project glad · web viewchall, jeanne s., learning to read: the great debate, new york, mcgraw...

Project GLADWoodburn School District

The Tropical Rainforest (3)IDEA PAGES

I. UNIT THEME – The Amazon Rainforest of South America Interdependence and bio-diversity are essential in the tropical rainforest. The world is dependent on the natural resources of the tropical rainforest. Tropical rainforests of the world filter air to contribute to the world’s oxygen supply.

II. FOCUS/MOTIVATION

Signal Word – Cognitive Content Dictionary Big Book Observational Chart Inquiry Chart Realia Environmental Awards Read Aloud: The Shaman’s Apprentice Scientific Experiment: Banana Experiment

III. CLOSURE /ASSESSMENT Portfolio

o Found Poemo Expository Paper – from Process Grido Learning Log

Process all charts

IV. CONCEPTS – OREGON STATE STANDARDS – Life Sciences Describe the basic needs of living things. Identify how some animals gather and store food, defend themselves, and find shelter. Describe a habitat and the organisms that live there.

The Tropical Rainforest Level 3 OR 1Woodburn School District 9/13/05 - Project G.L.A.D (Rev. 08/06 JB)

V. Vocabulary

AbdomenAdaptationsAgricultureAlgaeAtlantic OceanAmazon RiverAnteatersAntsArmy antsBacteriaBanana treeBasilisk LizardBeetlesBiomesBiodiversityBirdsBlue Morpho ButterflyBoa ConstrictorBrazilBromeliadsButtressCamouflageCanopyCarbon DioxideCarnivoreClimate ZoneCocoaColonyCoffeeConservationConsumers

Decomposers

DefecateDeforestationDenseDestructionDevelopmentDiversityEcologyEcosystemEmergent LayerEndangeredEnergyEnvironmentEpiphytesEquatorEvapotranspirationExtinctFaunaFloraFoliageFood WebFood ChainForest FloorFruitsGlobal WarmingGreenhouse EffectGreen Tree PythonHabitatHerbivoreHowler MonkeyHumidityHumus

InterdependenceIndigenousInterlopersJaguarKapok TreeLemurLianasLife CycleLoggingMacawMangrovesMedicineMigrateNatural ResourcesNomadicNorth AmericaNutrientsNutsOilOmnivoreOxygenOrchidsPacific OceanPalmsPiranhaPitcher PlantPoison Arrow FrogPredatorPreyProducersProp RootsRafflesiaRainfallRecycle

RubberSaplingsScavengerSeedsShamanSlash and BurnSlow LorisSoil ErosionSouth AmericaSpeciesStilt RootsStrangler FigsSunlightSustainableTapirTeaThoraxThreatenedTopsoilToucanTranspirationTree FrogsTree SeedlingsTree SnakesTropic of CancerTropic of Capricorn Tropical Rain ForestUnderstoryVegetationVinesWater HyacinthsWater VaporWeatherWood


VI. English Language arts skills/ English proficiency standards CCG’s taken from Oregon English language arts grade level standards

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

areas.

Beginning Early intermediate Intermediate Early advanced Advanced Proficient1 Demonstrates print awareness

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

Identifies high frequency letters and spoken words.

Recognizes printed words and phrases from previously learned materials.

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

Reads phonetically regular words.

Read regular words with several syllables.

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

Recognizes words and phrases from previously learned materials.

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

Interacts and decodes independently a variety of simplified print.

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

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

3 Recognizes and locates identical words.

Recognizes and locates identical word parts.

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

Identifies words within a passage that have similar spelling patterns.

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

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

4 Mimics intonation of words or simple phrases.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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


o Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed.

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

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

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

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

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

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

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

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

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

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

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

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

Demonstrate listening comprehension of more complex text through discussions.

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

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

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

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

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

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

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

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

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

Uses context clues to determine meanings of unfamiliar words.

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

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

5 Selects appropriate reading materials with assistance.

Selects reading materials for enjoyment.

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

Selects reading materials for enjoyment and information.

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

Read longer selections and books independently.


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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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



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

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

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

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

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

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

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

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

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

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

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


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

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

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

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

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

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

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

Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient

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

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

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

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

Summarizes main ideas in sequence from an informational text.

Summarize major points from informational text.

2 Follows along the reading of an illustrated text.

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

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

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

Demonstrates comprehension by answering questions about the text.

Demonstrate comprehension by identifying answers to questions about the text.

3 Follows along during the reading of an illustrated text.

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

Identifies main ideas and important details using graphic organizers.

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

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

Distinguish the main idea and supporting details in informational text.

4 Responds to pictures and illustrations which identify significant information.

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

Locates significant information in a text with teacher support.

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

Determines significant information, including problems and solutions.

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

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

Pr


1 Listens to a variety of types of literature.

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

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

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

Listens to text and reads text to make connections and responds to a variety of children’s literature—including poetry, fiction, non-fiction, and drama—from a variety of cultures and time periods, using

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


formats such as reading journals and graphic organizers.

and time periods.

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

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

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

Demonstrates inferential comprehension with teacher guidance and support.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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


Beginning Early intermediate Intermediate Early advanced Advanced Proficient

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

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

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

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

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

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

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

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

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

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

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

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

6 Adds ending punctuation to simple sentences.

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

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

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

Uses an editing checklist to proofread with teacher support.

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

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

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

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

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

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

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

Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest (1996 “Convey clear, focused main ideas…”); organize information in clear sequence, Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas.The Tropical Rainforest Level 3 OR 8Woodburn School District 9/13/05 - Project G.L.A.D (Rev. 08/06 JB)

Beginning Early intermediate Intermediate Early advanced Advanced Proficient

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

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

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

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

Writes for a specific audience and/or purpose.

Write appropriately for purpose and audience.

