of text read to students using key words or phrases (i.e., beginning, middle and end). Respond to yes/no questions that require the drawing of conclusions based on a story/situation. Retell a story using one’s own words.

Intermediate Describe in complete sentences a situation presented in a picture. State in a phrase or sentence what the story/situation is about. Read and use sentences to orally respond to stories by answering open-ended questions. Pose possible “how”, “why” and “what if” questions to understand and interpret text.

Early Advanced Respond to questions that require the drawing of conclusions based on a story/situation. Demonstrate knowledge and use of a growing vocabulary from various content areas.

Advanced Demonstrate understanding of new information. Ask questions to clarify or gain additional information in relation on a topic.

K-5 Benchmark I-D: Acquire reading strategies. Beginning Describe self as a reader. Demonstrate phonemic awareness and knowledge of alphabetic principles (e.g., sequence of sounds [initial, medial and final], sound/symbol relationships, word patterns, letter sounds). Distinguish letters from words. Identify letters, words, and sentences. Identify the front cover, back cover, and title page of a book. Follow the words from left to right and from top to bottom on the printed page.

Early intermediate Retell main idea of text. Recognize and identify simple words and basic sight words. Read own dictated story and informative writings. Demonstrate decoding and word recognition skills.

Intermediate Repeat correctly-spoken words and phrases. Read one-syllable, high frequency words (i.e., sight words). Use sound/symbol relationship, basic word-formation rules and decoding strategies in phrases, simple sentences, or simple texts. Use a variety of reading and comprehension strategies to comprehend text (e.g., re-read, read ahead, ask for help, question, paraphrase, retell).

Early Advanced Make and use compound words. Read independently grade-level or appropriately -leveled books.

Advanced Use complex sentence patterns with increasing accuracy. Generate the sounds from all letters and letter patterns, including consonant blends, long-and short vowel patterns (e.g., phonograms etc.), and blend those sounds into recognizable words. Anticipate words in a story.

K-5 Benchmark II-A: Demonstrate competence in speaking to convey information. Beginning Orally label objects and pictures. Produce simple vocabulary (single words or short phrases) to communicate basic needs in social and academic settings (e.g., locations, greetings, classroom objects). Engage in introductory conversations and simple, structured greetings.

Early intermediate Use communication skills to express needs, ideas and thoughts. Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting some errors when speaking or reading aloud.

Intermediate Speak comprehensibly, correctly using English grammatical forms and sounds, intonation, pitch and modulation. Recognize appropriate ways of speaking that vary based on purpose, audience and subject matter.

Early Advanced Recognize appropriate ways of speaking that vary based on purpose, audience and subject matter. Express feelings, observations, experiences and opinions.

Advanced Answer open-ended questions and give supporting details. Develop and use advanced vocabulary, including idiomatic expressions, figurative speech and precise content-area terms.

K-5 Benchmark II-B: Apply grammatical and language conventions to communicate. Beginning Write English alphabet and numerals accurately. Write phrases and simple sentences, using common words and short patterns. Copy words, simple sentences and simple stories from books, blackboards or other written text.

Early Intermediate Use basic vocabulary in writing. Write simple sentences about events or characters from familiar stories read by the teacher. Write a phrase or simple sentence about an experience generated by a group story. Use capital letters to begin sentences and proper nouns. Use a period or question mark at the end of a sentence.

Intermediate Apply phonics rules to write independently. Refine fluency and legibility of handwriting. Use complete sentences to write simple text.

Early Advanced Use basic sentence patterns and subject/verb agreement. Communicate in writing through stories, letters, and expository compositions based on classroom activities.

Advanced Use standard word order when writing and speaking. Apply knowledge of correct grammatical structures and writing conventions (e.g., subject/ verb agreement, nouns and pronouns). Use informational writing to demonstrate understanding in the content areas. Create readable documents with legible handwriting.

K-5 Benchmark II-C: Demonstrate competence in the skills and strategies of the writing process. Beginning Develop writing strategies and skills by: • Copying words posted and commonly used in the classroom. • Using pictures and/or invented spelling to tell a story. Dictate simple stories based on personal experiences. Write one’s own name and the names of others. Write and draw to express one’s thoughts and ideas.

