Project G. L. A. D. La Habra City School District California Ocean Habitats Level 4 Idea Pages
ENGLISH LANGUAGE DEVELOPMENT STANDARDS (Grades 3-5)
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- Comprehension/Organization and Delivery of Oral Communication
- Phonemic Awareness, Decoding and Word Recognition
- Vocabulary Concept Development
- Comprehension and Analysis of Appropriate Text
- Is this the epipelagic zone Yes Ma’am
- I know an angler fish A very strange fish
ENGLISH LANGUAGE DEVELOPMENT STANDARDS (Grades 3-5)LISTENING AND SPEAKING ComprehensionBeginning Begin to speak with a few words or sentences, using some English phonemes and rudimentary English grammatical forms (e.g., single words or phrases). Answer simple questions with one- to two-word responses. Retell familiar stories and participate in short conversations by using appropriate gestures, expressions, and illustrative objects.
Ask and answer questions using phrases or simple sentences. Restate and execute multistep oral directions.
Listen attentively to stories/information and identify key details and concepts using both verbal and non-verbal responses. Early Advanced Listen attentively to more complex stories/information on new topics across content areas, and identify the main points, and supporting details. Advanced Listen attentively to stories and subject area topics, and identify the main points and supporting details. Demonstrate understanding of idiomatic expressions by responding to and using such expressions appropriately (e.g., “Give me a hand.”) Comprehension/Organization and Delivery of Oral CommunicationBeginning Independently use common social greetings and simple repetitive phrases (e.g., “May I go and play?”). Early Intermediate Orally identify the main points of simple conversations and stories that are read aloud using phrases or simple sentences. Orally communicate basic needs (e.g., “May I get a drink of water?”). Recite familiar rhymes, songs, and simple stories.
Actively participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information. Retell stories and talk about school related activities using expanded vocabulary, descriptive words, and paraphrasing.
Be understood when speaking using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation, but may have random errors. Actively participate and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions, restating and soliciting information. Recognize appropriate ways of speaking that vary based on purpose, audience, and subject matter. Ask and answer instructional questions with more extensive supporting elements (e.g., “What part of the story was most important?”). Use simple figurative language and idiomatic expressions to communicate ideas to a variety of audiences (e.g., “It’s raining cats and dogs.”). Advanced Negotiate and initiate social conversations by questioning restating, soliciting information and paraphrasing. Consistently use appropriate ways of speaking and writing that vary based on purpose, audience, and subject matter. Identify the main ideas, points of view, and fact/fiction in broadcast and print media. Speak clearly and comprehensibly using standard English grammatical forms, sounds, intonation, pitch and modulation. WORD ANALYSIS Concepts of Print, Phonemic Awareness, Vocabulary and Concept Development Beginning Recognizes English phonemes that correspond to phonemes students already hear and produce while reading aloud
that do not correspond to phonemes students already hear and produce (e.g., “a” in cat and final consonants). Intermediate Pronounce most English Phonemes correctly while reading aloud. Early Advanced Apply knowledge of common English morphemes in oral and silent reading to derive meaning from literature and text in content area. Advanced Apply knowledge of word relationships, such as roots and affixes, to derive meaning from literature and texts in content areas. Phonemic Awareness, Decoding and Word RecognitionBeginning Recognize sound/symbol relationships in own writing. Early Intermediate Recognize common English morphemes in phrases and simple sentences (e.g., basic syllabication rules and phonics). Intermediate Pronounce most English phoenemes correctly while reading aloud. Use common English morphemes in oral and silent reading. Early Advanced Apply knowledge of common English morphemes in oral and silent reading to derive meaning from literature and texts in content areas. Advanced Apply knowledge of word relationships, such as roots and affixes to derive meaning from literature and tests in content areas. READINGFluency and Systematic Vocabulary Development Vocabulary & Concept DevelopmentBeginning Read aloud simple words in stories or games (e.g., nouns and adjectives). Respond appropriately to some social and academic interactions (e.g., simple question/answer, negotiate play). Early Intermediate Apply knowledge of content related vocabulary to discussions and reading. Read simple vocabulary phrases and sentences independently. Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words in simple sentences. Demonstrate internalization of English grammar, usage, and work choice by recognizing and correcting some errors when speaking or reading aloud. Read own writing of narrative and expository text aloud with some pacing, intonation, and expression Intermediate Create a dictionary of frequently used words. Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words in written texts Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud. Read grade appropriate narrative and expository texts aloud with appropriate pacing, intonation, and expression. Use content related vocabulary in discussions and reading. Recognize some common roots and affixes when attached to known vocabulary (e.g., speak, speaker). Early Advanced Use knowledge of English morphemes, phonics and syntax to decode and interpret the meaning of unfamiliar words. Recognize words that sometimes have multiple meanings in literature and texts in content areas (e.g., present (gift), present (time). Use some common roots and affixes when attached to known vocabulary. Recognize simple analogies and metaphors in literature and texts in content areas (e.g., “fly like a bird”). Use decoding skills and knowledge of academic and social vocabulary to achieve independent reading. Use some common idioms in discussions and reading (e.g., “scared silly”). Read increasingly complex narrative and expository texts aloud with appropriate pacing, intonation and expression.