2 Views illustrations and copies the caption.

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

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

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

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

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

3 Dramatizes action verbs with teacher support.

Uses high frequency adjectives to describe an illustration.

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

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

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

Use vivid adjectives and action verbs.

4 Listens to stories that incorporate figurative language.

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

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

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

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

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

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

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

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

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

Uses statements, questions, commands and exclamations in writing.

Write correctly complete sentences of statement, command, question, or exclamation.

o Write narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience and purpose across the subject areas.


Beginning Early intermedieate Intermediate Early advanced Advanced Proficient

1 Uses pictures to tell about a personal experience.

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

Writes a personal narrative using simple sentences.

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

Writes a personal narrative; includes details.

Personal Narrative

2 Tells a story with pictures.

Participates in group to develop a fiction story.

Writes a fictional story using simple sentences.

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

Writes a fictional narrative, including descriptions and details.

Fictional Narrative (Imaginative)

3 Uses captions and drawings to show information.

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

Writes simple sentences about a given nonfiction topic.

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

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

Expository

Narrative WritingBeginning Early Intermediate Intermediate Early Advanced Advanced Proficient

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

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

Uses pictures and simple sentences to provide context.

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

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

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

2 Uses drawings to convey important details.

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

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

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

Includes important details to develop the plot.

Include well-chosen details to develop the plot.

3 Illustrates some incident from the narrative.

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

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

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

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

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


Expository WritingBeginning Early intermediate Intermediate Early advanced Advanced proficient

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

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

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

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

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

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

2 Uses drawings to show a main idea.

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

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

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

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

Use details to support the main idea.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Writes simple sentences about the content of a text.

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

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

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

8 Responds to text through gestures or illustrations.

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

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

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

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

Include personal response to text supported by reasons.


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

SPELLINGBeginning Early intermediate Intermediate Early advanced Advanced proficient

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

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

Spells correctly one-syllable words that have blends.

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

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

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


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

Practices forming contractions with teacher support.

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

Spells common contractions correctly.

Contractions (isn’t, aren’t, can’t);

3 Copies phrases that include compound words.

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

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

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

Uses correctly common compound words in writing.

Compounds;

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

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

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

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

Uses correctly common spelling in high frequency words.

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

5 Practices and illustrates homophones with teacher support.

Practices and illustrates homophones.

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

Uses some of the most common homophones in writing.

Uses the most common homophones in writing.

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

6 Copies high frequency classroom words.

Applies sound- letter correspondence to invented spelling.

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

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

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

7 Spells own name correctly; copies environmental print correctly.

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

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

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

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

GRAMMAR



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

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

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

Uses subjects and verbs that are in agreement.

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

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

2 Labels illustrations or action verbs.

Uses present tense in group writing activities.

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

Uses correct tenses in independent writing.

Uses verb forms correctly in context.

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

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

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

Uses pronouns and compound nouns in writing.

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

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

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

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

Identifies singular possessive nouns in writing.

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

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

Uses and identifies singular possessive nouns.

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

Punctuation1 Copies a simple date sentence or

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

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

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

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

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

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

2 Practices placing quotation marks around phrases.

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

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

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

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

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

CapitalizationBeginning Early Intermediate Intermediate Early Advanced Advanced Proficient

1 Copies geographical names and holidays correctly.

Begins to use capitals with teacher support.

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

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

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

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


Handwriting1 Copies legibly. Writes legibly, leaving space

between letters in a word and words in a sentence.

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



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

SPEAKING AND LISTENINGo Listen critically and respond appropriately across the subject areas. o Evaluate the significance and accuracy of information and ideas presented in oral,

visual, and multi-media communications across the subject areas. Beginning Early intermediate Intermediate Early advanced Advanced Proficient

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

Retells what a speaker said using sentences.

Retells what a speaker said using both compound sentences.

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

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

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

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

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

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

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

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

3 Uses gestures and actions to respond to

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

Responds to social questions using short phrases and sentences.

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

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

Answer questions completely and with appropriate elaboration.

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

Identifies word patterns. Identifies word patterns and repeated sounds.

Identifies word patterns, repeated sounds and rhymes.

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

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


VII. Science/ Social Studies Standards ORGANISMS

Understand and describe the characteristics, structure, and functions of organisms.Recognize characteristics that are similar and different between organisms.

DIVERSITY/INTER-DEPENDENCEUnderstand the relationships among living things and between living things and their environments.Explain and analyze the interdependence of organisms in their natural environment.

THE DYNAMIC EARTH Understand the properties and limited availability of the materials which make up the Earth. Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth.

GEOGRAPHYUnderstand the spatial concepts of location, distance, direction, scale, movement, and region.

View and draw simple maps and pictures to locate, describe, and show movement among places.

Locate major physical and human (cultural) features of the Earth..

Identify physical characteristics of places and compare them.

Identify major physical features and describe how they are represented on maps, globes, and other tools.

PROCESSES

Prediction/inference/conclusion

Classification of information

Data collection

Questioning strategies

Interpreting data

Scientific process

Identify how peoples lives are affected by the environment

VIII. RESOURCES / MATERIALSResources and Materials – Non-Fiction

DK Publishing, Inc. Eye Wonder: Rain Forest: Open Your Eyes to a World of Discovery

DK Publishing, Inc. The Ultimate Jungle Sticker Book

Rigby. Under the Canopy

Ballance, Alison. Habitats of the World: Tropical Rainforests

Hinshaw Patent, Dorothy. Children Save the Rain Forest

Jenkins, Steve. Actual Size

Knight, Tim. Journey into the Rainforest

Lasky, Kathryn. The Most Beautiful Roof in the World

Ling, Judy. Animals of the Tropical Rain Forest

Telford, Carole and Rod Theodorou. Up a Rainforest Tree

Terborgh, John. Diversity and the Tropical Rain Forest

Resources and Materials – Fiction

Cherry, Lynne. The Great Kapok Tree

Cherry, Lynne. The Shaman’s Apprentice

Cowcher, Helen. Rain Forest

Craighead George, Jean. One Day in the Tropical Rain Forest

Collard, Sneed B. III. The Forest in the Clouds

Yolen, Jane. Welcome to the Green House

Worth, Bonnie. If I Ran the Rain Forest

RESOURCESProject GLAD

Adams, Marilyn. Beginning to Read. Thinking and Learning about Print. MIT Press, 1990

