Teacher’s Guide Animal Habitats
57343 WOL LLV Fluent AH.qxd:Layout 13/31/089:35 AMPage iTeacher’s Guide forAnimal HabitatsFluent ScienceIncludes: Lesson Plans Learning Masters Pre- and Post-Test Assessments Take-Home Book Masters
57343 WOL LLV Fluent AH.qxd:Layout 13/31/089:35 AMPage iiCopyright 2008 The Hampton-Brown Company, Inc., a wholly owned subsidiary ofThe National Geographic Society, publishing under the imprints National GeographicSchool Publishing and Hampton-Brown.All rights reserved. No part of this book may be reproduced or transmitted in any formor by any means, electronic or mechanical, including photocopying, recording, or by aninformation storage and retrieval system, without permission in writing from the Publisher.National Geographic and the Yellow Border are registered trademarks of the NationalGeographic Society.National Geographic School PublishingHampton-BrownP.O. Box 223220Carmel, California 93922www.NGSP.comPrinted in the United States of America.ISBN 978-07362-5734308 09 10 11 12 13 14 15 16 1710 9 8 7 6 5 4 3 2 1
57343 WOL LLV Fluent AH.qxd:Layout 14/4/088:35 AMProgram OverviewAbout the Program . . . . . . . . . . . 2Accessible Academic Content . . . 4Flexible Use . . . . . . . . . . . . . . . . 6Animal Habitats w . . . . . . . . . . . . . 81 . . . . . . . . . . . . . . . . . 102 . . . . . . . . . . . . . . . . . 123 . . . . . . . . . . . . . . . . . 144 . . . . . . . . . . . . . . . . . 165 . . . . . . . . . . . . . . . . . 18Page 1Learning MastersWhat I Learned . . . . . . . . . . . .How I Learned . . . . . . . . . . . . .Vocabulary Log . . . . . . . . . . . .Readers Theater . . . . . . . . . . . .Learning Masters . . . . . . . . . . .Graphic Organizer . . . . . . . . . .Family Focus . . . . . . . . . . . . . .22232425263031Pre- and Post-TestAssessmentsInstructions . . . . . . . . . . . . . . .Answer Key . . . . . . . . . . . . . . .Student Profile . . . . . . . . . . . . .Class Profile . . . . . . . . . . . . . .Pre-Test . . . . . . . . . . . . . . . . . .Post-Test . . . . . . . . . . . . . . . . .343536373841Take-Home Book Masters
57343 WOL LLV Fluent AH.qxd:Layout 1PROGRAM OVERVIEW3/31/089:35 AMPage 2About the ProgramContent and Literacy Developmentfor Diverse Language LearnersNational Geographic’s Windows on Literacy: Language, Literacy & Vocabularyprogram is designed for today’s classroom—diverse, challenging, and complex.Many children come to school without the basic background knowledge andoral language development needed for academic success. Language, Literacy& Vocabulary provides the extra support young learners need to experiencesuccess from the start.National Geographic’s Language, Literacy & Vocabulary program offers richopportunities for beginning learners to build background knowledge, developvocabulary and oral language, and learn grade-level content. Throughoutthe nation, teachers told us they needed materials that scaffolded the learningso that children from diverse language backgrounds, at-risk readers, andchildren with learning challenges would have opportunities to achieve theirfull potential. The Language, Literacy & Vocabulary program meets thisneed through:2 Thematic units built around essential key concepts in science, social studies,and math Academic vocabulary development Age-appropriate and engaging nonfiction texts Considerate text with strong picture-text match Scaffolded, multilevel instruction for students at different levelsof language proficiency Springboards to related reading and writing Customized instruction for English language learners (ELLs) Research-based instructional strategies Rich and varied teacher support and tools