Early intermediate Write phrases and simple sentences, using common words and short patterns. Recognize and begin to apply basic conventions in writing (capital letters and periods). Write for a purpose. Share personal writing.

Intermediate Produce independent writing with standard word order, and subject-verb agreement. Use content-area vocabulary in the writing process. Develop a variety of products (e.g., short stories, letters, simple poems, descriptions, narratives, expository writing and journal entries).

Early Advanced Produce independent writing using conventional grammatical forms. Advanced Produce writing that demonstrates a command of the standard conventions of English. Develop personal expression or voice to organize ideas in order to write a comprehensible story or essay.

K-5 Benchmark III-A: Use language, literature and media to gain and demonstrate awareness of cultures around the world. Beginning Listen to, respond to and read literature from various cultures and regions. Relate myth/story characters, events and themes to one’s own life experiences.

Early intermediate Identify and compare characters and simple story lines. Identify characteristics common to members of various world cultures (e.g., language, dress, food, traditions, homes, etc..). Demonstrate how similar themes are represented by different versions of stories from many cultures (e.g., Cinderella, etc.).

Intermediate Examine and discuss the reasons for a character’s actions. Consider a situation or problem from various points of view.

Early Advanced Read literature that reinforces specific themes or genres. Use language and media to make connections between one’s own experiences and the experiences of others. Create and participate in responses to a variety of literature and media (e.g., local stories, stories about local culture and history).

Advanced Use language and media to make connections between one’s own experiences and the experiences of others (e.g., local stories, stories about local culture, history). Read grade-level materials and make contributions to discussions and related activities.

K-5 Benchmark III-B: Identify and use the types of literature according to their purpose and function. Beginning Preview and read various types of literary selections. Demonstrate familiarity with particular types of books and materials (e.g., picture story books, caption books, comics, chapter books, short informational texts, nursery rhymes, plays, fairy tales, folk tales etc.). Participate in all content-area studies with appropriate scaffolding, vocabulary development, use of concrete materials and other media.

Early intermediate Demonstrate understanding of sequence and characterization in a story (e.g., act out, draw, write, talk). Identify the use of rhythm, rhyme and alliteration in writing.

Intermediate Read and create a variety of texts, including fiction (short stories, novels, fantasies, fairy tales, fables), non- fiction (biographies, letters, articles and essays), poetry and drama (role play, skits, plays). Respond to creative works through various media presentations.

Early Advanced Participate in discussions about literature. Advanced Develop an understanding of literature as a means of communication, recreation and information. Use the information gathered from literature to present, write or demonstrate concepts or ideas learned.

V. Vocabulary

General: habitat, organism, living thing, characteristic, locomotion, young, diet, oxygen, temporary, permanent

Plants: trunk, leaf, pine cone, needles, root, flower, stems, seed, thorn

Humans: hair, eye, nose, eyebrow, eyelash, lip, teeth, shoulder, arm, elbow, waist, hand, finger, leg, knee, foot, head, brain, lungs, stomach, heart

Animals: beak, wing, fur, paw, wing, tail, fin, gill, feathers, puppy, duckling, tadpole, calf, lamb, bunny colt, talon Landforms/ characteristics of the other: island, mountain, river, ocean, lake, coast, stream, desert, forest, farm

Directions : north, south, east, west

Verbs: run, fly, live, swim, climb, care for, cultivate, to be born, blow, howl, jump, nest

Prepositional phrases: in, over, under, around, next to, near, through

VI. RESOURCES AND MATERIALS

Non-Fiction

National Geographic

Newbridge

Seuss, Dr. Dr. Suess’s ABS: An Amazing Alphabet Book!