Berman, et al, “Meeting the Challenge of Language Diversity”, California Legislature 1991

Blanton, William E. and Mormon, Gary B., “Research Relevant to Leqrning from Information Texts”, A paper presented at the IRA Conference, Anaheim, CA. September, 1987

Brain Research, Newsweek 2/19/96 and Time 2/3/96 – Summary of reports from UCI, UCLA, UC Berkley, Duke, and Baylor College of Medicine.

Brechtel, Marcia, Bringing It All Together, Dominie Press San Diego, 2001

Butler and Turnbill, Towards a Reading-Writing Classroom, Heinemann, 1984.

California State Department of Education, Crossing the Schoolhouse Border.

California State Department of Education, “English Language Arts Framework”, 1987

California State Department of Education, “Every Child a Reader: the California Reading Task Force” and “Reading Advisory”, 1995 and 1996, Sacramento, CA

Calkins, Lucy, The Art of Teaching Writing, Heinemann, 1986.

Chall, Jeanne S., Learning to Read: The Great Debate, New York, McGraw Hill, 1983.

Chall, Jeanne S., Stages of Reading Development, New York, McGraw Hill, 1983.

Clay, Marie, Becoming Literate, Heinemann, 1991 and An observation Survey of Early Literacy Achievement, 1993.

Clymer, T., “The Utility of Phonic Generalizations in the Primary Grades”, Reading Teacher, Vol. 50 (1996)

Shefelbine, J., Learning and Using Phonics in Beginning Reading, New York, Scholastic, Inc. 1995

Shefelbine, J., “Academic Language”, a presentation to the Spring Forum on Reading and the Second Language Learner, March, 1998.

Shefelbine, J., “Finding the Right Balance”, Point of View, America’s Agenda, Fall 1996

Smith, Frank, Reading Without Nonsense, Teachers College Press, Columbia University, 1985Smith, Frank, Insult to Intelligence, Arbor House, 1986.

Willert, Mary K. and Kamil, Constance, “Reading in Kindergarten”, Young Children, May, 1985.

Wink, Joan, Notes from the Real World, Critical Pedagogy.

Winograd, Peter and Greenlee, Marilyn, “Sujdents Need a Balanced Reading Program”, Educational Leadership, Vol 43, #7, April 1986.

Wolfe, Pat. Workshop Notes [email protected] .

Wong, Fillmore L., “Pacific Perspectives on Language Learning and Teacher”, TESOL, Washington, D.C., 1982

Woodburn School District, Literacy First Document, 2004.

Yopp, H., “Developing Phonemic Awareness in Young Children”, Reading Teacher, Vol. 45 (1992)

Zirkelback, T., “A Personal View of Early Reading,” The Reading Teacher, #6, February, 1984.

Practical Resources for TeachersEyewitness BooksScholastic Rhyming DictionaryZoobooksNaturescope, by Ranger RickPoetry: Shel Silverstein, Jack Prelutsky501 Spanish Verbs, by Christopher Kendris, Ph.D.

Google.com. – Click on Images

Rhymezone.com

Eduplace.com

Project GLADWoodburn School District

The Tropical Rainforest (3)

Planning Pages

I. FOCUS/MOTIVATION Big Book Observation Charts Inquiry Charts Cognitive Content Dictionary-Signal Word Environmentalist Awards Read aloud/short video disc Experiment-Banana bags

II. INPUT Graphic Organizer – Tropical Rainforest on the World Map Comparative Input- Tapir vs. Army ant Narrative-Kapok Tree Expert Groups- Layers of the Rainforest Pictorial Input- The layers of the rainforest

III. GUIDED ORAL PRACTICE Expert Group

o Team tasks T-Graph Picture Files Found Poetry Poetry /songs /chants Sentence Patterning Chart (Farmer in the Dell) Personal Interactions 10/2 negotiating for meaning Mind maps Reader’s Theater Author’s Chair Flex groups: ELD review Process Grid

IV. READING/WRITING Total Class

o Cooperative Strip paragrapho Found Poetryo Readers’ Theatero 10/2o Mini-lessons

Small group/cooperative practice o Team Tasks

o Process Grido Ear-to-ear readingo Observation chartso Flexible grouping leveled and heterogeneous

Clunkers and Links Group frame for ELD student generated text Cooperative strip paragraph

o Team writing workshop

Individual/Writer’s Workshop o Individual taskso Interactive Journalso Home/School Connectionso Learning Logo Sketch and Writeo Writer’s Workshop

V. EXTENDED ACTIVITES FOR INTERGRATION Listen and sketch Reader’s Theater Art lessons Nature walk

VI. CLOSURE Process charts and Inquiry Graffiti Walls-Student generated Text Assess learning logs on-going Portfolio –

3 pieces of writing: expository (cause and effect or persuasive); narrative; found poetry

Evaluation/learnings Reflection on hands-on experiment Group Evaluation Rainforest feud game

Sample Daily Lesson PlanDay OneFocus and Motivation-

Intro Personal Story/RealiaThree rules/ Super Scientist awardsCCD-Signal word-TROPICAL-humidObservation charts-AwardsInquiry Chart “The Tropical Rainforest”Pass out unit portfoliosBig Book

Input-World Map -Awards

10/2 discussion

Focus and MotivationChant

InputLayers Pictorial-Floor - Scouts10/2 discussionLearning Log – ELD reviewRead aloud-Shaman’s Apprentice