3/31/089:35 AMPage 3Consulting Author: Linda HoytLinda Hoyt is an educational consultant who strivesto help teachers and school districts implement bestpractices in literacy instruction. She has had a richarray of experiences in education, ranging fromclassroom teaching to working as a reading specialist,curriculum developer, Title 1 teacher, staff developer,and Title 1 District Coordinator. She is the authorof numerous books, articles, and videos and conductspresentations and workshops on literacy throughoutthe country.About the Program57343 WOL LLV Fluent AH.qxd:Layout 1Program Advisor: Mary HawleyMary Hawley is an educational consultant who has worked with teachers,educators, and publishers to implement best practices for teaching students withdiverse language backgrounds. She has taught English as a Second Languagein Mexico, worked with migrant and refugee children in Indiana, and studiedin Latin America. In recent years, she has been instrumental in developingSpanish reading programs and products for English language learners.Program ReviewersSusan Brandt, Director of Staff Development and Support Programs,Arlington Heights School District 25, Arlington Heights, IllinoisTheresa Castelan, English Language Development Resource Teacher,Clovis Unified School District, Clovis, CaliforniaDr. Beverly Ann Chin, Professor of English, University of MontanaDanielle Clayton, Director of English Learners, Kings Canyon UnifiedSchool District, Reedley, CaliforniaPaula Olson, retired teacher, Fairfax County Public Schools, Fairfax, VirginiaSheryl Powell, Pre-Kindergarten Teacher, Wells Branch Elementary School,Austin, Texas3
57343 WOL LLV Fluent AH.qxd:Layout 1PROGRAM OVERVIEW3/31/089:35 AMPage 4Accessible Academic ContentSuccess From the Start!Achieving academic success is essential for children to make adequate yearlyprogress and for continued academic growth. Conclusive data and researchshow that children who fall behind on their acquisition of academic contentand vocabulary during the K–2 years will fall further behind as they advancethrough the grade levels. To help children achieve success from the start andprevent them from falling behind, Windows on Literacy: Language, Literacy& Vocabulary gives children access to the core grade-level content they needfor standards-based academic success through these features:4 Explicit instruction in core academic content and vocabulary to builda foundation for future success Focused, targeted, standards-based content Alignment with TESOL standards Multiple exposures to and applications of academic vocabulary Carefully leveled developmental texts Picture glossaries of key content vocabulary Simple, engaging, and visually striking student book pages Strong picture-text match Familiar language and simple sentence structures Multiple opportunities for oral language development Theme Builders for building background and developing oral language Opportunities for writing and related reading
3/31/089:35 AMPage 5One Program for Your Diverse ClassroomWindows on Literacy: Language, Literacy & Vocabulary recognizes that everyclassroom includes diverse language learners as well as children whosebackground knowledge and oral language require development. Teacherstold us they wanted one program that they could use with English languagelearners, children with reading and vocabulary challenges, and children withlearning issues that affect their ability to acquire and process language. Withappropriate modifications for different needs, Language, Literacy & Vocabularygives teachers a sound, research-based instructional plan to meet the commonneeds among diverse language learners.Accessible Academic Content57343 WOL LLV Fluent AH.qxd:Layout 15
57343 WOL LLV Fluent AH.qxd:Layout 13/31/08PROGRAM OVERVIEW9:35 AMPage 6Flexible UseWindows on Literacy: Language, Literacy & Vocabulary is designed to be usedin a variety of classroom situations. This flexibility allows you to custom fitthe program to match your scheduling and program needs.Regular ClassroomsThe chart below shows the suggested pacing for use in the regular classroom.Each theme can be completed in five days.Pacing Guide:One Week for One Theme6Day 1 Lesson 1Administer Pre-TestRead Concept BookIntroduce Concepts and VocabularyModel the ReadingDay 2 Lesson 2Reread Concept BookDevelop Concepts and VocabularyIntroduce Comprehension StrategySmall Group ReadingModeled WritingDay 3 Lesson 3Read First Related Nonfiction BookDevelop Concepts and VocabularySmall Group ReadingPractice Comprehension StrategyShared WritingDay 4 Lesson 4Read Second Related Nonfiction BookReview Concepts and VocabularySmall Group ReadingApply Comprehension StrategyGuided WritingDay 5 Lesson 5Rereading and AssessmentGuided WritingOptional ReadingHome ConnectionAdminister Post-Test