Recognize that words sometimes have multiple meanings and apply this knowledge consistently. Apply this knowledge of academic and social vocabulary to achieve independent reading. Use common idioms, some analogies and metaphors in discussion and reading. Use a standard dictionary to determine measuring of unknown words. Read narrative and expository text aloud with appropriate pacing, intonation, and expression. Reading Comprehension Comprehension & Analysis of Grade-Level Appropriate Text Beginning (Blank) Early Intermediate (Blank) Intermediate Use detailed sentences to orally respond to comprehension questions about written text (e.g., ”The brown bear lives with his family in the forest.”). Read and identify text features such as titles, table of contents, chapter headings, diagrams, charts, glossaries, and indexes in written texts.Read and use detailed sentences to orally identify main ideas and use them to make predictions and provide supporting details for predictions made. Early Advanced Describe main ideas and supporting details of a text. Generate and respond to comprehension questions related to the text. Describe relationships between text and their experience.
ComprehensionBeginning Respond orally to stories read to them by answering factual comprehension questions, using one- or two-word responses (e.g., “brown bear”). Orally identify relationship between simple text read to them and their won experience using key words and/or phrases. Understand and follow simple one-step directions for classroom or work-related activities.
Read and orally identify relationships between written text and their own experience using simple sentences. Understand and follow simple two-step directions of classroom or work-related activities.
Understand and follow some multi-step directions for classroom-related activities. Early Advanced/ Locate and identify the function of text features such as Advanced format, diagrams, charts, glossaries, and indexes. Comprehension and Analysis of Appropriate TextBeginning Identify the basic sequences of events in stories read to them, using key words or pictures Identify the main idea in a story read aloud using key words and/or phrases. Point out text features such as title, table of contents, and chapter headings.
Read and orally identify the main ideas and use them to draw inferences about written text using simple sentences. Read and identify basic text features such as title, table of contents, and chapter headings. Intermediate Read and orally identify examples of fact/opinion and cause/effect in literature and content area texts. Early Advanced Describe main ideas and supporting details of a text. Generate and respond to comprehension questions related to the text. Describe relationships between text and their experience.
