Welcome to Samantha’s World 1904
American Girl Series
By Catherine Gourley
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Lexile Level: IG920L
Grade Level: 3-5
Genre: Informational
Showing posts with label Informational. Show all posts
Showing posts with label Informational. Show all posts
Tuesday, December 19, 2017
Monday, December 18, 2017
America's First Ladies: Campaign Buttons and A Learning Activity
By: Charlene V. Martoni
Title: A Kid's Guide to America's First Ladies
Author: Kathleen Krull
Illustrator: DiVito, Anna
Genre: Informational, nonfiction, biography, history
Age Range: 8-12
Grade Level: 3-7
Lexile Level: 1090
MLA 8 Citation: Krull, Kathleen. A Kid’s Guide to America’s First Ladies. Harper Collins, 2017.
CLICK HERE FOR THE FULL SLIDESHOW😀
CLICK HERE FOR THE LEARNING ACTIVITY OUTLINE.
SELLING TOOL: Campaign Buttons
Title: A Kid's Guide to America's First LadiesAuthor: Kathleen Krull
Illustrator: DiVito, Anna
Genre: Informational, nonfiction, biography, history
Age Range: 8-12
Grade Level: 3-7
Lexile Level: 1090
MLA 8 Citation: Krull, Kathleen. A Kid’s Guide to America’s First Ladies. Harper Collins, 2017.
CLICK HERE FOR THE FULL SLIDESHOW😀
CLICK HERE FOR THE LEARNING ACTIVITY OUTLINE.
SELLING TOOL: Campaign Buttons
I Am Yoga Written by Susan Verde, illustrated by Peter H. Reynolds
I Am Yoga
Written by Susan Verde, illustrated by Peter H. Reynolds
AD490L
Winner of the Parents Choice Silver Honor 2015
This is a pre-k to kindergartener instructional book on different yoga poses. The dialog starts with how hectic and busy the world can be but with yoga, you can clear your mind and calm your body. The illustrations of the poses are complimented by a background reflecting the name of the pose, Tree pose in a forest or flower pose among a bunch of flowers. The end of the book has a write up on the simplified names, like tree and flower, and contains the technical names for each pose. I write up of proper stance is written below each entry, to guide the reader on how to actually do the pose correctly.
Learning
Activity:
After finishing reading the book, discuss what poses/imagery the student liked. Take whatever their favorite was and guide them through the pose. In a group setting, combine poses together based on the students’ suggestions. After trying out the selected poses, have the student draw what they felt like when they were in that pose. Was it like the book or was it different?
Standards:
CCSS.ELA-L.RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
CCSS.ELA-L.SL.K.5 - Add drawings or other visual displays to descriptions as desired to provide additional detail.
After finishing reading the book, discuss what poses/imagery the student liked. Take whatever their favorite was and guide them through the pose. In a group setting, combine poses together based on the students’ suggestions. After trying out the selected poses, have the student draw what they felt like when they were in that pose. Was it like the book or was it different?
Standards:
CCSS.ELA-L.RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
CCSS.ELA-L.SL.K.5 - Add drawings or other visual displays to descriptions as desired to provide additional detail.
Goal:
After listening to the text and with help from the teacher, the student will follow the book’s instructions on how to perform poses from the text, and afterward the student will draw how they felt as they performed the movements.
Objective:
Psychomotor -
The student will listen and follow instruction on how to physically perform selected yoga poses.
Affective -
The student will reflect on their experience and draw how they felt during the movement of yoga.
Outcome:
The student will produce artwork reflecting their feelings while they performed yoga poses and have experienced at least one pose position.
Saturday, December 16, 2017
Tuesday, December 12, 2017
Giant Squid by Candace Fleming
Title: Giant Squid
Author: Candace Fleming
Illustrator: Eric Rohmann
Lexile: 990L
For
this Sibert Informational Book, students would be exploring the wonder of one
of the deep sea’s most elusive creatures, the giant squid.
For
this learning activity, students will have to investigate facts about the giant
squid. They will conduct web searches and use resources, like this National
Geographic site, to brainstorm at least 3 questions they have about giant squid
habits, behaviors, conservation efforts, etc.
Standards:
CCSS.ELA-LITERACY.RI.7.1 Cite several pieces of textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.W.7.2.C Use appropriate transitions to create
cohesion and clarify the relationships among ideas and concepts. CCSS
Goals:
Students will be able to create inferences and questions from an informational
text.
Objectives:
Students will research the giant squid using online resources
Students
will be able to develop and construct 3 relevant, focused questions on the
topic.
Outcomes:
Students will have developed a more thorough knowledge of the giant squid, and
will have follow-up questions for future use.