Fiction

Mora, P. Oye al desierto/ Listen to the Desert

Storad, C. Don’t Call Me Pig: A Javelina Story

Vaughan, M. Kissing Coyotes

Wolf, J. What You Do Is Easy, What I Do Is Hard

Different versions of The Three Little Pigs:

Artell, M. – Three Little Cajun Pigs

Bas, M. and P. Joan- Los tres cerditos/ The Three Little Pigs

Geist, K. and J. Gorton – Los tres pececitos y el tiburón feroz/ The Three Little Fish and the Big Bad

Lowell, S. – Los tres pequeños jabalíes/ The Thee Little Javelinas

Marshall, J. – The Three Little Pigs

Scieszka, J. – La verdadera historia de los tres cerditos/ True Story of the Three Little Pigs

Trivizas, E. and H. Oxenbury – Los tres lobitos y el cochino feroz/ The Three Little Wolves and the Big

Bad Pig

Yazzie, S. – The Three Little Sheep (bilingual: Diné/ English)

Poetry/Songs Montalvo, M. – Zoológico de poemas (bilingual: originally written in Spanish)

Websites with animal poems: http://www.babyanimalz.com/Poems.htm http://www.poetry4kids.com/cat-Animal.html http://members.enchantedlearning.com/themes/body.shtml (body part chants or rhymes) http://www.bernalillo.bps.k12.nm.us/education/components/scrapbook/default.php? sectiondetailid=1435 (GLAD chants written by third graders in English and Spanish)

Web Sites

 http://www.enchantedlearning.com  http://www.wildlife.state.nm.us/education/ (English resources)  http://www.emnrd.state.nm.us/PRD/documents/colorbook_000.pdf (NM State Parks Activity Book – English)  http://www.cabq.gov/biopark/ (Albuquerque Biological Park information)

Field Trips

 Botanical Gardens, Aquarium, Zoo  Nature Center - Bosque  Walk in the desert (e.g. volcanoes)  Schoolyard and neighborhood

Thank You

A special thank you to Karen Hernandez and Berenice Hernandez from East Whittier City School District for sharing some of their chants and big book.

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 11 Project GLAD, New Mexico Living Things in North America (Kindergarten) PLANNING PAGES I. Focus /Motivation

 Superbiologist awards  Signal Words  Cognitive Content Dictionary (CCD)  Big Book (teacher generated)  Observation Charts  Inquiry chart: living things  Picture File Cards  Realia  Nature walks (field trips): observe, sketch, & label plants and animals in schoolyard.  Guest speaker(s)  Videos, movies, & filmstrips

II. Input

 Big picture – North America map  Comparative Pictorial – blacktip shark/ roadrunner  Comparative Pictorial – human and plant parts and their functions  Narrative Input - The Three Little Sheep  Expert Groups –Research from books and internet  Chants

III. Guided Oral Practice

 Poetry, raps, songs, chants  Living Things Everywhere  Yes, ma’am  Roadrunner  Baby Animals  An Unusual Javelina  Are These Plant Parts?

 Exploration Report  Farmer-in-the-Dell/Sentence Patterning Chart (SPC) noun: animals  T-graph for social skills (cooperation, respect, …)  Team Tasks  Retelling Narrative  Primary Language Groups  Word card review with input charts  Home School Connections  Personal Interactions

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 12 PLANNING PAGES 2

IV. Reading / Writing Activities

A. Whole Class  Living things ABC book  Process grid  Poetry frames  Flip chants  Big book  Read alouds  Narrative story map  Group frame/ Cooperative strip paragraph with responding, revising, and editing B. Team/Group/Cooperative  Flip Chant  Team tasks  Expert Groups  Ear-to-ear reading  Mind mapping  Process Grid  Flexible Group reading with student generated text C. Individual  Flip Chant  Interactive Journals  Writer’s Workshop with Author’s Chair  Learning logs  Personal Exploration

V. Extended Activities

 Observation Nature Walk  Field Trips  Pen pals (real or imaginary)  Classification of: human/natural, plant/animal, living/non-living  Creative Drama/Plays

VI. Closure/Evaluation

 Learning logs/Portfolios  Art/Projects  Expert Group Presentations  Team Task Presentations  Living Walls  Important Big Book (student generated)  Oral assessment  Sharing Individual Poetry

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 13 Project GLAD, New Mexico Living Things in North America (Kinder) SAMPLE DAILY LESSON PLAN (5 DAY) Day 1

FOCUS/MOTIVATION

 3 Standards of Behavior and Super-Biologist awards  Cognitive Content Dictionary with Interactive Writing  Observation Charts  Chant  Realia  Inquiry Chart  Important Big Book  Portfolios