environment climate oxygen shelter mollusks adaptation camouflage mimicry instinct migration hibernation nutrient predators protection carbon dioxide photosynthesis ecosystem individual population community habitat producer consumer decomposer food chain food web competition extinct symbiosis energy pyramid endangered threatened biome wetlands conservation intertidal zone estuary pollution salt marsh abyssal zone near-shore zone benthic zone mammal fish reptile open-ocean zone pelagic zone bird species characteristics endoskeleton exoskeleton invertebrate ocean oceanographer cold-blooded conservation future habitat invertebrate marine biologist phyla phylum pods vertebrate warm-blooded crustaceans baleen echolocation bioluminescence zooplankton prey blubber fluke ocean trenches abyssal zone enemies plankton VI. RESOURCES AND MATERIALS Poetry: Shel Silverstein, Where the Sidewalk Ends Armour, Richard. Strange Monsters of the Sea Bender, Lione. Creatures of the Deep Foster, John. Sea Poems Heard, Georgia. Creatures of the Earth, Sea, and Sky Prelutsky, Jack. The Random House Book of Poetry for Children Windham, Sophie. The Mermaid and Other Sea Poems Worth, Valerie. All the Small Poems
Caduto, M. and Bruchac, J., Keepers of the Earth Fisher, A., Stories California Indians Told Harcourt Science, California Edition, Harcourt School Publishers Books- Fiction Audry Wood, The Rainbow Bridge Scott O’dell, Island of the Blue Dolphins Clements, Andrew, Big Al Cole, Joanna, The Magic School Bus on the Ocean Floor Cooney, Barbara, Hattie and the Wild Wave Cooney, Barbara, Island Boy Cummings, Priscilla, Chadwick and the Garplegrunge Guiberson, Brenda, Lobster Boat. Holt Heller, Ruth, How to Hide an Octopus & Other Sea Creatures Hulme, Joy, Sea Squares Kimmel, Eric, Anansi Goes Fishing Kipling, Rudyard, New Illustrated Just So Stories Koch, Michelle, By the Sea Levinson, Riki, Our Home Is the Sea Liddledale, Freya, The Magic Fish Lionni, Leo, Swimmy Martin, Antoinette T, Famous Seaweed Soup McDonald, Megan, Is This a House for Hermit Crab? Paraskevas, Betty, Monster Beach Roop, Peter & Connie, Keep the Lights Burning, Abbie Tafuri, Nancy, Follow Me! Van Allsburg, Chris, The Wretched Stone. Walton, Rick & Ann, Something's Fishy! Jokes About Sea Creatures Zolotow, Charlotte, The Seashore Book
Adler, David, Over Amazing Ocean Barkan, Joanne, Creatures that Glow Bendick, Jeanne., Exploring an Ocean Tide Pool Bramwell, Martyn, The Oceans Doubilet, Anne, Under the Sea from A to Z French, Vivian. Why The Sea Is Salty? Galan, Mark A., There’s Still Time: The Success of the Endangered Species Act Gibbons, Gail. Sunken Treasure Hirschi, Ron, Ocean Hirschi, Ron, Where Are My Puffins, Whales, and Seals? Bantam Books Jenkins, Steven, What Do You Do When Something Wants to Eat You? Jenson, Dr. Anthony, Under Sea Mission Lauber, Patricia. An Octopus Is Amazing Lauber, Patricia, Who Eats Wat? Food Chains and Food Webs MacDonald, Suse, Sea Shapes Harcourt Matthew, Rupert, Record Breakers of the Sea Troll McMillan, Bruce, Beach for Birds. Houghton Mud-Ruth, Maria, The Ultimate Ocean Book. Western Nielson, Barbara, The Great Barrier Reef Oppenheim, Joanne, Oceanarium. Bantam Books Pallota, Jerry, The Ocean Alphabet Book. Charlesbridge Pallota, Jerry, The Underwater Alphabet Book. Charlesbridge Parker, Steve, Eyewitness Books-Seashore. Knopf Pope, Joyce, Seashore. Knopf Rotner, Shelley & Kreisler, Ocean Day. Macmillan Rowland, Della, Whales and Dolphins. Macmillan Segaloff, Nat & Erickson, A Reef Comes to Life Simon, Seymour, Oceans Sipera, Paul P., I Can Be An Oceanographer Taylor, Barbara, Shoreline. Dorling Kindersley Wallace, Karen. Think of an Eel.Candlewick Wheeler, Alwyne, Fishes. Usborne-Haye Zim, Herbert & Ingle. Seashore. Golden Book National Geographic Monterey Bay, Feb., 1995 Sea Otters, Feb., 1990 Diving Beneath Arctic Ice, Aug. 1973 Life without Light, Oct. 1996 Deep Sea Geysers, Oct. 1992 Tide Pools, Feb., 1986 The Ocean, Dec. 1998 Whales, Dec. 1988 Oases of Life in the Cold Abyss, Oct. 1977 Tragedy in Alaska Waters, Aug. 1989 Rebirth of a Deep-Sea Vent, Nov. 1994 Ten Years After Exxon Valdez, Mar. 1999 Atlantic Sea Geysers, Oct. 1992 Return of the Sea Otters, Oct. 1971 Sperm Whales, Nov. 1995 Technology: Sea World www.seaworld.org/ Friends of the Sea Otter 125 Ocean View Blvd., Suite 204 Pacific Grove, CA 93950