Guided Oral PracticeT-graphTeam pointspicture file

Free explorationCategorizeChoose most scientific / share

Banana ExperimentExploration report-Model

Chant- Is this the Amazon Rainforest? Yes Ma’am

Reading and WritingWriters Workshop

Mini Lesson- Sketch to PlanWriting timeAuthors Chair-Scouts

ClosureProcess ChartsHome/School Connection #1

Day TwoFocus and Motivation-

Review-Three rules/ Super Scientist awardsCCD-Signal word - InterdependenceDiscuss Home/school Connection(*All students must share whole group)RealiaProcess World Map-Scouts

Review with word cards10/2Process Layers input chart - floor

Review with word cards10/2

Chant-Here There-Harpy Eagle

INPUTNarrative Input- Kapok Tree-ScoutsPictorial input - add other layersComparative Input Ant/Tapir

GUIDED ORAL PRACTICEChant review Review Banana Experiment – exploration reportBanana Experiment – model exploration reportMind map - floor

READING/WRITINGTeam Tasks Review T-graph

Expert Groups CanopyUnderstoryAward team points for Team Tasks

Oral Team Evaluation

GUIDED ORAL PRACTICEChant –Save the Rainforest

CLOSUREBig Book Review-conservation pages to tie into signal word-

ScoutsInteractive JournalsHome/School connection #2

Day ThreeFOCUS /MOTIVATION

CCD /Signal word- Conserve Process Home/School connection- in groups

Award points Review rules Review Narrative with dialogue bubbles and word cards

Process behavior- Scouts

GUIDED ORAL PRACTICEChants add Layers of the Rainforest, Yes Indeed! Review chantsSentence Patterning Chart

-Flip Chant

READING/WRITINGStory Map-ScoutsTeam task intro-Review T-graph

Expert groups Understory RiverCanopyEmergent

READING/WRITING Process Grid Game

Fill in first row - Floor

Writers workshop-Good leads

CLOSURE

Interactive Journals/read and respond Process Inquiry Chart Home/School connection #3

Day Four

FOCUS/MOTIVATION CCD- students choose stumper word Review rules

INPUT Read Aloud-Rainforest- Helen Cowcher Comparative Input – Review with word cards

GUIDED ORAL PRACTICE Tropical rainforest Bugaloo Review Sentence Patterning Chart –

-Trading Game

READING/WRITING Process Grid Game – complete chart Cooperative Strip Paragraph (In each layer of the

rainforest animals and plants are interdependent)-read-respond-revise

Intro team tasks Review T-graph Flexible group reading

o Cooperative strip paragraph/ struggling Readers

CLOSURE Process Inquiry Chart Interactive Journals

Chant Review

Day Five

Focus and Motivation – CCD/Signal Word – Students Choose Review rules

Input Review Big Book

GUIDED ORAL PRACTICE I Can Spell Review Chants

READING/WRITING Review T-graph Team tasks Flexible group reading

Clunkers and LinksGroup Frame / ELD story retell

Team presentation/points Found Poetry Ear to Ear reading Listen and sketch Read the walls / using individual CCD

CLOSURE Process Inquiry Chart Parent Letter Chants with Teachers

The Rainforest

By Lynne KoenigAlisha LópezSonia Kool

River

The lowest lying level of the Rainforest is the river. The Amazon River is the world’s second longest river. About 20% of the water in the ocean originally came from the Amazon. Along the banks of the river, there is a lot of shade. In the middle of the river, there is a lot of sunlight.

There are many distinctive water plants but only a few are especially common. These are Victoria lilies, water hyacinth, and water lettuce.

Some of the animals that you can find in the river or on the banks of the Amazon are river dolphins, piranhas, giant horned frogs, anacondas and basilisk lizards.

Rainforests have a diverse population full of natural resources of which the rest of the world is dependent.

Floor

The floor of the rainforest is carpeted with moss, decomposing leaves and other plant material. Small plants that need little light grow here, because the dense forest above blocks out most sunlight. This layer of the Rainforest is dark and humid.

Some plants you will find on the forest floor are fungi, pitcher plants, and the Venus fly trap.

Some of the animals and insects that live on the Rainforest floor are wild pigs, tapirs, small deer, frogs, anteaters, armadillos, tarantulas, mites, ants and termites.


Understory

The understory is the layer from the floor up to 65 feet. It is made up of diverse plant, animal and insect life. The understory receives some filtered sunlight and it is lit with a greenish glow and is very damp. It contains young trees and leafy plants that tolerate low light. Many popular house plants come from this layer.

Some of the plants that live in the understory are gingers, passionflowers, orchids, monsteras, and tassel ferns.

Some of the animals that live in this layer are the slow loris, vine snake, three-toed sloth, heliconia butterfly, and saddleback caterpillar.


Canopy

The tall trees in this layer block the sun from the lower layers as well as catch the majority of the rain. This leafy environment is full of life.

Plants in the canopy include trees, thick, snake-like vines called lianas and epiphytes, such as mosses, lichens, and orchids.

Butterflies, spiders, toucans, snakes, and the howler and squirrel monkeys, are all creatures that live in the canopy.


Emergent

The emergent layer has trees that break through the rainforest canopy. The tallest trees tower as much as 200 feet above the forest floor with trunks that measure up to 16 feet around. This area is full of birds and gets more sun. These trees enjoy the greatest amount of sunlight but also must endure high temperature, low humidity, and strong winds. Big trees are important components of the rainforest, as they provide habitat for animals and other plants, called epiphytes.

There are many unknown plants in the forest but some of the plants we know of are the Kapok tree, Capirona Crown, and several types of epiphytes.

Some of the animals of the rainforest are the Harpy, spider monkey, bat, moth, and the macaw.