 Graphic Organizer Input Chart - Map of North America - ELD review - Learning Log - Chant  Narrative Input – The Three Little Sheep - Learning Log

GUIDED ORAL PRACTICE

 T-graph on cooperation/ team points  Picture file activities - categorize  Teacher dictation- exploration report

READING/ WRITING  Read aloud: The Three Little Pigs  ABC book – full class model  Interactive Journal – teacher models with R/W choice time

CLOSURE

 Process Inquiry Chart  Home/School Connection #1: Living things in your neighborhood

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 14 SAMPLE DAILY LESSON PLAN (5-Day)

FOCUS/MOTIVATION

 Super-biologist awards  Cognitive Content Dictionary w/ Interactive Writing  Process Home/School Connection  Read aloud – process inquiry chart  Review with word cards – North America map  Chant: Highlight, sketch, add picture file cards

 Pictorial Input Chart : blacktip shark/ roadrunner Learning log

ELD Review/Retell

READING/WRITING

 Team Tasks: North America, blacktip shark, ABC book, Expert Groups 1 and 2

 Review with word cards – Narrative Input: The Three Little Sheep

CLOSURE

 Review chants  Interactive Journals  Home/School Connection

FOCUS/MOTIVATION

 Super-biologist awards  Signal Word processing w/Cognitive Content Dictionary  Share Home/School connection  Review Blacktip Shark/ Roadrunner Input Chart with Word Cards

 Poetry/Chants  Sentence Patterning Chart  Reading and Trading Game  Flip Chant

READING/WRITING

 Mind Map  Process Grid  Group Frame – expository  Respond, revise, edit

CLOSURE

 Interactive Journals  Chants

FOCUS/MOTIVATION

 Super-biologist awards  Signal Word processing w/Cognitive Content Dictionary  Home/ School Connection

READING/WRITING

 Story Map of Narrative  Ear-to-Ear Reading w/poetry booklets  Flexible Group Reading  Story retelling for SLD group/ Highlight and sketch in poetry books  T-graph/ oral team evaluation  Rebuilding Cooperative strip paragraph (Group Frame): At or above grade level/ team tasks

READING/WRITING

 Writer’s Workshop  Mini-lesson – Graphic Organizers and sketching (Planning Page)  Writing  Author’s Chair

CLOSURE

 Review chants  Process Inquiry Chart  Interactive Journals

FOCUS/MOTIVATION

 Read aloud – The Three Javelinas  Signal Word w/CCD  Home/School Connection  Chants

GUIDED ORAL PRACTICE/ READING/WRITING  Listen and Sketch  Venn Diagram: comparing The Three Little Sheep and The Three Javelinas  Flexible Group Reading Rebuilding chant: emergent readers  Team tasks  Team presentations

CLOSURE

 Jeopardy Game with Process Grid  Process all charts  Review chants  Process Inquiry Chart  Walk the walls  Metacognition of learning

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 18 Text for Super Scientist Awards (Adjust text for the level of your class)

Biologist Award

The place where an animal or plant naturally lives is called its habitat.

Biologist Award

The roadrunner has a beak and wings but does not fly much. It runs quickly along the ground.

Biologist Award

Cats have claws on their paws so that they can protect themselves. They also have whiskers on their faces.

Biologist Award

A grass hut is a house made out of grass.

Biologist Award

A teepee is made from animal skins and tree branches.

Biologist Award

The walls of a Hogan are made from mud, grass and bark. In the middle of the roof, there is a hole for the stovepipe so the smoke can leave the house.

Biologist Award

The New Mexico state bird is the road runner.

Biologist Award

The New Mexico state vegetable is the chile or pinto bean.

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 19 Biologist Award

The New Mexico state fossil is the dinosaur Coelophysis.

Biologist Award

Yucca Plant

Biologist Award

Black Bear

Biologist Award

Cricket

Biologist Award

Bald Eagle

Biologist Award

Human Heart

Biologist Award

Human Brain

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 20 I love to write! Questions I have…

I love to write! I love to learn!

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 21 Living Things

By Lisa Meyer-Jacks

I just thought you’d like to know that an amazing variety of animals and plants inhabit our world.

