Project GLAD Salmon Leve… · Web viewComponent 1.1 Use word recognition skills and strategies to ... ... To see an osprey hunting for its prey is a

Project GLADIssaquah School District #411Pacific Salmon WA Level 3

IDEA PAGES

I. UNIT THEME - Include cross-cultural sensitivity theme Human behavior positively and negatively impacts the salmon environment. In different stages of their life cycle, Pacific Salmon need different types of

habitats. Pacific Salmon are an important part of Native American cultures around the

Pacific Northwest.

II. FOCUS/MOTIVATION Big Books – The Many Habitats of a Pacific Salmon and Our Shared

Environment: How Humans Help or Hurt the Habitats of Pacific Salmon Inquiry Charts Observation Charts Cognitive Content Dictionary

III. CLOSURE Process charts Share letters to people to help salmon Assess learning logs Process inquiry chart Personal and team explorations Pacific Salmon Jeopardy Graffiti wall Teacher and student-made tests

WASHINGTON STATE STANDARDS – GRADE 3

SCIENCE

Description of the LearnerIn third grade, students begin to explore more complex systems and make inferences about their observations. Students are developing an understanding of systems and are able to identify individual parts and how they work together. In order to understand how the connections between the parts interact, students begin to manipulate one part and look for a change in the system. For example, students may study a system of plant growth by observing what happens to plant growth under different light conditions.

Pacific Salmon Level 3 WAEmily Lee and Jenny Schaffer - Project G.L.A.D. 1/10

EALR 1 - Systems1.2.1 Analyze how the parts of a system go together and how these parts depend on each other. Identify the parts of a system (e.g., a device, natural or living thing) and how the parts

go together. Describe the function of a part of a system (e.g., a device, natural or living thing).1.2.4 Understand that Earth’s system includes a mostly solid interior, landforms, bodies of water, and an atmosphere. Identify land masses, bodies of water, and landforms on a globe or a map (e.g.,

continents, oceans, rivers, mountains).

1.2.7 Understand the life cycles of plants and animals. Observe and describe the life cycle of a plant or animal.1.3.10 Understand that that an organism’s ability to survive is influenced by the organism’s behavior and the ecosystem in which it lives. Describe the characteristics of organisms that allow them to survive in an ecosystem. Describe how an organism’s ability to survive is affected by a change in an ecosystem

(e.g., the loss of one organism in a food chain affects all other organisms in that food chain).

EALR 2 – Inquiry2.1.1 Understand how to ask a question about objects, organisms, and events in the environment. Identify the question being answered in an investigation. Ask questions about objects, organisms, and events based on observations of the

natural world. 2.1.3 Understand how to construct a reasonable explanation using evidence. Generate a scientific conclusion including supporting data from an investigation. Describe a reason for a given conclusion using evidence from an investigation. 2.1.4 Understand how to use simple models to represent objects, events, systems, and processes. List similarities and differences between a model and what the model represents Create a simple model to represent common objects, events, systems, or processes. 2.1.5 Understand how to report investigations and explanations of objects, events, systems, and processes. Report observations or data of simple investigations without making inferences.2.2.2 Understand that scientific facts are measurements and observations of phenomena in the natural world that are repeatable and/or verified by expert scientists. Describe how new scientific facts are established every day (e.g., find examples of

new facts in current media).


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EALR 3 – Application3.2.3 Understand how knowledge and skills of science, mathematics, and technology are used in common occupations. Identify science, math, and technology skills used in a career. Identify occupations using scientific, mathematical, and technological knowledge and

skills.3.2.4 Understand how humans depend on the natural environment and can cause changes in the environment that affect humans’ ability to survive. Describe the effects of humans on the health of an ecosystem. Describe the limited resources humans depend on and how changes in these

resources affect the livability of the environment for humans.

READING

Description of the LearnerIn third grade, students select and combine skills to read fluently with meaning and purpose. They apply comprehension and vocabulary strategies to a wider variety of literary genres and informational text. Students demonstrate comprehension by participating in discussions, writing responses, and using evidence from text to support their thinking.

EALR 1: The student understands and uses different skills and strategies to read.

Component 1.1 Use word recognition skills and strategies to read and comprehend text.

