title: tadpole to frog subject: language arts · 2006-02-23 · title: tadpole to frog subject: :...

Berea City School District

Title: Tadpole to Frog Subject: Language Arts

Standard: Reading Applications

Grade: 1 Date: November/December 2005

Vision We would like our students to be successful at understanding, utilizing, and applying the necessary skills to read non-fiction/informational text.

Lesson Summary This two day lesson helps the students read informational/non-fiction text, Tadpole to Frog, and use two graphic organizers (Picture Cycle & Flow Chart) to explain their comprehension.

Goal(s) of This Lesson The students will demonstrate success in the following standards:

• demonstrate fluent and oral reading using sight words and decoding skills,

• recall the important details in non-fiction text, and • create and use graphic organizers (Picture Cycle & Flow

Chart) to demonstrate comprehension.

Prior Knowledge/Pre-Assessment Background Knowledge ~ Discuss with students what they

already KNOW about frogs and their stages of development.

Day 1 – Webbing

Team Members Natalie Mucci (Smith) Sharon Osicki (BPM) Tracy Stajcar (Smith)

Reflections/Insights We believe this lesson helped the students become more of an independent worker and thinker. The students seemed to enjoy the lesson and were actively engaged.

green Look Like Long legs

FROGS

Like to do jump swim


Title: Tadpole to Frog Subject: : Language Arts



Ohio Academic Content Standards

Subject Benchmark Indicators

Reading Applications: Informational, Technical and

Persuasive Text

A. Use text features and structures to organize content, draw conclusions, and build text knowledge.

1. Use title page, photographs, captions, and illustrations (text features) to develop comprehension of informational text.

2. Identify the sequence of events in informational text.


Persuasive Text

C. Identify the central ideas and supporting details of informational text.

4. Identify central ideas and supporting details of informational text with teacher assistance.


Persuasive Text

D. Use visual aids as sources to gain additional information from text.

5. Identify and discuss simple diagrams, charts, graphs, and maps as characteristics of non-fiction.


Persuasive Text

E. Evaluate 2 and 3 step directions for proper sequencing and completeness.

6. Follow multiple step directions.

Relationship to the Curriculum





Unit Suggestions

DAY 1 Materials: book, pencil, note cards • Story Vocabulary, pg. 150a • Word Families (-og, & -ail) • Background Knowledge: Discuss what they KNOW about

frogs and their stages of development. Webbing about frogs (see Day 1 in Scott Foresman book)

• Picture walk & picture talk • Read story (choral or echo). Ask comprehension questions

throughout the reading. Pay close attention to the life cycle page (157) and the main sequential events of the tadpole/frog.

• Review fact vs. fantasy text and introduce the term non-fiction (fact). Ask: “What is the author’s purpose of the story?”

• Discussion: Ask students what they learned from the story. T-P-S (Think, Pair, Share)

• Independently or with partners write one fact they LEARNED about the story on a note card. Collect and use for Day 2.

DAY 2: This lesson

Materials and Resources

Day 1: book, pencil, note card Day 2: book, pencil, scissors, glue stick, & note card from Day 1 ~ Scott Foresman Vol. 2 “Take a Closer Look”

(teacher’s manual & student book) ~ Pre made headings labeled Beginning, Middle, and

End ~ Pre made sentence strips labeled Graphic

Organizer w/definition, Flow Chart w/definition, & Picture Cycle w/definition

~ Copies of graphic organizers for students (make appropriate amount of copies for students needing accommodations/modifications) Copies of Flow Chart on colored paper to help sentences stand out.

~ websites www.ipcc.ie/lifecycle.html www.Enchantedlearning.com

Notes: Teach DAY 1 (attached) before teaching this lesson. This lesson is considered a follow-up lesson to DAY 1.

http://www.ipcc.ie/lifecycle.html

http://www.enchantedlearning.com/

Lesson Plan Suggested

Time Frame and Steps

Teacher Direction, Support and Key Questions Student Learning Activities

Anticipated Student Questions and

Responses Evaluation/ Assessment





10 min. 5-10 min. 5-10 min.

1. Review terms non-fiction vs. fiction; give examples of stories already read that fit in both categories. 2. Read your card and decide under which heading it belongs. 3. Introduce/review term graphic organizer and its definition. Show on sentence strips. Introduce new term picture cycle and define with sentence strip. Introduce new term flow chart and define on sentence strip.

1. Re-reading story for fluency and expression, discussing story and the life cycle picture on pg. 157. 2. Students read note cards from the first day and put it under the correct category beginning, middle and end (put sentence strip headings on the chalkboard). 3. Put example of each graphic organizer (worksheets) under the correct term.

“I noticed the tadpole’s tail is attached to his head!” 2. If one category is missed, as a class, add details. 3. Students may relate other graphic organizers used in class.

1. Students recall the sequence of the story. 2. Check placement of cards.

Lesson Plan Suggested

Time Frame and Steps

Teacher Direction, Support and Key Questions Student Learning Activities

Anticipated Student Questions and

Responses Evaluation/ Assessment





15-20 min. 5 min. 5-10 min.

4. Show students both graphic organizers used in today’s lesson and explain. 5. Ask students to rate themselves on a 3,2,1 scale. 3 = I can definitely retell the frog’s life cycle in my own words. 2 = I can retell some parts of the frog’s life cycle but I might need a little help. 1 = I can not tell anyone about the frog’s life cycle. 6. Use overhead or enlarge the pictures and sentences to be used on the board as a class review for closure.