The ocean, deserts, forests, farms, and even our houses are habitats where plants and animals live. An animal or plant’s habitat is the place where it naturally lives. All animals and plants are organisms or living things.

Now, don’t forget that an amazing variety of animals and plants inhabit our world.

I just thought you’d like to know that an amazing variety of animals and plants inhabit our oceans.

The oceans cover a large part of our earth with salt water.

In the ocean, large and small fish live with fins to help them move and gills to help them breathe. There also are hermit crabs with pinchers and a hard shell. Different types of algae and other plants live underneath the water.

I just thought you’d like to know that an amazing variety of animals and plants inhabit our deserts.

In some deserts it is very hot, but there are deserts where it is cold all year long. Very little rain falls in a desert. New Mexico, where we live, has a lot of desert.

The roadrunner is a bird that lives here in our desert. It has a beak and wings but does not fly much. It prefers to run quickly along the ground.

There are many types of cactus that live in deserts. They need very little water, and many have spines that hurt us if we touch them.

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 22 I just thought you’d like to know that an amazing variety of animals and plants inhabit our forests.

Squirrels live here. They have fur and use their four legs to quickly and nimbly climb trees.

There are many types of trees in a forest. Deciduous trees have leaves that grow in the spring and then change color and fall in the autumn. Coniferous trees have pine needles and pine cones, and they stay green all year long. Their pine needles don’t fall off in the autumn.

I just thought you’d like to know that an amazing variety of animals and plants inhabit our farms.

On farms, humans care for most of the plants and animals. We raise animals and grow crops or plants so that we can have food to eat, milk and juice to drink, certain medicines, and even the material to make the clothes we wear.

Sheep are one type of animal often found on a farm. They have four legs and wool that grows very long and is used to make cloth for the clothes that we wear.

Corn is a food crop often grown on farms. From corn we make tortillas, cereal, cornbread, tamales, and also corn syrup which is used in candy and soda to make foods sweet.

I just thought you’d like to know that an amazing variety of animals and plants inhabit our homes.

We take care of the pets and plants that live in our homes.

Cats have claws on their paws so that they can protect themselves. They also have whiskers on their faces. They eat cat food which is made from meat and plant products. When they can, they catch mice and birds because they are natural predators.

Philodendrons are common house plants. They grow well inside without much sunlight, because they come from the deep dark jungle. They have dark green leaves and long stems.

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 23 Plants and Animals Big Book By Karen Hernandez

Repeated Phrase:

Plants and animals need food, water, and air to live and grow.

Plants grow out of seeds.

Animals are born or hatch from eggs.

Plants have leaves which use sunlight to make their food.

Animals have to look for food to eat.

Plants absorb water through their roots.

Animals drink water.

Plants use carbon dioxide from the air and give out oxygen.

Animals use oxygen from the air and breathe out carbon dioxide.

Plants and animals need each other to breathe.

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 24 North America Map – Big Picture Input Chart Notes

Part I – Sketch the map of North America (Do this in multiple sittings.) Part II – Add the animals using pictures (Note the animals here were chosen based on the state symbols as well as a range of animals that would be seen at the Albuquerque zoo and the aquarium. Consider choosing other animals based on field trips, read alouds and other material you have taught. Adjust the amount of detail on the map to match the needs of your students.

Suggested color key: Black = countries Blue = water (lakes, rivers, oceans) Green = mountains and island Orange = New Mexico, Albuquerque Brown= directions = picture of animal

Tip: To find pictures of animals and plants use google.com images or another website.

Blacktip Shark/ Roadrunner Oviparous – egg laying Viviparous – live births Ovoviviparous – animals develop in eggs that are inside of the mother

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 25 Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 26 Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 27 Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 28 Child and Plant

Comparative Input Chart – Child (human) and Plant When doing this input chart, make sure to highlight the function of the different parts. Based on the needs of your class, add or subtract body parts. This sketch also includes some key organs that are important for students to know (heart, brain, lungs, bones, muscles, and stomach). Remember that you can break this into multiple days. You could even go back a week later and add additional body parts or keep the chart up and when new words are introduced through a story or other content lesson they could be added. Background information on plants: http://members.enchantedlearning.com/subjects/plants/label/plantsimple/index.shtml http://www.urbanext.uiuc.edu/gpe_sp/case1/c1facts2a.html (Spanish)

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 20 Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 20 Narrative input: The Three Little Sheep

(Adapted from The Three Little Sheep by Seraphine G. Yazzie)

#1 (three little sheep leaving home)

Once upon a time there were three little sheep who lived with their mom in a small house. One day their mom told them it was time to leave home and become self-sufficient. The three little sheep packed their belongings, gave their mother a kiss and left their little house.

