Teacher's Resource - Nelson Education

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Introducing the Unit Planning the Unit UNIT OVERVIEW Students explore a variety of habitats, including a rotting log, temperate and tropical rainforests, Canada’s Arctic, a freshwater marsh, and an island. They see how populations of animals and plants interact and they are also introduced to the idea that humans can affect the natural world. As students read the articles, web page, posters, photo essays, and stories, they develop • the reading and listening comprehension strategy of visualizing • the writing strategy of identifying what is and is not important to the main idea • an understanding of descriptive text pattern • an understanding of the characteristics of a poster • word study skills OPPORTUNITIES FOR INTEGRATED INSTRUCTION: SCIENCE The purpose of this unit is to provide opportunities for students to develop language arts skills in all organizers while working in the content area of Science. While the unit has strong links to the Life Science curriculum, it does not provide comprehensive coverage of the Science curriculum. Teachers can make links to the following Life Science Prescribed Learning Outcomes: • Demonstrate an understanding of the structures and behaviours of animals and plants in different habitats and communities • Determine how personal choices and actions have environmental consequences Unit at a Glance LESSON INSTRUCTIONAL FOCUS Launching the Unit Let’s Talk Understanding Reading Strategies: Visualizing Applying Strategies: Visualizing Understanding Writing Strategies: Identifying Which Details Are Important to the Main Idea Applying Strategies: Reading Like a Writer Understanding Listening Strategies: Visualizing While You Listen Understanding Media: Identifying Characteristics of Posters Understanding Text Patterns: Identifying Characteristics of Descriptive Text Pattern Applying Strategies: Identifying Characteristics of Descriptive Text Pattern Putting It All Together INSTRUCTIONAL APPROACHES/RESOURCES Read-Aloud “Our Natural Homes,” Transparencies for Teacher Modelling “A Habitat Is a Home” SB 4a, pp. 42–43; TR pp. 14–15 Teacher Modelling/Guided Practice Transparency 6: Hello from P.E.I. “Life in a Rotting Log” SB 4a, pp. 44–45; TR pp. 17–21 Guided or Independent Reading/Viewing “In a Rainforest” SB 4a, pp. 46–49; TR pp. 23–28 Guided and Independent Reading Kit Modelled Writing/Representing Transparency 7: Identifying Which Details Are Important to the Main Idea “Identifying Which Details Are Important to the Main Idea” SB 4a, p. 50; TR pp. 29–33 Shared Writing/Representing p. 31; Guided or Independent Writing/Representing p. 32 Guided or Independent Reading/Viewing “Helping Animals Cross the Road” SB 4a, pp. 51–53; TR pp. 34–39 Independent Writing/Representing p. 38 Teacher Modelling/Guided Practice Transparency 8: Visualizing While You Listen “Visualizing While You Listen” SB 4a, p. 54; TR pp. 40–44 Teacher Modelling/Guided Practice Transparency 9: Say It in a Poster! “Say It in a Poster!” SB 4a, pp. 55–56; TR pp. 45–49 Independent Reading/Viewing p. 48 Teacher Modelling/Guided Practice Transparency 10: A Grassland Food Chain “Be an Arctic Explorer!” SB 4a, pp. 57–59; TR pp. 50–56 Guided or Independent Reading/Viewing “Marshes” SB 4a, pp. 60–62; TR pp. 57–62 Summative Assessment “Wolf Island” SB 4a, pp. 63–66; TR pp. 63–69 8 Nelson Literacy 4 Teacher’s Resource: Habitats and Communities SB = Student Book TR = Teacher’s Resource NEL
Student Book 4a, pages 41–66 PRESCRIBED LEARNING OUTCOMES OL OL OL Use speaking/listening to share ideas and opinion and improve/deepen comprehension Stay on topic and recount experiences in a logical order Give details/examples and explain/support a viewpoint OL Listen to visualize and share OL Use strategies to make/share connections R/V Visualize and access prior knowledge during reading/viewing W/R Create a variety of informational writing for a range of purposes OL Contribute to a class goal, share ideas, and improve comprehension OL Stay on topic, recount experiences, give details, and explain a viewpoint R/V Develop understanding using strategies