Adopt an Orca Whale http://www.whale-museum.org/ Monterey Bay Aquarium http://www.mbayaq.org/ Virtual Dive into the Kelp Forest http://www.nationalgeographic.com/monterey/ax/primary_fs.html Food Chains and Food Webs http://oceanlink.island.net/oinfo/foodweb/foodweb.html Project G.L.A.D. La Habra City School District California Ocean Habitats Level 4 Planning Pages I. FOCUS AND MOTIVATION Inquiry Chart Oceanographer awards- bookmarks, notebooks, buttons, camera Observation chart- Ocean Zones Poetry Songs Read alouds Realia- Shells, starfish, etc. Big book- The Important Thing About the Ocean is…, I Just Thought You’d Like to Know Signal words Current Events Foods from the ocean II. INPUT Pictorial input charts- world map, ocean ecosystems, Ocean Zones Comparative Input- Fish/Whale Graphic Organizer- Animal Kingdom 10/2 lecture with Primary Language Shared reading- big book Graphic organizer- food chain Read aloud III. GUIDED ORAL PRACTICE T-graph for social skills- Respect Listen and Sketch - Rainbow Bridge Cooperative learning groups Process grid Farmer-in-the-dell chart/chant Story Map Mind Mapping Poetry/Chants – Modeling, highlighting Picture file cards- classifying, categorizing List, group label Numbered heads together Strip books Personal interaction Expert groups Team maps IV. READING/ WRITING ACTIVITIES A. Total Class
Model-shared reading Group frame Found Poetry Models shared writing, skills highlighted in context, copied and put in students’ portfolios Expository, based on process grid Poetry, based on poetry frame Narrative, based on legend or input B. Co-op Reading/Writing Team Tasks Focused reading/partner reading Interactive reading Strip paragraphs Oral book sharing in primary language and heterogeneous groupings Flip chants Strip books Ear-to-ear reading Mind Mapping Story Map Big Book Reader’s Theater Flexible Group Reading C. Individual Activities Mind-mapping Interactive journals Silent Sustained Writing Learning logs D.E.A.R. time (drop everything and read) Readers’ Workshop D. Writers’ Workshop Choices Mini Lesson Conferencing Author’s Chair -nudges -questioning/ listening V. Extended Activities For Integration (Multiple Intelligences) Ocean Music Music/Movement Role-Playing/Drama Art -- Crayon Resist Adopt a Whale (Friday Harbor Whale Museum) Guided Imagery Listen and Sketch- Rainbow Bridge Science Explorations/ Experiments Poetry Songs Right Brain Activities VI. Closure Personal Exploration Process charts and learning Team Exploration- Big Book Student Generated Test Portfolios/Conferences Teaching of Study Skills and test-taking skills Alternative Assessment strategies -Videos -Plays, presentations, demonstrations -Build projects -Big Books Project GLAD La Habra City School District (Level 4) Sample Daily Lesson Plan DAY 1 FOCUS/ MOTIVATION Cognitive Content Dictionary (CCD) -signal word (epipelagic zone) Oceanographer Awards (3 standards) Big Book – I Just Thought You’d Like to Know Observation Charts- Sea Otter -in teams-observe and agree on a comment/observation/ question and one person writes Inquiry Charts Guest Speaker Portfolios-- Pass out scientist notebook INPUT Graphic Organizer Tree of Life Kingdom of Animals—Classification 10-2 Lecture READING/WRITING Learning Log Sketch and describe What questions came to your mind as you saw it? INPUT Poetry Chanting “I’m an Oceanographer” GUIDED ORAL PRACTICE T-Graph – Respect -Team Points Picture files (Orally or written) List, group, label Characteristics of Animals Exploration Chart Poetry Group Challenge Question of the Day Critical Thinking INPUT Pictorial Input- Ocean Zones 10-2 Lecture READING/WRITING Interactive Journals Personal Interaction Flexible Group Reading WRITER’S WORKSHOP Set standards, explain free choice writing Mini lesson – different genre and authors Students write, teacher conferences Author’s chair CLOSURE Chant Poems -I’m an Oceanographer Review day/chart Home School Connection Day 2 FOCUS/MOTIVATION CCD-- Signal Word (adaptation) Oceanographer Awards Share Home/ School Connection Review Graphic Organizer of Animal Kingdom Poetry “I’m an Oceanographer”-- Highlight Words INPUT Pictorial Input Chart –Sea Otter (include adaptations) -10/2, active participation, primary language Poetry –“Otters Here, Otters There” with picture files FOCUS/MOTIVATION Review Ocean Zone Pictorial Input INPUT Learning Log -ELD Review GUIDED ORAL PRACTICE Farmer in the Dell – Sea Otters -Reading -Trading Game -Flip Chant
