Teacher's Resource - Nelson Education

More documents

Recommendations

Info

5. Direct students’ attention to the captioned illustration on page 44. Ask: • Why do you think some living things are shown with a magnifying glass (you can’t see them without it) Clarify the meaning of “bacteria” and “protists” (see Vocabulary box). 6. Instruct students to read page 45. Ask: • What are two ways in which dead material disappears in the forest (eaten by insects, worms, and other creatures; broken down by bacteria, protists, and funguses) 7. Ask students to read the sticky note on page 45 and share their experiences of seeing a dead bird or squirrel. Ask: • How can connecting your reading to personal experience help you to visualize (remembering something helps me form a picture in my mind) • What happens if you have no personal experience to draw on (it’s hard to visualize) After These questions and activities give students the opportunity to share and consolidate their learning about visualizing. You may use BLM 2: Oral Language Tracking Sheet and BLM 3: Small-Group Observation Tracking Sheet to track student progress through the unit. REFLECTING ON THE STRATEGY 1. Have students reread the title. Ask: • Now that you’ve read this article, what do you think the title means (many creatures live in the rotten log) • How can a dead tree be both “dead and alive” (the tree has died, but other living things depend on it) 2. Revisit the strategies for visualizing. Ask: • Why is it helpful to visualize as you read (understand better, remember better, notice when I’m not understanding) • What did you notice about your reading when you were visualizing (slowed down, reread parts, noticed words I didn’t know) ORAL LANGUAGE: DISCUSSING THE TEXT 1. Ask students to tell a partner what recyclers do in the forest. (they break down material and return it to the soil) 2. Why do you think they are called recyclers (they reuse dead material) 3. Invite partners to discuss how life in a forest would be different if there were no recyclers. (many creatures would have nowhere to live; old trees would pile up; new trees would have nowhere to grow) 4. Ask students how their understanding of the article might change if it had photos instead of illustrations. (photos would make it easier to visualize so it would be easier to understand) Word Study WRITING/REPRESENTING: WHAT AM I 1. Invite students to write a brief descriptive passage about an object or animal of their choice. In small groups, have each student read his/her description aloud and have the other group members identify the subject. 2. Give students an opportunity to provide feedback for each other using prompts such as “a part that I could really visualize ...” or “a part I had a hard time visualizing ... .” Students could use the feedback to make their descriptions more detailed. Have students store their descriptions in their writing folders. READING/VIEWING: RESEARCH ANIMALS AND HABITATS 1. Let students read a variety of texts about animals and their habitats. Have them make notes and highlight the language in these texts that helps the reader visualize. 2. Have students select two strong examples and post them to share with other students. 3. Tell students to store the notes in their writing folders as they will need them for a writing activity in the upcoming lesson on “In a Rainforest.” Understanding Antonyms 1. Refer to “Life in a Rotting Log.” Ask: • What was the mystery (tree was both dead and alive) • What kind of words are these If necessary, explain the term antonym (a word that means the opposite of another word). 2. List the following words from the article: on, easy, began, under, down, inside, full, slowly, disappear, last, without. Ask students to suggest antonyms for each one. 3. Ask students to store the list of antonyms and use them in their writing. You may use Word Study Master 1. 20 <strong>Nelson</strong> Literacy 4 Teacher’s <strong>Resource</strong>: Habitats and Communities NEL
ASSESSMENT FOR LEARNING Checking Progress Key Assessment Questions Students may respond to the Key Assessment Questions either in writing or orally in a conference. Ask: • What words in the article helped you to create a picture in your mind • How did the picture in your mind change when you read more information • How did connecting your reading to personal experience help you to visualize • How did visualizing help you understand what you read Record individual progress on BLM 6: Strategy Rubric Strip— Visualizing. Next Steps For students who need extra support with visualizing, use “In a Rainforest” in Student Book 4a, pp. 46–49, for guided reading. For students who understand visualizing, use “In a Rainforest” in Student Book 4a, pp. 46–49, for independent practice. Strategy Rubric Strip: Visualizing A full-size version of this rubric, suitable for recording assessments, is provided on BLM 6. Criteria Not Yet Within Expectations Meets Expectations Fully Meets Expectations Exceeds Expectations (Minimal to Moderate) • identifies words that help create pictures in the mind • with limited effectiveness • with some effectiveness • with considerable effectiveness • with a high degree of effectiveness • adds to the picture when more information is provided • with limited effectiveness • with some effectiveness • with considerable effectiveness • with a high degree of effectiveness • connects the reading to personal experience • with limited effectiveness • with some effectiveness • with considerable effectiveness • with a high degree of effectiveness • explains how visualization helps the reader to understand the text and monitor comprehension • with limited effectiveness • with some effectiveness • with considerable effectiveness • with a high degree of effectiveness Cross-Curricular Application • applies the skills involved in visualization strategies to aid comprehension in other areas of the curriculum • with limited effectiveness • with some effectiveness • with considerable effectiveness • with a high degree of effectiveness NEL Life in a Rotting Log 21
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 and 10: 2. Add words throughout the unit an
Page 11 and 12: Copyright © 2008 by Thomson Nelson
Page 13: Which of the animals below live in
Page 16 and 17: Teacher Modelling Transparency 6 Us
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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?