1.1.4 Apply understanding of phonics. Read words containing complex letter patterns and/or word families (e.g. –ieve, -

eive, -ield) in isolation and in context. Apply multi-syllabic decoding when reading words in all text.

Component 1.2 Use vocabulary (word meaning) strategies to comprehend text.

1.2.1 Apply reference skills to determine word meanings. Use glossaries and dictionaries to find and confirm word meanings.

1.2.2 Apply vocabulary strategies in grade-level text Use the meanings of prefixes, suffixes, and abbreviated words to determine the

meaning of unknown words in grade-level text. Describe how word meanings change as affixes are added to base words (e.g.,

rest/unrest/restful). Re-read to clarify, read on, ask for help, adjust reading rate, and use knowledge of

print conventions to determine meaning of unknown words in inforational/expository text and literary/narrative text.


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Use prior knowledge, context, pictures, illustrations, and diagrams to predict, clarify, and/or expand word meaning, including multiple-meaning words.

Component 1.3 Build vocabulary through wide reading.

1.3.1 Understand and apply new vocabulary. Use new vocabulary from informationa/expository text and literary/narrative text,

including text from a variety of cultures and communities, in own oral and written communication.

1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text.

Define words and concepts necessary for understanding math, science, social studies, literature, and other content area text.

Select, from multiple choices, the meaning of words necessary to understand content/academic text.

Explain that some words have a different meaning in different content/academic texts (e.g., area in math and geography).

Use new vocabulary in oral and written communication.

Component 1.4 Apply word recognition skills and strategies to read fluently.

1.4.2 Apply fluency to enhance comprehension. Read aloud familiar grade-level informational/expository text and

literary/narrative text accurately, using appropriate pacing, phrasing, and expression.

Read aloud unpracticed grade-level text with fluency in a range of 110-120+ words correct per minute.

1.4.3 Apply different reading rates to match text. Adjust reading rate to match difficulty of texts (e.g., content/academic text) and

for different purposes (e.g., pleasure reading vs. reading for information).

EALR 2: The student understands the meaning of what is read.

Component 2.1 Demonstrate evidence of reading comprehension.

2.1.3 Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text.

State main idea of an informational/expository text passage and give two reasons from the text supporting the choice.

State the main idea of a literary/narrative text passage and support with two details from the story.

Select, from multiple choices, the main idea of a passage, poem, or selection.


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Select, from multiple choices, a title that best fits the selection and support the choice with text evidence/details.

State the theme/message in culturally relevant literary/narrative text and support with text-based evidence with teacher guidance.

Organize main ideas and supporting details in a teacher-selected graphic organizer to enhance comprehension of text.

2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge/schema.

Explain connections between self and characters, events, and information occurring within culturally relevant text or among multiple texts.

Call on prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text.

2.1.5 Apply comprehension strategies before, during, and after reading: predict and infer from grade-level informational/expository text and/or literary/narrative text.

Predict or infer about text content using prior knowledge, text, and text features in both informational/expository and literary/narrative text. Support with evidence from text (e.g., how a character will act, why a character acts a certain way, why an author includes certain information, and what might happen next).

Use text to make, confirm, or revise inferences and predictions in both literary/narrative and informational/expository text.

Select, from multiple choices, a prediction or inference from literary/narrative text (e.g., how a poet or author feels, how a character feels, what a character will do, what is likely to happen next or at the end of the story or poem).

Select, from multiple choices, a prediction or inference from informational/expository text (e.g., what is likely to happen, or what will happen next).

Organize information that supports a prediction or inference in a teacher-selected graphic organizer to enhance comprehension.

2.1.6 Apply comprehension monitoring strategies before, during, and after reading: monitor for meaning, create mental images, and generate and answer questions.

Monitor for meaning by identifying where and why comprehension was lost and use comprehension-repair strategies to regain meaning.

Generate and answer questions before, during, and after reading. Draw, write about, or verbally describe the mental imagery that occurs while

reading. Organize images and information into a graphic organizer with teacher guidance,

to enhance comprehension of text (e.g., add information to a partially completed organizer).

2.1.7 Apply comprehension strategies during and after reading: summarize grade-level literary/narrative text and informational/expository text.

Summarize the events or ideas in literary/narrative text, citing text-based evidence.