“Take care of one another,” said their mother. “If one of you gets into trouble, go to your brothers for help.”

#2 (picture of each of the different houses)

Each sheep traveled in a different direction. The youngest brother traveled to the east and built a house out of grass. A grass hut is a temporary structure that can be rebuilt easily.

The middle brother traveled to the north and built a teepee from tree branches and animal skins. A teepee is a temporary structure that can be taken down and moved from place to place.

The oldest brother traveled south and built a hogan. A hogan is a traditional Dine house. It is built in the shape of an octagon. The walls are made from mud, grass and bark. In the middle of the roof, there is a hole for the stovepipe so the smoke can leave the house. A hogan is a permanent structure that you don’t move.

# 3 (the youngest brother inside his house and the coyote’s shadow)

Coyote soon discovered that the three brothers had left home. He followed the youngest brother east. When Coyote arrived at the grass hut, he said, “Little sheep, little sheep, let me come in! Or I will huff and puff and blow your house in!”

“Go away,” responded the youngest sheep. “I won’t let you in!”

So Coyote huffed and puffed and blew the house in.

The little sheep ran as fast as he could until he arrived at the middle brother’s house who lived in the north.

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 20 #4 (Coyote blowing down the teepee)

Coyote followed the younger brother to the teepee. When he arrived, he heard a drum beating inside. Coyote rubbed his paws together and howled so loudly that the brothers dropped the drum and began to shake.

Coyote said, “Little sheep, little sheep, let me come in. Or I will huff and puff and blow your teepee in!”

“Go away!” responded the two sheep. “We won’t let you it!”

So Coyote huffed and puffed and blew the house down.

The sheep ran as fast as they could to the south until they arrived at the house of the oldest brother.

#5 (the three sheep sitting at the table)

The older brother had just finished building the hogan when he saw his two younger brothers running toward his house. He realized that they were frightened and opened the door saying, “Come in. Don’t worry. We are safe here. Coyote could never blow down this hogan. It is strong and well constructed.”

The two brothers were relieved to know they were safe, and they quickly made a pot of coffee and began playing Navajo Ten, a favorite card game of theirs.

Coyote looked through the window and couldn’t believe what he saw. The three brothers were sitting around the table, playing Navajo Ten and drinking coffee. They weren’t afraid of him!

#6 (Coyote with the drum)

Coyote was so angry that he ran in circles around the hogan while he howled as loudly as he could, but he didn’t scare the sheep.

In fact, the youngest brother stuck his head out the window and said, “Please, stop howling. You are interrupting out Navajo Ten game.”

Coyote stopped howling and said in a menacing voice, “Little sheep, little sheep let me come in! Or I will huff and puff and blow your hogan in!”

The three little sheep in unison responded, “You can’t blow down this hogan!”

#7 (Coyote huffing and puffing)

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 21 Coyote huffed and puffed. And he puffed and huffed, and he huffed and puffed again. However the hogan didn’t blow down. The walls didn’t even creak.

The three brothers began to laugh at Coyote who was determined to eat those three sheep then and there.

#8 (Coyote shooting out of the stovepipe)

Coyote decided to sneak up onto the roof and jump down the stovepipe. He rubbed his paws together and without making a sound began climbing.

However, the oldest brother heard Coyote on the roof, and quickly began to put more wood on the fire. When Coyote jumped down the stovepipe, he became so hot that he shot right back out and flew to the north.

# 9 (the three hogans and Coyote)

Even to this day, it is said that Coyote will try to give you bad luck if you cross his path from the north. He is still angry that he did not get to eat the three little sheep.