3/31/089:35 AMPage 7After-School ProgramsLanguage, Literacy & Vocabulary works within a variety of after-school programs.Whether your after-school program meets every day or only three days a week,the program can easily be adjusted to meet your scheduling needs. For programs that meet every day, one theme can be completed each week of the program.Use the Pacing Guide on page 6. For programs that meet three times per week, one theme can be completed every twoweeks. Use the suggested plan shown below.Flexible Use57343 WOL LLV Fluent AH.qxd:Layout 1Pacing Guide:Two Weeks for One ThemeWeek 1 Day 1 Lesson 1Week 2 Day 1 Lesson 4Pre-TestRead Concept BookIntroduce Concepts and VocabularyModel the ReadingRead Second Related Nonfiction BookReview Concepts and VocabularySmall Group ReadingApply Comprehension StrategyWeek 1 Day 2 Lesson 2Week 2 Day 2 Begin Lesson 5Reread Concept BookDevelop Concepts and VocabularyIntroduce Comprehension StrategySmall Group ReadingModeled WritingAssess and ExtendRereading and AssessmentBegin Guided WritingWeek 1 Day 3 Lesson 3Week 2 Day 3 Complete Lesson 5Read First Related Nonfiction BookDevelop Concepts and VocabularySmall Group ReadingPractice Comprehension StrategyShared WritingComplete Guided WritingOptional ReadingHome ConnectionPost-TestSummer School ProgramsLanguage, Literacy & Vocabulary is the perfect fit for your summer school program.When time is short and results matter, your class time must be productive. The five-daylesson plan allows you to complete one theme during each week of your summerschool program. Whether your summer school plan includes a four-, five-, or sixweek program, you can select developmentally appropriate themes that focus on thecontent areas of math, science, and social studies while developing strong literacy skills.Four-Week ProgramChoose four themes.Five-Week ProgramChoose five themes.Six-Week ProgramChoose six themes.7
57343 WOL LLV Fluent AH.qxd:Layout 1Overview3/31/089:35 AMPage 8Animal Habitats None STANDARDS Use academic vocabulary related tothe study of animal habitats Use appropriate language formsto describe animal habitats andto summarize Develop fluency in reading, writing,listening to, and speaking EnglishTheme MaterialsConcept BookNonfiction BooksLevel 18SCIENCE Identify the different kinds of habitatsin which animals live Understand that animals livein habitats that provide for theirbasic needs Describe how animal adaptations helpanimals survive in their habitatsTheme BuilderLearning MastersREADING/LANGUAGE ARTS Learn and apply the comprehensionstrategy: Summarizing Use the text features: Charts/GraphicOrganizers and Graphic Locators Write about animal habitats Learn and use vocabulary related toanimal habitatsTake-Home Book MastersAudiolesson on CDAnimal HabitatsBefore Theme AssessmentTo compare progress before and afterteaching this theme, use the Pre-Test andPost-Test Assessments, pages 33–43.by Optional ReadingWindows on LiteracyContent-Based FictionWindows on LiteracyNonfictionRain Forest Discovery Level 17Mud, Mud, Mud Level 7Turtle Beach Mystery Level 18Polar Bears Level 8What Lives in a Tide Pool?Level 14Going Up the Mountain Level 188
57343 WOL LLV Fluent AH.qxd:Layout 13/31/089:35 AMPage 9Instructional HighlightsKey ConceptsKey Concept Words Animals live in many differentkinds of habitats.Arcticoceandesertprairie Animals live in habitats thatprovide for their basic needs,which include food, water, air,and shelter.habitatrain forestlevelzone Animal adaptations help animalssurvive in their habitats.Charts/Graphic OrganizersText FeaturesGraphic LocatorsComprehension StrategySummarizingTheme ’s Guidepp. 10–11Teacher’s Guidepp. 12–13Teacher’s Guidepp. 14–15Teacher’s Guidepp. 16–17Teacher’s Guidepp. 18–19ReadAnimal HabitatsRereadAnimal HabitatsReadLife in the OceanReadThe Rain ForestAssessand Extend Administer Pre-Test, Develop Concepts Develop Concepts Review Concepts Administer Post-Test,and Vocabularyand Vocabularyand Vocabularyp. 38 Introduce Conceptsand Vocabulary Model the Reading Introduce theComprehension Strategy:Summarizing Small Group Reading Modeled Writingp. 41 Small Group Reading Small Group Reading Rereading Practice the Apply the Guided WritingComprehension Strategy:Summarizing Shared WritingComprehension Strategy:Summarizing Guided Writing Assessment Tools Optional Reading Home Connection9
