Work collaboratively, follow instructions, read around grade level.
1. Students will record data with drawings and phrases. 2. Students will respond to questions. 3. Students will develop vocabulary and concepts of unknown text. 4. Students will evaluate new information. 5. Students will know that different forces shape our Earth (and its moon). 6. Students will follow multiple-step directions.
ELL Literacy with NASA: Moon Erosion Grade Level: Fourth Grade Objectives: 1. Students will record data with drawings and phrases. 2. Students will respond to questions. 3. Students will develop vocabulary and concepts of unknown text. 4. Students will evaluate new information. 5. Students will know that different forces shape our Earth (and its moon). 6. Students will follow multiple-step directions. CDE Language Arts: Reading Comprehension: Comprehension and Analysis of Grade-Level-Appropriate Text?2.2 Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment).?2.3 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues. 2.6 Distinguish between cause and effect and between fact and opinion in expository text.?2.7 Follow multiple-step instructions. CDE Science: Earth Sciences: Waves,
wind, water, and ice shape and reshape Earth's land surface. As a basis for understanding this concept: 5a: Students know some changes in the earth are due to slow processes, such as erosion, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes. 5c: Students know moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition). CDE-ELL Literacy Component: Reading Comprehension (Intermediate): Comprehension and Analysis of Grade Level Understand and follow simple written directions for classroom related activities. Read and orally identify the main ideas and draw inferences about written text using detailed sentences. Read and identify basic text features such as title, table of contents, and chapter headings. Respond to comprehension questions about written text, using detailed sentences (e.g., "The brown bear lives with his family in the forest."). BTSA Component: Use for Standard 19 compliance. Anticipatory Website: http://science.nasa.gov/headlines/y2001/ast22aug_1.htm Critical Tasks: (in any order) 1. Students should create visual images in order to support their understanding. 2. Allow for one-on-one instruction as well as group collaboration. 3. Model good English and habits. 4. Teacher must model fluent reading of the text. 5. Practice own and student ORAL delivery of content. 6. Pre teach concept of erosion (use multiple images). 7. Teacher and students are to be involved in guided reading. 8. Students must report (orally) what they understand. Assessment: Informally through observation and formally through the rubric building website located at http://rubistar.4teachers.org/index.php