Sell tool: https://blackboard.albany.edu/courses/1/2179-IIST-571-7890/db/_3968962_1/embedded/Learn%20about%20what%20lies%20beneath.pdf
Sunday, December 10, 2017
A Picture Book of Christopher Columbus by David A. Adler
Adler, David A. A Picture Book of Christopher Columbus. Holiday House, 1991
Lexile Level 710L
Book Review:
Columbus is portrayed as brave and shows perseverance in this text. The text discusses his early life briefly, sharing that he became a sailor and was injured early on. After sharing that he worked in a map store, got married, and had a child the text shows how he and his brother continued to ask different Kings and Queens for permission for ships to travel. The book is very mater-of-fact about each detail, not giving many adjectives to describe his actions or personality. This does help it come across as a less biased portrayal. The text shares that “after years of waiting, the king and queen of Spain finally agreed to help him”, not sharing what changed their minds. Christopher is also shown as a leader, pushing his sailors to “Sail on” when they were scared and wanted to turn back. When he reaches San Salvador he is shown being kind to the natives, but still saying that he “named them”. One accuracy that is appreciated is when he returns to the island after his second trip he “found that the men who stayed behind after the first voyage had been cruel to the Indians” but then says that “The Indians had killed them all”.
Children may ask, ‘then how did he know that was the truth?’ among other things. Although some of the wording says he “found” lands, it later says that he “discovered the land which was later named America”, more falsities. The book, however, does mention that after several trips with no gold he was not considered a hero it does end with praise, “He had been a great sailor, able to find his way across unknown waters and back home again. He had found the New World.”
I think that this book has benefits, mostly coming from its very clear dates and sequence of events. There is also a listing of Important Dates at the end of the story which would be helpful to children. I would definitely not suggest that this be the sole book read aloud or given to a child. It could be a good jumping off point to start discussions. In a classroom a teacher could either list questions children asked during the reading or each child make their own list from which to start research. The teacher should also mention that this book is not recent and so it is a good reason to read other books for more information. The correct or more accurate portrayal would include important dates, important people he worked with, and accurate depictions of his character. I think it would also need to include WHY so many books don’t show the whole picture. Children could understand why some would want him to look like a hero but they also know that anyone who might be a hero in some ways always has their own flaws.
Learning Activity
Students will read this text and Follow the Dream: The Story of Christopher Columbus, by Peter Sis. The class will also watch videos about Christopher Columbus to understand his importance in history. The class will discuss how there are different understandings of his discovery of America, but that he also had a major impact on the Native Americans.
Students will listen and read along with both texts to look for effects that Christopher Columbus had on the Native Americans and the land that he “found”.
Students will work with a partner to write a two paragraph essay summarizing how Christopher Columbus affected the people and place that he came to. Students will work together to write each paragraph with a topic sentence, three details, and a concluding sentence.
Objectives
Students will follow grade level expectations for discussion with their classmates and partner. (Psychomotor)
Students will write a two paragraph essay in which they include a topic sentence and concluding sentence in each. (Cognitive)
Students will include at least three appropriate details to support their thinking in each paragraph. (Cognitive)
Goal
Students will form an understanding of the effects that CHristopher Columbus had on the place he came to and the people he interacted with. Students will gain experience working with a partner and participating in discussions.
Outcomes
Students will participate in classroom and partner discussions. Students will write a two paragraph essay summarizing the effect that Christopher Columbus had on the place he came to and the people he interacted with.
Standards
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
NYS Social Studies Standards
2.7 Cause-and-effect relationships help us recount events and understand historical development.
2.7a Cause-and-effect relationships help us to understand the changes in communities.
Standards Aligned Literature Grouping with Rationale
Fiction Book:
Cooling, Wendy. All The Wild Wonders. Frances Lincoln Children's Books. 2015
Lexile Level: Not Found
Grade Level 2-4
Summary: This picture book is collection of thoughtful poems from all over the world such as, “Throwing a Tree”, “An Alphabet for the Planet”, and “Leave the Whales Alone, Please!” Edited by an anthologist, these poems encourage children to think about our Earth and what we can do to make it better. Strong, colorful illustrations add to the appeal of the book.
Learning Goals
Students will learn about one main topic of the environment and build an understanding of how they can help and make a difference. Students will gain experience working in groups and developing creative ways to present information.
Learning Outcomes
Students will read poems discussing problems in the environment. In groups, they will research in books and Internet websites for useful information. Groups will use that information, together with poems, to write individual essays and create advertisements to share with their peers. Students will give feedback within their group and to other groups.