People

Life in the Amazon is hard; most work is done with physical labor. Men work on construction of houses and canoes, tending crops, hunting and fishing. While women take care of children, cooking, and household chores. The Rainforest and rivers are home to a diversity of cultures that come from two main groups: indigenous people who originally lived in the Rainforest and settlers who arrived since the first explores “found” South America.

Most children of the Amazon Rainforest go to school free of charge. However, in general, classrooms only have desks and a blackboard. The children’s parents must buy all books and pencils.

Products

The Amazon Rainforest is the world’s greatest natural resource. More than 20% of the world oxygen supply comes from there. Much of our food and medicines also come from Rainforests. Chocolate, coffee, bananas, and even gum come from the rainforest. Gum is made from the chicle tree. There are many medicinal plants and trees found in the Rainforest, such as Quinine, Cat’s claw, and Angel’s Trumpet. Indigenous healers, called shamans, have been using these plants for many years. Latex and lumber also come from the Rainforest. Latex is used to create rubber for products like shoes and tires. Lumber is used to build houses and furniture.

Deforestation

Deforestation is the chopping down and clearing of trees and plants creating erosion and leading to the loss of homes for living creatures.

The diversity of the plant and animal life of the Amazon is becoming threatened by the loss of habitat due to deforestation in this region.

Of the 55,000 plant species in Brazil, 25,000 are already threatened with extinction.

The loss of tree decreases oxygen supply.

Forty species and 20 acres of rain forest are destroyed per minute.

Flooding is becoming more of a problem as deforestation increases. Rainforests protect low lying land from flash flooding. The vegetation root systems absorb water and the different layers of

the forest of decent or heavy precipitation.

Glossary

Amazon River- the world's second longest river, located in South America canopy- the third layer of the rainforest which is formed from the crowns of treescomponents- parts of a wholecreature- a living being of any kind culture- the habits, traditions and beliefs of a group of people damp- moist or wetdecompose- to break down over timedecrease- to lessen or make smallerdeforestation- to remove trees, or entire forestsdependent- to rely on for aid or helpdiverse- having many differencesemergent- the topmost layer of the rainforest, where only a few trees reach above the canopyendure- to last, continue or remainenvironment- surroundingsfloor- the bottom layer of the rainforest humid- hot and moistincrease- to become greater in size indigenous- native born in a place

medicinal- having the property of healingnatural resource- something that comes from naturepopulation- the number of people or species in a specific areaprecipitation- any type of moisture that comes from cloudsriver- considered a layer of the rainforestshaman- a healer or medicine man that uses plants and herbs which contain medicinal propertiesthreaten- to endangerunderstory– layer of vegetation below the rainforest canopy where limited sunlight penetratesvegetation- plant life

Layers of the Rainforest Pictorial Input Text

Underlined words are vocab. cards

-There are four layers of the rainforest, the floor , understory from the floor to 65 feet, canopy, 65-130 ft

and the emergent layer.130-165 feet

-The river is a special area on the forest floor. Forest floor

-On the forest floor ants* chew and spit out leaves.

-There are more ants than any other creature in the rainforest.

-In the heat and moisture of the rainforest floor, fallen logs and decomposing leaves rot quickly with the help of bacteria, fungi* and insects*. -This thin layer of decomposed matter creates humus, which allows new plants to grow.-One animal that you might find on the rainforest floor is the tarantula,* which could be as large as a man’s fist.-Anteaters* also roam the forest floor. They eat only ants, using their long, sticky tongue, because they have no jaws or teeth.-You will also find lizards* and other reptiles, tapirs*, and peccaries on the forest floor.-Scientists believe there are over 30 million different kinds of plants in the world, and over half of them are found in the rain forest.

Label layers and feet.

Draw the river.

Draw/label ants.

Picture of ants

Draw and label fallen log, fungi and decomposing leaves.Pictures of fungi and insects.

Draw and label humus.

Draw and label tarantula.Picture of tarantula.

Picture of anteaters.

Pictures of lizards, tapirs.

-Some of the plants are: pitcher plant, venus fly trap and other shrubs.

Picture of pitcher plant.

River-The Amazon River runs through the forest floor. It is the largest river in the world.-In some places where the river is slow moving, shallow and swampy, many plants including water hyacinths grow quickly on the surface of the water.-Along the river bank trees and plants form a wall of green -Because there is plenty of sunlight plants grow thick and tangled.

-The mangrove trees’ roots anchor the tree at the river’s edge.-The manatee*, also known as the “sea cow,” eats water plants as it slowly swims through the river.-The archerfish* is skilled at spitting. When the archerfish hunts for insects above the water, it can make a direct hit of up to 5 ft. away.

Understory-The understory is lit with a greenish glow and the air is still, hot and humid.-The jaguar* is the king of

Label Amazon.

Draw and label water hyacinth.

Draw trunks of trees.

Draw foliage.

Label mangrove.

Picture of manatee.

Picture of archerfish.

Draw and label jaguar.

Draw and label tree frog.Picture of tree frog.

the Amazon because he is the largest cat. He eats meat and prowls the river bank to catch fish with its paws.-There are many species of tree frogs.* They need a lot of water. During the day when it is hot, they hide in the shadows of leaves to stay cool and hydrated. They hunt at night. The frog has sticky pads on its toes so that it can grip wet leaves and stems.-Ferns* can be found in the understory, unpalatable to most herbivores, so they are left alone. Although ferns are found in many layers, Epiphytic ferns are found in the canopy. They need water to reproduce but are drought-tolerant.

-Rubber tree* is one of the best-known rainforest plants. Its sap, known as latex, is used to make many kinds of rubber that resist heat.

Canopy- -More wildlife lives in the thick leaves and branches of the canopy than anywhere else in the rainforest.-Monkeys chatter, reptiles scamper, and strange creatures cling to

Picture of fern.