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 22 Narrative background

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 23 Poetry Book

Name ______

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 24 Living Things Everywhere

By Lisa Meyer-Jacks

Plants here, animals there Living things, living things everywhere

Colorful flowers growing Hungry javelinas digging Large trees dying And tiny insects flying

Flowers in the garden Javelinas around a cactus Trees on top of a mountain And insects above the pond

Animals here, plants there Living things, living things everywhere Plants! Animals! Organisms!

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 25 Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 26 Yes Ma’am By Lisa Meyer-Jacks

Is this an ocean? Yes ma’am Is this an ocean? Yes ma’am How do you know? Salty water How do you know? Covers much of the earth Give me an example. Pacific Ocean Give me an example. Atlantic Ocean

Is this an island? Yes ma’am Is this an island? Yes ma’am How do you know? Surrounded by water How do you know? Smaller than a continent Give me an example. Greenland Give me an example. Hawaii

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 27 Is this a lake? Yes ma’am Is this a lake? Yes ma’am How do you know? Surrounded by land How do you know? Bigger than a pond Give me an example. Five Great Lakes Give me an example. Elephant Butte

Is this a river? Yes ma’am Is this a river? Yes ma’am How do you know? Flows downhill How do you know? Bigger than a stream Give me an example. Río Grande Give me an example. Mississippi

Is this a mountain? Yes ma’am Is this a mountain? Yes ma’am How do you know? High in the air How do you know? Larger than a hill Give me an example. Sandia Mountains Give me an example. Rocky Mountains

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 28 Roadrunner By Lisa Meyer-Jacks

I know an unusual bird An extremely unusual bird An extremely unusual bird That spends its life running

With a sharp, pointed beak Small, brown feathers Very speedy feet Whose home is a nest

I know an unusual bird An extremely unusual bird An extremely unusual bird That’s called a roadrunner

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 29 Baby Animals By Lisa Meyer-Jacks

Sheep have lambs. Rabbits have bunnies. Ducks have ducklings. They are cute, and they are funny.

Dogs have puppies. A cow has a calf. Horses have colts. Baby animals make us laugh.

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 30 An Unusual Javelina By Lisa Meyer-Jacks

I know an unusual javelina An extremely unusual javelina An extremely unusual javelina That lives in North and South America

With a tough, leathery snout Short, sharp tusks Very poor vision And a good sense of smell

I know an unusual javelina An extremely unusual javelina An extremely unusual javelina That is not a pig!

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 31 Plants Grow and Grow

(Tune: She’ll be Comin’ Around the Mountain)

The roots absorb water from the ground,

The stem moves the water up the plant,

And the branches take the water to the leaves and the flowers,

And that’s what helps the plant grow and grow!

By: Karen Hernandez

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 32 We Need Plants (Mary Had a Little Lamb)

We need plants to live and grow, live and grow, live and grow, They give us food, clothes, and shelter and even medicine.

Plants need us to live and grow, live and grow, live and grow, We give them carbon dioxide, And they give us oxygen.

By: Berenice Hernandez

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 33 Are These Plant Parts?

Is this a root? Yes, Ma’am Is this a root? Yes, Ma’am How do you know? Under the ground How do you know? Absorbs water and minerals Tell me how it works. Takes them from the soil Tell me how it works. Takes them to the stem

Is this the stem? Yes, Ma’am Is this the stem? Yes, Ma’am How do you know? Grows up from the roots How do you know? Holds up the plant Tell me how it works. Takes things up Tell me how it works. Brings leaves water

Is this a leaf? Yes, Ma’am Is this a leaf? Yes, Ma’am How do you know? Grows from the stem How do you know? Makes the food Tell me how it works. Absorbs sunlight Tell me how it works. Uses chlorophyll

Is this a flower? Yes, Ma’am Is this a flower? Yes, Ma’am How do you know? Grows from the stem How do you know? Pretty and bright Tell me how it works. Makes fruit and seeds Tell me how it works. Attracts animals By Karen Hernandez Adapted by Lisa Meyer-Jacks

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 34 Project GLAD Home/ School Connection – Living Things #1

Plants and animals are living things. What living things can you find in your home or your neighborhood? Write and sketch some of the living things you find.

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 35 Student Signature: ______Adult Signature: ______Proyecto GLAD Conexión entre escuela y hogar – Seres vivos #1

Todos los animales y las plantas son seres vivos. Busca seres vivos en tu casa o tu vecindario. Escribe y dibuja sobre ellos.