Learning Objectives
- Students will be able to read poems and determine as a group which ones pertain to their group topic. (Cognitive)
- Students will read texts andI Internet websites and determine what information is beneficial to their topic. (Cognitive)
- Students will create an advertisement for their topic, either visual, radio, TV commercial or cartoon, including three ways children can help, an explanation of their topic’s importance, and at least two reasons why children should get involved. (Cognitive)
- Students will be able to incorporate one or more of the poems from the text into their advertisement. (Cognitive)
- Students will be able to use their information to write an essay, including three ways children can help, an explanation of their topic’s importance, and at least two reasons why children should get involved.(Cognitive)
- Students will be able to perform or share their advertisement following grade level standards of presentation. (Psychomotor)
- Students will be able to complete peer evaluations for their group members, stating honestly how the group worked together, communicated, and shared the workload. (Affective)
- Students will be able to complete group feedback forms, sharing at least one “glow” band one “grow” for each group. (Affective)
Activity
*This activity can be done with 3-5th graders, but was specifically designed for a 3rd grade classroom based on grade level standards.
Students will experience reading poems from the text as a class. The class will discuss that these are written by different authors and have different points of view on issues in the environment, all over the world. Students will be put into four groups; animals, plants/trees, energy, and water/oceans. (Children will have had the opportunity to select their top two choices and the teacher will choose groups based on their interests.)
Each group will determine which of the poems are part of their topic. Students will have access to non-fiction texts as well as websites to help them research more about the topic.
Advertisement: Students will be asked to create an advertisement sharing ways that children can help that part of the world. This can be created as a script for a TV commercial, as a visual advertisement, as a radio broadcast, or a cartoon. Each type must include the three ways that children can help, why their topic is important, and at least two reasons why children should get involved. At least one poem must be used in any type of advertisement.
Written Assignment: Each student will need to submit an individual essay on their topic. The essay must include at least three ways that children can help, why their topic is important, and why children should get involved. (These do not need to be identical to the ones chosen for the group advertisement).
**Students will receive a rubric ahead of time for the advertisement and written assignment.
Evaluations/Feedback
After the assignments are completed, students will complete self and peer evaluations for those in their group, indicating how the group worked together, communicated, and shared the workload.
Each group will share their advertisement with the class in the way that is appropriate for their choice. The audience (rest of the class), will complete a quick feedback form for each group, giving one “glow” (positive feedback) and one “grow”(way they can improve). The teacher will compile these and share them with each group after presentations, giving time for each group to reflect on their work.
Alignment
New York State Science Learning Standards:
3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment.
LS2.D: Social Interactions and Group Behavior- Being part of a group helps some animals obtain food, defend themselves, and survive. Groups may serve different functions and vary dramatically in size
LS4.C: Adaptation For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all.
LS4.D: Biodiversity and Humans Populations live in a variety of habitats, and change in those habitats affects the organisms living there.
New York State Common Core Standards:
ELA
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Writing
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Conduct short research projects that build knowledge about a topic.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
American Association of School Librarians 21st Century Standards
1.1.1 Follow an inquiry based process in seeking knowledge in curricular subjects, and make the real world connection for using this process in own life.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
1.1.9 Collaborate with others to broaden and deepen understanding.
3.1.2 Participate and collaborate as members of a social and intellectual network of learners.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
Nonfiction Alignment 1:
Hunt, Jilly. Saving Endangered Animals. Heinemann-Raintree, 2018.
Lexile Level: 1090
Grade Level: 3-6
Students in the Animals group will utilize this text to learn about endangered species, wildlife conservations, and actions they can do to help.
Nonfiction Alignment 2
Knight, M.J. Why Should I Switch Off the Light. Smart Apple Media, 2008.
Lexile Level: Not Found
Grade Level: 2-3
Students in the Energy group will utilize this text to learn about energy, the types of energy, ways that we can save energy on a daily basis, and consequences of wasting energy.
Nonfiction Alignment 3
Jukabiak, David J. What Can We Do About Deforestation (Protecting our Planet). Rosen Publishing. 2012.
Lexile Level: Not found
Grade Level: 2-4
Students in the plants/trees group will utilize this text to learn about what deforestation is. They will learn about biodiversity, and how animals need the trees for homes among other things. Students will learn why trees/plants are valuable resources and ways they can help.
Nonfiction Alignment 4 water/oceans
Price, Sean. Water Pollution, Saving Our World.Cavendish Square Publishing, 2008.
Lexile Level: Not found
Grade Level:3-6
Students in the water/oceans group will utilize this text to learn about water pollution. They will learn how drinking water becomes polluted, how climate change is changing our water supply, and what people can do to conserve water.
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