Teacher's Resource - Nelson Education

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Launching the Unit ACCESSING PRIOR KNOWLEDGE 1. Provide groups of students with a stack of small, blank pieces of paper. Challenge them to brainstorm as many animals as they can, taking turns saying an animal name and writing it on a piece of paper. 2. Provide each group with a large sheet of paper, a glue stick, and markers. Ask groups to classify their animals by whatever criteria makes sense to the group, such as how they travel (land, water, air); size (small, medium, large); or what they eat (plants, animals, both). Any sorting rule students can describe is acceptable. Students should create a label for each sorting rule. 3. Let groups share their classification with the class, describing how each animal fits the chosen criteria. INTRODUCING LEARNING GOALS Have students turn to Student Book page 41 and give them a brief time to view the illustration and read the learning goals. Read the learning goals aloud. Ask students to identify words they know and talk briefly about each goal. Give students a few minutes to discuss with a partner which goal they think will help them the most in developing their language skills. In this unit, you will • visualize while you read • visualize while you listen • identify which details are important to the main idea in your writing • identify characteristics of posters • identify characteristics of descriptive text pattern Prescribed Learning Outcomes • learn about habitats and communities Science ENGLISH LANGUAGE ARTS OL: Oral Language R/V: Reading/Viewing W/R: Writing/Representing OL A1: Use speaking and listening to share ideas and opinions and improve/deepen comprehension OL A2: Stay on topic and recount experiences in a logical order when speaking OL A2: Give details/examples and explain/support a viewpoint when speaking 12 Nelson Literacy 4 Teacher’s Resource: Habitats and Communities NEL
Copyright © 2008 by Thomson Nelson Copyright © 2008 by Thomson Nelson LINKING INSTRUCTION TO ASSESSMENT Throughout the unit, the instructional goals are linked to assessment in the following ways: • Oral Language—You can use BLM 2: Oral Language Tracking Sheet during this lesson and again whenever students are given the opportunity to discuss content, skills, and strategies related to this unit. Taking multiple opportunities for assessment allows you to focus on a manageable number of students at a time. BLM 2 Oral Language Tracking Sheet Observation Period: Beginning of unit Middle of unit End of unit Observe and record students’ ability to • access and discuss prior knowledge they may have about the topic • listen and respond to the ideas of others • use content-specific vocabulary Student Name Observations Follow-up • Self-Assessment and Personal Goals—As you review the instructional goals with students, you may wish to introduce BLM 4: Self-Assessment Checklist and Personal Goal Setting. Explain to students that they will have the opportunity to assess their own progress as they learn new strategies using BLM 4. At the end of the unit, students reflect on the strategy that helped them the most and set a personal goal for future learning. BLM 4 Name: ________________________________________________ Unit: __________________________________________________ Strategies Always Sometimes Not Yet 1. I use visualizing to help me understand what I read. 2. I identify which details are important to the main idea to help me in my writing. 3. I visualize while listening to help me understand what I hear. 4. I identify characteristics of a poster to help me read and understand the poster as a media form. 5. I identify characteristics of descriptive text pattern to help me understand what I read. Reflecting Back Self-Assessment Checklist and Personal Goal Setting Date: ________________________ The strategy that has helped me the most is ____________________________________________ because __________________________________________________________________________. Looking Ahead My new personal goal will be _________________________________________________________ __________________________________________________________________________________. SMART Goals Specific: My goals are well defined and easily understood by everyone. Measurable: I can tell if I have achieved my goals. Action-oriented: My goals can be achieved through doing. Realistic: My goals will challenge me but I can meet them. Timely: I have a time frame in which I will complete my goals. • Performance Task—Explain to students that they will demonstrate strategies they are learning in this unit in a final task. In this task, outlined on BLM 20: Performance Task—Design a Creature and Its Habitat, each student will imagine that he or she is an environmental expert who has discovered a new creature. Students will share important information about their creatures and the habitats they live in with the class. BLM 20 Performance Task: Design a Creature and Its Habitat You are an environmental expert. You have been invited by a Grade 4 class to give a presentation about a new creature that has been discovered. You will be writing a paragraph and then reading it to the class. Your presentation can only be 1 to 2 minutes long. What To Do Plan • Brainstorm a creature and a habitat. Draw pictures to help you visualize. • Jot down words to help your audience visualize the creature. • Decide on a main idea for your paragraph. • Does your information support your main idea Cross out any information that does not. • Add detail. Draft • Write a draft of your paragraph. • Use your brainstorming notes and your pictures. Revise • Read your paragraph out loud. • Think about your purpose and your audience. – Why is it important for you to share your information – Is your main idea clear – Did you include details to support your main idea – Did you use language that will help your listeners visualize • Cross out information that is not important to the main idea. Add detail. • Change words to create powerful pictures. • Read your paragraph out loud. Can you read it in 1 to 2 minutes If not, go back and look for things you can cut. Edit • Read your paragraph out loud. Correct grammar, spelling, and punctuation. • Have a classmate read your edited draft for errors. Publish • Copy out your paragraph neatly, or input it on a computer and print it. Present • Read your paragraph to the class clearly and with expression. Page 1 of 3 76 Nelson Literacy 4 Teacher’s Resource: Habitats and Communities Copyright © 2008 by Thomson Nelson Nelson Literacy 4 Teacher’s Resource: Habitats and Communities 95 74 Nelson Literacy 4 Teacher’s Resource: Habitats and Communities NEL Launching the Unit 13
Page 1 and 2: Teacher’s Resource Sample materia
Page 3 and 4: STEP 3 Use Transparencies for Teach
Page 5 and 6: CANADA’S REGIONS Social Studies 4
Page 7 and 8: Student Book 4a, pages 41-66 PRESCR
Page 9: 2. Add words throughout the unit an
Page 13: Which of the animals below live in
Page 16 and 17: Teacher Modelling Transparency 6 Us
Page 18 and 19: 5. Direct students’ attention to
Page 21 and 22: In a Rainforest Instructional Focus
Page 23 and 24: OR FOR THOSE STUDENTS WHO NEED ADDI
Page 25 and 26: Tropical rainforests are found near

Teacher's Resource - Nelson Education

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