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 36 Firma del estudiante: ______Firma del adulto: ______Project GLAD Home/ School Connection – Living Things #2

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 37 Explain the story The Three Little Sheep (Las tres ovejitas) to someone in your family. Sketch a picture that shows what happened to the coyote in the end.

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 38 Student Signature: ______Adult Signature: ______

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 39 Proyecto GLAD Conexión entre escuela y hogar – Seres vivos #2 Explica el cuento de Las tres ovejitas a alguien en tu familia. Realiza un dibujo que muestra que pasó al coyote en el fin del cuento.

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 40 Firma del estudiante: ______Firma del adulto: ______

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 41 Project GLAD Home/ School Connection – Living Things #3

Baby animals sometimes have names that are different than their parents. For example, a baby duck is called a duckling. Make a list of baby animals and their parents. Sketch a picture of the animals too.

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 42 Student Signature: ______Adult Signature: ______

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 43 Proyecto GLAD Conexión entre escuela y hogar – Seres vivos #3 Los animales bebes a veces tienen nombres que son diferentes que sus padres. Por ejemplo, un pato bebe se llama un patito. Haz una lista de animales bebes y sus padres. Realiza un dibujo de los animales.

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 44 Firma del estudiante: ______Firma del adulto: ______

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 45 Name ______Polar Bears Polar bears live in cold places near the North Pole. They have white fur and four paws. Polar bears walk and swim.

Polar bears eat seals, fish and dead animals.

The babies are born alive. The mother cares for the baby bears called cubs.

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 46 Name ______Rio Grande Cutthroat Trout These trout live in cold mountain streams. They have fins to help them swim and gills so they can breathe.

Trout eat insects.

Trout are born from eggs. The parents do not care for the babies.

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 47 Name ______Bald Eagles Bald eagles nest in large trees near water. They fly through the air. Bald eagles have wings, talons and feathers.

Bald eagles eat fish, small animals and snakes.

They hatch from eggs and live in nests. Both parents care for the baby birds or eaglets.

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 48 Name ______Crickets Crickets live in grass and underneath rocks and fallen trees. They jump and walk. They have six feet and are green or brown.

Crickets eat plants.

They hatch from eggs. The parents do not care for the babies.

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 49 Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 50 North American Animals Process Grid Note: It may be easier to start with how the animals move and their diet because they are short, simple answers. Note: Choose the shark or the roadrunner for the class mind map and process grid. You don’t need to do both. Animal Characteristics Habitat Locomotion Diet Young Cooperative paragraph topic sentence ideas: Blacktip shark  gills ocean near the coast There areswim a variety of animals thatfish inhabit our world. live births  fins with black tips Animals have similar and different characteristics.  parents do not Animals live in different habitats and have similar and different characteristics.care for Young Road runner  short wings Dry brush, grass  walks  snakes  nest in bush or  long, narrow tail  runs  lizards cactus  long legs  mice  eggs  both parents care for babies polar bear  white fur cold places near the  walk  seals  live births  four paws North Pole  swim  fish  mom cares for  short tail  dead animals young  small ears  den  large body Rio Grande  fins cold mountain  swim  insects  eggs cutthroat trout  gills streams  parents do not  black spots care for young bald eagle  black and white nest in large trees  fly  fish  eggs feathers near water  small animals  both parents  wings  snakes care for eaglets  talons  nests Cricket  six legs grass, underneath  jump  plants  eggs  green/ brown fallen trees and rocks  walk  parents do not  small care for babies

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 51 Alphabet Big Book

1) Model whole class 2) Team tasks 3) Can be assigned as individual task Follow the rhythm from Dr. Seuss's ABC: An Amazing Alphabet Book! Example page you could do with kindergarteners: Big A, Little a What begins with A? Antelope, antelope A A A

En español: A mayúscula, a minúscula ¿Qué comienza con A? Araña, araña A, A, A

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 52 Aa antelope

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 53 Bb broccoli

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 54 Cc cactus

Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 55 Living Things in North America, Kindergarten, NM Lisa Meyer-Jacks - Project GLAD (07/08) 56