Draw and label rubber tree.Picture of rubber tree.

Draw umbrella of tree tops w/ trunks(3).

Draw and label epiphytes.

Draw and label lianas and strangler fig.Picture of squirrel monkey.

overhanging branches.-The branches of the trees are covered by many kinds of epiphytes including, bromeliads, orchids and some kinds of ferns which grow piggy back on the bark-Here lianas and strangler figs climb up the trunks of the many trees. -Squirrel monkeys live in groups of 30 or more friends or family, they eat fruit, birds eggs and spiders, they are very agile and speed through the canopy-The three-toed sloth moves slowly among the branches. It may have many species of insects living among its moss-covered coat that could not survive any other place. The sloth only climbs down to the forest floor to defecate once a week. As the sloth defecates all of the insects in its coat jump off and lay their eggs in the warm fecal matter. The sloth then covers the feces with leaves, protecting the newly laid eggs.

Picture of sloth.

Draw sun.

Draw and label some emergent trees.

Emergent Layer - In the emergent layer the blazing sun shines and much rain falls. Most of the trees in the emergent layer are broad-leaved, hardwood trees. They tower above the forest canopy, some taller than a 15-story building. This is the home of many birds, butterflies and other animals.

-Emergent trees are exposed to greater changes of temperature, wind, and rainfall than trees in the other layers of the rainforest. Sunlight is plentiful and the trees are exposed to drying winds. To hold water, leaves often have thick, waxy layers. Trees in the emergent layer develop winged seeds that are scattered by the frequent winds. -One of the best-known emergent trees is the kapok tree also known as the silk cotton tree. It can grow to a height of 150 feet or more. Its trunk can grow to a diameter of 9 ft. the kapok tree has buttress roots that anchor it to the forest floor. Its crown can spread the length of two football fields. Epiphytes live on it, and many animals use it as their home. Its seeds are spread by fruit bats. Many plants and animals depend on the kapok tree for food and shelter.

AnimalsButterflies, like birds, travel among all

the layers of the rainforest. blue morpho butterflies have tiny overlapping scales covering their wings that give them their blue color. Their underside is brown which helps them blend in with their surroundings when their wings are folded in. Blue morpho

Draw wind and winged seed.

Label kapok tree.

Picture of fruit bat.

Draw and label blue morpho butterfly.

Picture of marmoset.

butterflies drink their food instead of eating it. They use their proboscis (a long protruding mouth part) to drink their food.

-The common marmoset* is the size of a squirrel and it darts among the tree tops catching frogs, lizards and insects.

-The harpy eagle,* whose scientific name is Harpia harpyja, has speckled brown feathers and a wingspan of up to 7 ft. It weighs up to 18 pounds, and its talons are longer than a grizzly bear’s claws. It builds its nest from 90-130 feet high in the emergent trees. Due to a shrinking habitat, the harpy eagle is endangered. This bird is so protective of its young that it will fiercely attack any predator that threatens them. The harpy eagle has even been known to seize and carry monkeys, sloths and snakes high into the canopy to consume them. Native peoples occasionally hunt the harpy for food and feathers. -Interdependence and bio-diversity are essential in the tropical rainforest. Although each layer has its own ecosystem, they are all interdependent. One layer’s habitat could not survive alone.

Picture of harpy eagle.

Label 7 ft. wingspan.Label weight: 18 pounds.

Draw nest.Label 90-130 ft.

Write endangered.

Write interdependence along side, with arrows pointing up and down.

Is this the Amazon River? By Lizzett Wilson Is this the Amazon River? Is this the Amazon River? How do you know? How do you know? Is this a mangrove tree? Is this a mangrove tree? How do you know? How do you know? Give me some examples. Give me some examples. Is this a water hyacinth? Is this a water hyacinth? How do you know? How do you know? Give me some examples. Give me some examples. Is this a basilisk lizard? Is this a basilisk lizard? How do you know? How do you know? Give me some examples. Give me some examples. Is this a piranha? Is this a piranha? How do you know? How do you know? Give me some examples. Give me some examples

Yes, ma’am! Yes, ma’am! The riverbanks are alive with vegetation. It’s in the Amazon Rainforest. Yes, ma’am! Yes, ma’am! The tree is in wet muddy soil. It’s growing at the edge of the river. Pitchfork like roots. It keeps soil from washing away. Yes, ma’am! Yes, ma’am! It has shiny green leaves. It has an air-filled bladder. The bladder keeps the plant afloat. It’s a food for manatees. Yes, ma’am! Yes, ma’am! It has web like feet. It runs on water. It weighs about 4 ounces. It has a whip-like tail. Yes, ma’am! Yes, ma’am! Around 20 fish live together. Its teeth are like a saw blade. They eat fish and land animals. Natives use their teeth as scissors.

Harpy Eagles Here, Harpy Eagles There By: Lynne Koenig and Heidi Garcia Harpy eagles here, harpy eagles there, harpy eagles, harpy eagles everywhere! Harpy eagles soaring, Grand eagles perching, Hungry eagles snatching, And imperiled eagles surviving. Harpy eagles above the canopy, Harpy eagles among the branches, Harpy eagles under the clouds, And harpy eagles in their nests. Harpy eagles here, harpy eagles there, Harpy eagles, harpy eagles everywhere! Harpy eagles! Harpy eagles! Harpy eagles!

Tropical Rainforest Bugaloo By: Laura Bent Adapted by: Alisha López and Heidi García I’m a three-toed sloth and I’m here to say, I live in the rainforest night and day. My friends are all the animals and yummy plants too, And we would like to tell you something new.

Environmentalists, shamans, natives too, Doing the tropical rainforest bugaloo.

The river’s the first layer in the Amazon, Anacondas and piranhas swimming along, Natives on the edge are washing their clothes, Watching for piranhas that could nibble their toes.