57343 WOL LLV Fluent AH.qxd:Layout 1Lesson 1OBJECTIVES Understand that animals live in manydifferent kinds of habitats Learn and use vocabulary relatedto animal habitats Use photos to predict vocabulary Use text features, such as GraphicLocators, to comprehend textMaterialsPhotos: rain forest, desert, ocean,Arctic, prairieTheme BuilderAnimal HabitatsLearning Masters page 25Audiolesson 103/31/089:35 AMPage 10Read Animal HabitatsIntroduce Concepts and Vocabularyntroduce Theme QuestionAsk students: What do you know aboutthe places, or habitats, where animalslive? What do these habitats provide tohelp animals survive? Explain thatthey will learn about animalhabitats. They will also learn thelanguage to use when describinganimal habitats.Have students draw a picture of ananimal in its habitat. Ask them towrite a sentence under the picturetelling what the animal has or doesthat helps it survive in its habitat.Turn and Talk Provide learningpartners with photos of
classroom teaching to working as a reading specialist, curriculum developer, Title 1 teacher, staff developer, and Title 1 District Coordinator. She is the author of numerous books, articles, and videos and conducts presentations and workshops on literacy throughout the country. Program Advisor: Mary Hawley Mary Hawley is an educational consultant who has worked with teachers, educators, and .
My Award and Badge Explorer 1 of 17 AWARD/BADGE DESCRIPTION Animal Habitats Junior (Grades 4-5) STEM Outdoors Find out more about where animals live, how they play, and how humans can help them. 1. Find out about wild animals 2. Investigate an animal habitat 3. Create an animal house 4. Explore endangered habitats 5. Help protect animal habitats
animal. Say the good qualities of the 2nd place animal over the 1st place animal. List why the 2nd place animal does not win the class. (bad qualities) Say why 2nd place animal beats 3rd place animal by stating only the good qualities of the 2nd place animal. Say the good qualities of the 3rd place animal over the 2nd place animal.
This activity helps fulfill Step 3 of the Junior Animal Habitats badge: Create an Animal House. About the Junior Animal Habitats badge: Girls learn about wild animals and explore where they live, how they play, and how we can help them! Instructions: Start by exploring a variety of habitats and then design your own! 1. Use a piece of paper to cover
LAND HABITATS . What is a H abitat ? A habitat is the place where plant s and animal s live . Animals need a place to live in order to survive. Different animals are found in different habitats. Habitats can be very large or very small. A habitat provides fo od and shelte
To know what a habitat is and to be able to name a variety of plants and animals in their habitats. Vocabulary: Habitat, water, food, air Activity: Show some familiar habitats and ask what the pictures show. Explain that a habitat is the natural type of place an animal lives in. Give out a picture of
European Protected Species 1. Council Directive 92/43/EEC of 21 May 1992 on the conservation of natural habitats and of wild fauna and Terms and abbreviations (Pages 18 & 19) flora (as codified) (the ‘Habitats Directive’). 2. The Conservation of Habitats and Species Regulations 2017 (The
Table of Contents Animals and Habitats Tell It Again! Read-Aloud Anthology Alignment Chart for Animals and Habitats. . v Introduction to Animals and Habitats. .1 Lesson 1: What Is a Habitat? . 12 Lesson 2: Animals of the Arctic Habitat. 22 Lesson 3: An
de la cabeza. Protección de los animales de Cuba Has conocido a tres animales de diferentes hábitats. Existen muchos otros hábitats en Cuba. Y cada uno es hogar de muchos otros animales. Cada animal depende de su hábitat para alimentarse y refugiarse. Pero las personas pueden dañar mucho a estos animales y a sus hábitats. Cortan los árboles.
