1. ISLA: Science Reading Unit Presentation Reading and Literacy Spring 2015 Katherine Forrest Kennesaw State University

2. School O At a school in Northwest Atlanta O School is in a middle upper class suburb O Involved in the community O School PTA is very involved in school O Diverse student population O 45% of the students are black O 28% are white O 15% are Asian O 7% are Hispanic O 5% are two or more races O free and reduced lunch, only 30.5% of students are eligible.

3. 4th Grade Classroom O Co-taught class O 5 special education students O 1 on tier 3 for RTI O Four in target O Chatty class O Class does better in a structure environment

4. Ivon O 4 th grader O Middle child of four O Parents are from Mexico O Has a processing disorder and a speech disorder O In special education O Forgets what she learns in lessons (due to processing disorder) O Mixes up letters and has trouble with “ch”, “th” and “sh” blends.

5. QRI Pre Test Reading Lists O Pre-primer 1- 15/17 (88% correct) O Pre-primer 2/3- 17/20 (85% correct) O Primer- 14/20 (70% correct) O First- 13/20 (65% correct) O Ivon is on a primer reading level O She read the story “Spring and Fall”. O Pre-reading concept test (7/9 77%) O Re-telling (11 out of 22) O Comprehension, implicit and explicit ( 6 correct on comprehension O Look-backs ( 4 look backs) O Fluency—WCPM & Word Accuracy ( 56 words per min and 48.72 CWPM)

6. Intervention Plan O QRI Assessment (premier reading level) O Science content through reading and language skills (Comprehension) O The language skills that will be worked on are identifying main idea and key details, using context clues for vocabulary terms, retelling important information, asking and answering questions, and compare and contrast. O Lexia Reading ( online reading program) O Videos to help her see what the lessons are talking about

7. Intervention Lessons (Day 1) O Title of Lesson: Organisms in the Mountains and Piedmont region O Topic: Organisms in the Mountains and Piedmont region O Lesson Objectives: A student will identify the plants and animals in the Mountains and Piedmont regions of Georgia. O EQ: What organisms thrive in the mountains region and Piedmont region? O Materials needed: Regions of Georgia PowerPoint, Georgia Habitats mini books, graphic organizer, map of Georgia O Body of Lesson: Model research activity with graphic organizer. Students will research examples of plants and animals in the mountains and piedmont regions. O Checking for Understanding: Formative assessment of what student has learned in the L part of their KWL. O Closing: SW watch a video about the mountains region and piedmont region.

8. Intervention Lessons (Day 2) O Title of Lesson: Organisms in the Swamp and Marsh region O Topic: Organisms in the Swamp and Marsh region O Lesson Objectives: A student will identify the plants and animals in the Swamp and Marsh region of Georgia. O EQ: What organisms thrive in the swamp and marsh region in Georgia? O Body of Lesson: With the Georgia Habitat mini book, students will do a vocabulary preview with the reading. The students will research the plants and animals that live in the swamp and marsh region of Georgia. In their interactive notebook they will record vocabulary. O Checking for Understanding: Student will complete 3-2-1 exit slip as a formative assessment. O Closing: Student will compare and contrast the plants and animals in the piedmont and marsh and swamp regions with a Venn diagram.

9. Intervention Lessons (Day 3) O Title of Lesson: Organisms in the Coastal Plain region O Topic: Organisms in the Coastal Plain region O Lesson Objectives: A student will identify the plants and animals in the Coastal Plain region of Georgia. O EQ: What organisms thrive in the Coastal Plain region in Georgia? O Materials needed: Regions of Georgia PowerPoint, Georgia Habitats mini books, graphic organizer, map of Georgia O Body of Lesson: The students will review important vocabulary that they discussed the previous day. With the Georgia Habitat mini book, student will research the plants and animals that live in the Coastal Plain region of Georgia. O Checking for Understanding: Student will draw a diagram of plants and animals thriving in the Coastal Plain. O Closing: Student will share diagram.