before, during, and after reading/viewing W/R Use a variety of informational writing for a range of purposes OL Stay on topic, recount experiences, give details, and explain viewpoint R/V Use strategies during reading/viewing to determine the importance of events/ideas and to summarize W/R Write text with introduction, logically sequenced details, and ending W/R Identify audience before writing/representing W/R Select and use strategies after writing/representing to improve work OL Share ideas and improve comprehension using listening/speaking strategies R/V Use strategies before and after reading/viewing to develop understanding, locate information, and summarize R/V Explain how structures and features of text work to develop meaning W/R Use clearly developed ideas in informational writing OL Listen to visualize and share R/V Read/comprehend stories from Aboriginal and other cultures R/V View and demonstrate comprehension of visual texts R/V Explain how structures/features of text develop meaning W/R Create visual representations of ideas in response to a topic OL Share ideas and opinions using speaking/listening R/V Make inferences/draw conclusions during reading/viewing R/V View and demonstrate comprehension of visual texts W/R Create visual representations that communicate meaningful ideas W/R Use strategies to generate, select, develop, and organize ideas OL Share ideas and improve comprehension using speaking/listening strategies R/V Read/view and show comprehension of non-fiction materials R/V Determine the importance of events/ideas during reading/viewing R/V Locate and record information after reading/viewing W/R Use strategies to generate, select, develop, and organize ideas OL Stay on topic, recount experiences, give details, and explain a viewpoint R/V Locate information using text features after reading/viewing W/R Use strategies to generate, select, develop, and organize ideas W/R Write text with introduction, logically sequenced details, and ending OL Speak/listen to express/visualize ideas/information for different purposes OL Use strategies to practise delivery when presenting/expressing R/V Read fluently and comprehend a range of grade-appropriate texts W/R Write clearly for a range of purposes and audiences ASSESSMENT AND ASSESSMENT TOOLS BLM 2: Oral Language Tracking Sheet BLM 3: Small-Group Observation Tracking Sheet Key Assessment Questions BLM 2, BLM 3 BLM 6: Strategy Rubric Strip—Visualizing Demonstration Task and Key Assessment Question BLM 2, BLM 3 BLM 4: Self-Assessment Checklist and Personal Goal Setting BLM 6 Demonstration Task and Key Assessment Questions BLM 2, BLM 3 BLM 8: Demonstration Task BLM 9: Writing Process Assessment Checklist BLM 10: Strategy Rubric Strip Key Assessment Question Demonstration Task BLM 2, BLM 3, BLM 4, BLM 10 BLM 11: Demonstration Task—Main Idea Rescue! Key Assessment Question Demonstration Task BLM 2, BLM 3 BLM 4: Self-Assessment Checklist and Personal Goal Setting BLM 13: Demonstration Task—Visualizing While You Listen BLM 14: Strategy Rubric Strip—Visualizing While You Listen Key Assessment Questions and Demonstration Task BLM 2, BLM 3 BLM 4: Self-Assessment Checklist and Personal Goal Setting BLM 15: Poster Analysis Form BLM 16: Strategy Rubric Strip—Identifying Characteristics of Posters Key Assessment Questions BLM 2, BLM 3 BLM 17: Strategy Rubric Strip—Identifying Characteristics of Descriptive Text Pattern Demonstration Task Key Assessment Question BLM 2, BLM 3, BLM 4, BLM 17 BLM 4, BLM 18: Reading Response Form BLM 19: Reading Record Form BLM 20: Performance Task—Design a Creature and Its Habitat BLM 21: Reading Response and Performance Task Rubric NEL Planning the Unit 9
Page 1 and 2: Teacher’s Resource Sample materia
Page 3 and 4: STEP 3 Use Transparencies for Teach
Page 5: CANADA’S REGIONS Social Studies 4
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Page 11 and 12: Copyright © 2008 by Thomson Nelson
Page 13: Which of the animals below live in
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Page 25 and 26: Tropical rainforests are found near

Teacher's Resource - Nelson Education

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