Poetry READING/ WRITING Read aloud – expository text “Sea Otters” Personal Interaction: What was the most interesting thing you learned about…? Interactive Journals WRITERS’ WORKSHOP Mini - lesson -different authors write in different ways- Poetry, Picture Book Students write, share, and teacher conferences Author’s Chair CLOSURE Read aloud - Legend Guest Speaker- Oceanographer/ Scuba Diver Home/ School Connection Process Charts DAY 3FOCUS/ MOTIVATION CCD- Signal word -Sketch definition Awards- Golden Pen Share Home/School Connection Review Pictorial Input chart with word cards “Sea Otter” Read aloud- INPUT Narrative input chart Sea Otter Rescue Class retells and/or flexible grouping retelling GUIDED ORAL PRACTICE Mind Map INPUT Poetry “Yes Ma’am” Read aloud- Native American Legend GUIDED ORAL PRACTICE Expert Groups – Sperm Whale, Tubeworm Teacher Models, Whole Class adds to Process Grid Process Grid Team Tasks Ocean Zones Pictorial Farmer in the Dell Tree of Life – Graphic Organizer Mind Map Pictorial Sea Otter Flip Chant READING/WRITING Learning Logs -three things Interactive Journal WRITERS’ WORKSHOP Model choices -poetry booklet -silent reading -partner reading -read group frame - manipulate -manipulate pocket poetry -read from portfolio -read from books in own language
Teacher conference/ flexible grouping Students respond to reading in log. What I read. How I liked it. Total class - teacher models questioning Who read something new? Something they liked. What did you like? etc. CLOSURE Process Charts Home School Connection DAY 4: FOCUS/ MOTIVATION CCD- Signal word Awards – Oceanographer Notebook Share Home/ School Connection GUIDED ORAL PRACTICE Process Grid READING/WRITING Cooperative Strip Paragraph -model writing process with editing checklist -Expository, respond, revise, edit -Bilingual tutor takes group frame in primary language
Review Charts Read story/ legend Poetry Chanting “Sound Off” Review Poetry Chants—“Yes, Ma’am” INPUT Review Narrative Input with word cards/ conversation bubbles READING/WRITING Learning Log—Retell Narrative Input GUIDED ORAL PRACTICE Expert Groups – Angler Fish, Sea Cucumber Expert groups share add to Process Grid -Teacher models team tasks -team tasks during expert groups
Team Tasks Team Exploration Chart READING/WRITING Found Poetry Interactive Journals READING/WRITING CHOICE TIME Writer’s Workshop Model choices Teacher Conferences CLOSURE Process charts Home/School Connections DAY 5: FOCUS/MOTIVATION CCD - Signal word Awards Share Home/School Connection Read aloud (narrative, poetry, expository text) Process charts- read narrative, poetry, expository Chant poems GUIDED ORAL PRACTICE Story Map READING/ WRITING WORKSHOP Flexible Groups- Clunkers/ Links Reading Strategy Emergent Readers’ Group-- Co-op Strip Paragraph Team Tasks -Strip Book- Similes- Sea Otters are as . . . - Create an Ocean Animal Walk the Walls- Focused Reading Mini Lesson Editing Checklist Publishing Author’s Chair GUIDED ORAL PRACTICE Ear to Ear Reading Listen and Sketch -- Native American Legend -The Rainbow Bridge Challenge Question What can we do about vanishing ecosystems? CLOSURE Team Presentations Process all charts Process Inquiry Chart Foods from the ocean- Kelp Letter home to parents Team Jeopardy Pictorial Input Charts at end of unit I just thought you might like to know that many animals live in the ocean I just thought you might like to know that many animals live in the ocean. The sea otter is the smallest water mammal. They are from the Mustelidae family. They are in the same family as the weasel, ferret, skunk, and badger. The sea otter lives close to shore along the Pacific Coast and Alaska. The giant kelp beds are its favorite habitat. Sea otters have thick fur all over their