Insects and spiders live on the forest floor, Also plants and flowers and fungi by the score. Our layer’s very dark; little sunlight can get through, Bits of decaying animals and plants are all a-strew.

Environmentalists, shamans, natives too,

Doing the tropical rainforest bugaloo. Next, comes the understory where bushes tend to grow, Hiding many animals, a jaguar hunting low. Trunks of trees pass upward, home to termite, frog and bat, To catch all the rain the leaves are big and broad and flat.


Ants Here, Ants There By: Kathy Neoh

Ants here, ants there, Ants, ants everywhere! Army ants marching, Leaf-cutter ants cutting, Fire ants migrating, and giant poisonous ants attacking. Ants on the ground, Ants under the tree, Ants around the leaves, And ants on me! Ants here, ants there, Ants, ants everywhere. ANTS! ANTS! ANTS!

Save the rainforest (Tune: Row, row, row your boat)

Save, save, save the plants, The f oliage that can cure, I ndigenous experts and shamans there, Have the key f or sure. Save, save, save the rainforest, With plants and trees because Leaves absorbing Greenhouse gases Control climate f or us. Save, save, save the homes, From tropical deforestation. Plants and animals become extinct, Without our conservation! Corina Mota

Layers in the forest There are layers in the f orest, yes indeed. Yes indeed! There are layers in the f orest, yes indeed. Yes indeed! Emergent, canopy, understory and the floor. There are layers in the f orest, yes indeed. Yes indeed! The emergent’s home to birds, and butterfl ies. Butterfl ies! The emergent’s home to birds, and butterfl ies. Butterfl ies! The trees are so high that they almost touch the sky. The emergent’s home to birds, and butterfl ies. Butterfl ies! The canopy is like a big umbrella. Big umbrella! The canopy is like a big umbrella. Big umbrella! Monkey, sloths, orangutans, eat all the f ruit they can. The canopy is like a big umbrella. Big umbrella! The understory’s home to many snakes. Many snakes! The understory’s home to many snakes. Many snakes! They eat cats and bats and rats. And they like the gnats f or snacks. The understory’s home to many snakes. Many snakes! The f orest floor is dim and dark and wet. Dark and wet! The f orest floor is dim and dark and wet. Dark and wet! Oh the ants go marching by, As they watch the birds go high. The f orest floor is dim and dark and wet. Dark and wet! By Debby DePauw

I Can Spell

I can spell ant A-N-TI can spell bird B-I-R-DI can spell tapir T-A-P-I-RBut I can’t spell interdependence!

I can spell nut N-U-TI can spell tree T-R-E-EI can spell liana L-I-A-N-ABut I can’t spell interdependence!

I can spell sun S-U-NI can spell rain R-A-I-NI can spell biome B-I-O-M-EBut I can’t spell interdependence!

I can spell fig F-I-GI can spell frog F-R-O-GI can spell fruit F-R-U-I-TBut I can’t spell interdependence!

Yes, I can! Yes, I can!I-N-T-E-R-D-E-P-E-N-D-E-N-C-E

By: Heidi García and Alisha López

Name______________________________ Date_______________

The Tropical RainforestHome/School Connection #1

Talk with your family about what you have learned about the tropical rainforest.

Ask your family to tell you two or 3 things they know about the tropical rainforest. Have they ever been in a tropical rainforest?

Parent:_________________________________________________

Nombre_________________________________ Fecha________

Unidad de la Selva Tropical

Conexión Entre Escuela y Hogar #1

Habla con tus padresy explícales lo que has aprendido sobre la selva tropical.

Pregúntale a tu familia que to diga 2-3 cosas que sabe acerca de la selva tropical. ¿Ha estado alguna vez en la selva tropical?

Padres:_____________________________________

Name______________________________ Date_______________


Tell your parents about an interesting tropical rainforest animal.

Ask your parents to tell you about an interesting animal.

Parent__________________________________________________

Nombre_________________________________ Fecha________



Habla con tus padres acerca de un animal interesante de la selva tropical. Pregúntales a ellos sobre un animal interesante.

Padres______________________________________________

Date_______________

Project GLADTHE TROPICAL RAINFOREST UNIT

HOME/SCHOOL CONNECTION #3

Tell your parents about one of the layers of the rainforest.

Go outside with your parents and observe what is happening in the top layer of a tree. Draw or write about one or two things that you observed.

Parent: Student:

Nombre_________________________________ Fecha________

PROYECTO GLADUNIDAD de la SELVA TROPICAL

CONEXIÓN ENTRE LA ESCUELA Y HOGAR #3

Habla con tus padres y explicáles acerca de una de las capas de la selva tropical.

Sal afuera con tus padres y observen juntos que está pasando en la capa más alta de un árbol. Dibuja o escribe acerca de una o dos cosas que observaron.

Padre: Estudiante:

Name______________________________ Date_______________


Talk with your parents about what you learned about medicinal plants that are found in the rainforest.

Ask your family if they have home remedies that come from plants, and what they treat.

Parent__________________________________________________

Nombre_________________________________ Fecha________



Habla con tus padres y explícales lo que has aprendido sobre las plantas medicinales de la selva tropical.

Pregúntale a tu familia si tiene remedios caseros que vienen de plantas, y qué curan.

Padres_____________________________________________

Forest FloorPlants

The forest floor is humid, like a hot steamy shower. Most plants on the moist, humid rainforest floor are not green because they get very little sunlight. In this area it is too dark for grass to grow. Instead, fungi grow in abundance. The fungi and rotting leaf litter provide food for thousands of tiny creatures like beetles, ants, and wood lice. The fungi help the leaf litter to rot. The rotting leaves give off nutrients, which trees and plants take up into their roots to help them grow. To continue the cycle, these trees and plants provide leaf litter that the fungi will cause to rot and give off nutrients. The fungi and other plants and trees of the rainforest are interdependent.