4. Students will begin working on each graphic organizer beginning with the picture cycle. Then students will use the picture cycle to help them complete the flow chart. Teacher will guide and assist as needed. See differentiated and support section in the lesson plan. 5. Self evaluation. 6. If time permits allow students to manipulate pictures and sentences in correct sequence

5. Students feel proud/smart about themselves after completing the self evaluation.

4. Check completed work. 5. Check completed self evaluations. 6. Observe class responses.





Differentiated Instructional Support Picture Cycle ~ Number the lines on the Picture Cycle, label the pictures with key words/phrases, & highlight words/phrases. (See modified worksheet) Flow Chart ~ Highlight the same key words that were on the Picture Cycle to enable better sequencing on the Flow Chart. (see modified worksheet) Helpful Hints ~ Tell students to use the completed Picture Cycle to help complete the Flow Chart. Tell students to read all of the Flow Chart sentences and number them before cutting and gluing.

Extensions Scott Foresman worksheets (Teacher Resource book) Level 1.2 pg. 77 & 78 Test Comprehension Level 1.2 pg. 72 Sight Words (Crossword Puzzle) Frog Facts to Know (from Weekly Reader ~ see attached) Frog Life Cycle wkst. Macmillan Early Science Books (see attached) Compare Jog, Frog, Jog to Tadpole to Frog using a T-Chart Webbing ~ Describe what a frog looks like and what a frog likes to do Creative Writing about Frogs See attached sheets “Frog Life Cycle” Macmillan Early Science Big Books, page 13.

Technology Connections • www.Enchantedlearning.com • www.ipcc.ie/lifecycle.html

Literature Links Jump. Frog, Jump by Robert Kalan Froggy Gets Dressed by Jonathon London “series” Jog, Frog, Jog by Barbara Gregorich (Scott Foresman/Vo.2) Frog and Toad series (books/videos) Leveled Reader from SF program (4A) From Tadpole to Frog by Kathleen Weidner Zoehfeld Frogs by Gail Gibbons Any life cycle book Various frog poems (see attached)

Note: Please see printed copies in your school’s library for handouts and samples of student wor

http://www.enchantedlearning.com/

http://www.ipcc.ie/lifecycle.html


Name

Tadpole to Frog Frog Activity 1 Tadpole to Frog


Name

Tadpole to Frog 1.

5. 2.

4. 3. Frog Activity 1 Tadpole to Frog (Modified)


Name

Tadpole to Frog

1

2

3

4

5


Cut out these sentences.

Glue them in the boxes in the correct order.

Next, a tadpole comes out of an egg.

Soon the tadpole’s body gets plump and grows front legs.

Then the tadpole gets back legs.

The tadpole is now a frog.

The frog’s eggs are in the water.


Sentence Strips- Modification

Cut out these pictures.

Glue them on the line in the correct order.

Frog Activity 1 Stage Cards



Frog Activity 1 Stage Cards




tadpole

frog

eggs

back legs

Plump and front legs

Frog Activity 1 Stage Cards Modifications



tadpole

frog

eggs

back legs

Plump and front legs

Frog Activity 1 Stage Cards Modifications


The Little Green Frog

E-ah went the little green frog one day.

E-ah went the little green frog.

E-ah went the little green frog one day,

And his tongue went E-ah glug.


Five Little Speckled Frogs

Five little speckled frogs

Sat on a speckled log

Eating some most delicious

Yum – yum!

One jumped into the pool

Where it was nice and cool

Now there are four speckled frogs

Glug – glug!


The Frog on the Log There once Was a green Little frog, frog ,frog— Who played In the wood On a log, log, log! A screech owl Sitting In a tree, tree, tree— Came after The frog With a scree, scree, scree!

When the frog Heard the owl— In a flash, flash, flash— He leaped In the pond With a splash, splash, splash! -Ilo Orleans


A Follow-Me Story

A frog is following me! A ___________ is following the frog, who is following me! A ___________ is following the _____________ who is following the _____________ who is following me! A _____________is following the _____________

who is following the _____________ who is following the _____________ who is following me! By _____________________


BEN’S FROG Ben had a frog in a box. The frog was little and green. Ben found it in the park. The frog was by a rock. He gave it to his friend. 1. What did Ben have? ________________________________________________________

------------------------------------------------------------------------------------________________________________________________________

2. Where did Ben keep his frog? ________________________________________________________

------------------------------------------------------------------------------------________________________________________________________

3. What color was the frog? ________________________________________________________

------------------------------------------------------------------------------------________________________________________________________

4. Where did Ben find the frog? ________________________________________________________

------------------------------------------------------------------------------------________________________________________________________

5. What was by the rock? ________________________________________________________

------------------------------------------------------------------------------------________________________________________________________

6. What did Ben do with the frog? ________________________________________________________

------------------------------------------------------------------------------------________________________________________________________

____________

------------------ ____________

____________

------------------ ____________

____________

------------------ ____________

____________

------------------ ____________

____________

------------------ ____________

____________

------------------ ____________

Berea City School D

Frog Facts to Know

Read the story. Then read each sentence below. Circle the correct word.

A Frog Story A mother frog lays eggs in water. The eggs are covered with a special jelly to keep them safe. A tadpole hatches from each egg. The little tadpoles have no legs. Soon each tadpole’s body changes. It grows legs and starts to lose its tail. Each tadpole turns into a frog. The frogs look for bugsand worms to eat. 1. A mother frog lays _________________________. eggs pegs 2. ________________________ hatch from eggs. Fish Tadpoles 3. A tadpole does not have _____________________. a tail legs 4. A tadpole becomes a ______________________. worm frog 5. Frogs like to eat __________________________.

istrict


JUMP FROG JUMP MAKE YOUR OWN VERSION

This is the ________________ that ________________ under the

_______________that climbed out of the _______________.







Name _________________________________________

Date _____________________________

title: tadpole to frog subject: language arts · 2006-02-23 · title: tadpole to frog subject: :...

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