10. Intervention Lessons (Day 4) O Title of Lesson: Organisms in the Atlantic Ocean region O Topic: Organisms in the Atlantic Ocean region O Lesson Objectives: A student will identify the plants and animals in the Atlantic Ocean region of Georgia. O EQ: What organisms thrive in the Atlantic Ocean region in Georgia? O Materials needed: Regions of Georgia PowerPoint, Georgia Habitats mini books, graphic organizer, map of Georgia O Body of Lesson: Student will do a picture walk with the Georgia Habitat mini book with plants and animals. With the Georgia Habitat mini book, student will research the plants and animals that live in the Atlantic Ocean region of Georgia. Video about Sea turtles. O https://www.youtube.com/watch?v=mFDBtVupyqY https://www.youtube.com/watch?v=mFDBtVupyqY O Checking for Understanding/Formative Assessment: Student will sequence the events of a baby sea turtle hatching while using text look backs. O Closure: Student will explain how sea turtles thrive in their habitat.

11. Intervention Lessons (Day 5) O Title of Lesson: Animal Adaptations O Topic: Animals Adaptations O Lesson Objectives: A student will describe how animals adapt in their habitats. O EQ: How do plants and animals thrive in their habitats? O Materials needed: Vocabulary sort cards, vocabulary sort poster, Adaptations slideshow, Georgia Habitats mini book O Motivation: Unpack standard and EQ. Teacher will preview vocabulary terms with an interactive adaptations slideshow. O Body of Lesson: Teacher will model vocabulary sort after previewing vocabulary terms with the slideshow. Teacher will model going back to the glossary of the mini books to double check the definitions of hibernation, adaptation, mimicry, camouflage, and migration. The student will complete a main idea map on the chapter. They will write main ideas that they read in the story. O Checking for Understanding: Student will sort vocabulary terms and definitions with cards. O Closing: Student will make predictions about how animals adapt based on the key vocabulary terms.

12. Intervention Lessons (Day 6) O Title of Lesson: Animal Adaptations O Topic: Animals Adaptations O Lesson Objectives: A student will ask and answer questions about animal adaptations. O EQ: How do plants and animals thrive in their habitats? O Materials needed: How do Animals Adapt? by Bobbi Kalman, How Animals Survive by John Townsend, science journal for recording questions O Motivation: Unpack standard and EQ. Teacher will read aloud How do Animals Adapt? and stop throughout the read-aloud to model asking and answering questions. O Body of Lesson: Student will ask and answer questions while reading How Animals Survive to deepen his understanding of how animals adapt in their habitats. Student will complete a QAR on the text that they read. O Checking for Understanding: Supported answers and questions O Closing: Teacher will show a video of an owl adapting to predators in its habitat.

13. Intervention Lessons (Day 7) O Title of Lesson: Compare and Contrast Animal Adaptations O Topic: Animals Adaptations O Lesson Objectives: A student will compare and contrast the animal adaptations of two animals from two different Georgia habitats? O EQ: How do plants and animals thrive in their habitats? O Materials needed: How do Animals Adapt? by Bobbi Kalman, How Animals Survive by John Townsend, science journal for notes, access to BrainPop, National Geographic for Kids, and Pebble Go. O Body of Lesson: Using resources on the internet, student will research to compare and contrast how two animals from two different Georgia habitats adapt in their habitat. Student will read resources that they read in class to help them with the project. O Checking for Understanding: Venn diagram of compare and contrast O Closing: Student will think of a third animal in another Georgia habitat that adapts differently in their habitat. The student will also be reading a poem about animal adaptations

14. QRI Post Test O Graded Word List, accuracy and level O Pre-primer 1- 16/17 (93% correct) O Pre-primer 2/3- 19/20 (95% correct) O Primer- 16/20 (80% correct) O First- 12/20 (60% correct) O Narrative--- Reading Level Primer “ The Pig Who Learned to Read” O Pre-reading concept test (9/9 100%) O Re-telling (23 out of 22) O Comprehension, implicit and explicit ( 6 correct on comprehension O Look-backs ( no look backs) O Fluency—WCPM & Word Accuracy ( 50 words per min and 46 CWPM) O Narrative--- Reading Level First “ The surprise” O Pre-reading concept test (8/9 88%) O Re-telling (35 out of 44) O Comprehension, implicit and explicit ( 6 correct on comprehension O Look-backs ( no look backs) O Fluency—WCPM & Word Accuracy ( 55 words per min and 52 CWPM)

15. Reflection O Ecosystem lessons went really well, but next time I will use more visual and videos to help visualize the lessons O One professional learning goal is researching ways to help students remember important facts about science or social studies that have trouble processing. O The second professional goal I have is finding out ways to teach fluency strategies to children that are mixing up their letters when they read