Animals

Many animals and insects live on the forest floor. The army ant resides in colonies of up to one million ants and lives in nests called bivouacs. Bivouacs are sometimes made from the ants lying on top of each other. Army ants are considered key predators of the rainforest eating other ants, insects or arthropods from the forest floor, helping to maintain balance between the species.

Emergent layer

PlantsIn the emergent layer the blazing sun shines and much

rain falls. Most of the trees in the emergent layer are broad-leaved, hardwood evergreens. One of the best-known emergent trees is the kapok tree. It can grow to a height of 150 feet or more. Its trunk can grow to a diameter of 9 ft. Trees in the emergent layer are exposed to greater changes of temperature, wind, and rainfall than trees in the other layers of the rainforest. Sunlight is plentiful and the trees are exposed to drying winds. To hold water, leaves often have thick, waxy layers. Trees in the emergent layer develop winged seeds that are scattered by the frequent winds. Many plants and animals depend on the kapok tree for food and shelter.

AnimalsLike birds, butterflies travel among all the layers of the

rainforest. Blue morpho butterflies have tiny overlapping scales covering their wings that give them their blue color. Their underside is brown which helps them blend in with their surroundings when their wings are folded up. Blue morpho butterflies drink their food instead of eating it. They use their proboscis (a long protruding mouth part) to drink their food. While blue morpho butterflies spend some time in the understory they have also been seen above the trees by people in airplanes flying overhead.

River

Plants

Riverbanks are alive with wildlife and vegetation. Mangrove trees grow in wet, muddy soils at the shady edge of the river. In order to support themselves they have several aerial, pitchfork-like roots. These roots grow out of the trunk and anchor themselves in the soil. This traps soil and helps to hold the tree in place. It also keeps the soil from getting washed away. Bacteria, fungi and algae thrive in this trapped soil and in the leaves that fall from trees. Other animals depend on the bacteria, fungi and algae for their food.

AnimalsThe basilisk lizard lives near the river and can protect itself from its enemies in

two ways: it can use camouflage to hide from them or it can run on water to escape. Its back feet have long toes with flaps of skin between them so it can skid across the surface of the water. It eats insects, flowers, small snakes, fish and baby birds. The predators of the basilisk are large mammals and birds of prey. The basilisk lizard’s teeth are fused to the inner sides of its jaws. It has a long, whip-like tail and a body covered with overlapped scales.

Canopy LayerPlants

The canopy is a very crowded area of the rainforest. In the canopy plants and animals have everything they need: food, water, sunlight, shade and shelter. One plant in the canopy is the strangler fig. Its roots sprout in the canopy when its fruit is eaten by birds and other animals, which leave the seeds on tree branches. As it grows, the seedling fig sends down long roots to the ground. From there it begins to surround its host tree. It grows quickly and eventually strangles the host tree. The strangler fig gets its moisture directly from the rain and through their root systems on the forest floor. The strangler fig and the birds and monkeys that eat its fruit are interdependent. The strangler fig provides fruit and homes for the animals. The animals help the fig to reproduce by eating its fruit and depositing its seeds on branches where it can grow.

AnimalsMore animals live among the thick leaves and branches

of the canopy than anywhere else in the rainforest. One of the animals found in the canopy is the green tree python. Pythons are carnivorous. They usually devour any small animal they come across, including lizards, birds and tree-living animals such as possums and bats. A python’s coloring camouflages it so that as it lies still waiting for food its predators can’t see it. Remaining completely still also protects the snake from predators.

The UnderstoryPlants

The rainforest understory is a dark and gloomy area. It is very still in this layer because the trees above block the wind. One plant that grows in the understory is the bromeliad. Bromeliads are related to the pineapple family. Most bromeliads grow on the branches of trees. Their roots are used only to anchor the plant, not to obtain nutrients. Their thick, waxy leaves form a bowl shape in the center for catching rainwater. Some bromeliads can hold several gallons of water. They provide homes for many creatures, including frogs and their tadpoles, salamanders, snails, beetles and mosquito larvae. Those that die decompose and furnish the plant with nutrients. In this way the animals and the bromeliads are interdependent.

Animals The blue arrow tree frog ranges in size from 1½ to 2½ inches. The frog likes the dark moist environment of the understory. It eats termites, crickets, ants and fruit flies. Not many predators can survive the poison of a poison arrow frog. It has about 200 micrograms of poison in its system. It would take only two milligrams of this poison to kill a person. However, poison arrow frogs can be helpful. Scientists have found that an extract from the frog’s skin can block pain in humans.

Layers Plants Moisture and/or

Sunlight

Animals Interdependence

Interesting Facts

Emergent

Canopy

Understory

Floor

River

Process Grid

Layers Plants Moisture and/or

Sunlight

Animals Interdependence

Interesting Facts

EmergentKapok Tree Hot sun

Much rainDrying winds

Harpy eagle

Blue morpho butterfly

Kapok tree – shelter for plants and animals

Leaves have thick waxy layer

Canopy Strangler figs Sun and shade 3-toed sloth Plants – food and shelter for animals

Contains the most animals

Understory Ferns

Rubber Tree

Hot and humid

Greenish glow

Jaguar

Tree frog

Tree frog – leaves help it stay cool and shelter

Blue arrow tree frog has 200 micrograms of poison

Floor Fungi Humid

Dark

Army ant Trees/plants – rotting leaf litter

Fungi, rotting matter – food for beetles, ants, woodlice

More ants than any other creature on forest floor

River Mangrove tree

Water hyacinth

Much sunlight

Shady edges

Manatee

Basilisk Lizard

Trapped bacteria, fungi, algae –Food for animals

Archer fish hunts by spitting up to 5 ft.

Process Grid

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