bodies. They roll over in the water to trap air among the long hairs of their fur. These air bubbles, and thick fur, help to keep their skin dry and their bodies warm. Sea otters can dive up to 180 feet to reach its prey of sea urchins, crabs, clams, squid, and abalone. The sea otter is a carnivore that floats on its back to eat its prey. When they eat the place a stone on their chest and smash the shellfish against the rock. I just thought you might like to know. I just thought you might like to know that many animals live in the ocean. Sperm whales live in the twilight zone, or the mesopelagic zone, which is 650 to 3,300 feet below the surface of the water. Sperm whales have teeth in their lower jaw that can measure up to seven inches long. Sperm whales are an endangered species with only about 200,000 alive worldwide. I just thought you might like to know. I just thought you might like to know that many animals live in the ocean. Sea cucumbers are cylinder-shaped invertebrate animals that live in seas worldwide. Their body is soft, elongated, and leathery. Sea cucumbers are part of the family echinoderm, which means spiny skinned. They are in the same family as a sea urchin, sea star, and sand dollar. They are one of the 900 Holothuroidea species. They are found in a variety of sea floor habitats, from warm tropical waters to cold deep sea trenches. Sea cucumbers are decomposers that eat decaying matter that floats in the water or is in the sand. I just thought you might like to know. I just thought you might like to know that many animals live in the ocean. Tubeworms are invertebrates that live near hydrothermal vents at the very bottom of the ocean called the Hadal Zone. They have a protective shell around themselves with a red tip on top that contains blood. Tubeworms are in the same family as other types of worms like the fanworm and catworm. Tubeworms survive by chemosynthesis, which means they are able to make their own food. I just thought you might like to know. I just thought you might like to know that many animals live in the ocean.
The deep sea angler fish lives in the bathypelagic midnight zone. It carries its own hook, line, and bait. The angler uses bioluminescence to lure prey. Anglers have soft bones, jelly-like flesh, and dark gray to reddish black colors. I just thought you might like to know. POETRY
BOOKLET I’m an Oceanographer I  ’m an oceanographer and I’m here to say
I study the four oceans everyday Sometimes I write a paper Sometimes I read a book Sometimes I just dive and take a look
Doing the Oceanographer Bugaloo! The oceans’ five zones have different kinds of creatures The further down you dive, there’s lots of different features. The sunlight zone has many familiar fish But the twilight zone has some you’d never wish! Shelf, slopes, and zones too Doing the Oceanographer Bugaloo! I study the ocean with special technology Submersibles and satellites make it easy to see Atlantic, Pacific, Indian and Arctic too If you like studying oceans, here’s the job for you! Shelf, slopes, and zones too Doing the Oceanographer Bugaloo! Anna Dorado
How far down? Down to 650 feet Who lives there? The frolicking sea otter Give me other examples. Sea Turtle and Great White Shark Is this the mesopelagic zone? Yes Ma’am Is this the mesopelagic zone? Yes Ma’am How far down? Down to 3300 feet Who lives there? The giant sperm whale Give me other examples. The viper and the hatchet fish
Is this the bathypelagic zone? Yes Ma’am How far down? Down to 13,000 feet Who lives there? The ugly angler fish Give me other examples. Gulper eel and possum shrimp
Is this the abyssopelagic zone? Yes Ma’am How far down? to 20,000 feet Who lives there? The wriggly sea cucumber Give me other examples. Tripod fish and squids
Is this the hadalpelagic zone? Yes Ma’am How far down? Below 20,000 feet Who lives there? The flexible tube worms Give me other examples. Giant clams and starfish 
1 Angler FishI know an angler fishA very strange fishA very strange fishThat lives in the mesopelagic zoneWith a glowing wiggly lureAnd a massive headand numerous sharp-pointed teethThat attracts deep-sea animals
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