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Summarize the events, information, or ideas in informational/expository text (e.g., the life cycle of a frog, characteristics of a desert, life events in a biography), citing text-based evidence.

Summarize the plot/message in culturally relevant literary/narrative text. Select, from multiple choices, a sentence that best summarizes the story or

informational/expository selection and support the choice with text evidence/details.

Organize summary information in a teacher-selected graphic organizer to enhance comprehension.

Component 2.2 Understand and apply knowledge of text components to comprehend text.

2.2.1 Understand sequence in informational/expository text and literary/narrative text.

Explain story ideas or events in sequential order. (Note: differences in story telling order exist between cultures. For example, in some cultures the end of the story is told first).

Explain steps in a process (e.g., problem solving in mathematics, life cycle of a butterfly).

Select, from multiple choices, the order of ideas, facts, events (e.g., what happened first, next, last; the order in which ideas or facts were introduced).

2.2.2 Apply knowledge of printed and electronic text features to locate and comprehend text.

Identify and use grade-level appropriate text features. Explain how certain text features help you understand the selection. Interpret information from graphs, charts, diagrams, and tables. Identify, from multiple choices, where certain information/ideas might be found

in the text. Use icons, pull-down menus, key word searches.

2.2.3 Understand story elements. Describe characters’ physical traits and infer personality traits by what they say

and do. Describe the problem faced by a character and how he/she/it solves the problem. Explain how the setting is important to the story. Identify the speaker (narrator) in a selection and explain first person point of

view. Select, from multiple choices, the best description of a character or setting in a

story or poem (e.g., character traits, feelings, character’s problem, or importance of character).


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2.2.4 Apply understanding of simple text organizational structures. Recognize and use previously learned text organizational structures of simple

listing and sequential order to aid comprehension. Identify and use text written in the text organizational structures of description

and compare and contract to find and organize information and comprehend text.

Component 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.

2.3.1 Understand and analyze the relationship between and among informational/expository text and literary/narrative text.

Compare and contrast information (e.g., facts and details, literary/narrative elements, different versions of the same story, time period, cultures) within text and between texts.

Select, from multiple choices, a sentence that describes how specific literary/narrative elements are alike or different in a poem or story (e.g., two characters and/or their feelings, a character and the author, two events, two settings).

Select, from multiple choices, a sentence that describes how information is alike or different (e.g., information from two selections).

Recognize and explain cause and effect relationships in informational/expository and literary/narrative text, using evidence from the text.

Select, from multiple choices, a sentence that explains the cause of events or the effects of actions.

2.3.2 Apply understanding of systems for organizing information. Use alphabetical, numerical, and key word/topic systems to locate information on

a specific topic or for a specific purpose in an encyclopedia or dictionary.

2.3.3 Understand literary/narrative devices. Explain similes, metaphors, alliterative sentences, and onomatopoeia and identify

each in literary/narrative passages.

Component 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text.

2.4.1 Understand how to draw conclusions and give a response to informational/expository text and literary/narrative text.

Generate a personal or text-based response to text using a teacher-generated prompt (e.g., what would be the best/worst part of an event or situation).

Draw a conclusion from grade-level text (e.g., how the story or information might be useful, to whom the story or information might be useful) and support with evidence from the text.


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2.4.2 Understand the author’s purpose for and style of writing in both informational/expository text and literary/narrative text.

Decide on the author’s purpose for writing a selection and support the decision with evidence/details from the text.

Identify simple elements of style (word choice, sentence structure and length, literary devices) (with teacher guidance).

2.4.3 Understand the difference between fact and opinion. Identify facts and opinions and explain the difference between them. Select, from multiple choices, a statement that is a fact or an opinion.

2.4.4 Evaluate author’s effectiveness for a chosen audience. Read an article and explain whether the author convinced the reader to think or

act differently.

2.4.5 Understand how to generalize from text. Generalize about common characteristics of literary/narrative sub-genres. Generalize by comparing characters in similar stories from different cultures (e.g.,

Cinderella/The Rough-Faced Girl or Little Red Riding Hood/Lon Po Po).

EALR 3: The student reads different materials for a variety of purposes.

Component 3.1 Read to learn new information.

3.1.1 Understand how to select and use appropriate resources. Identify two resources and use them to answer a question or solve a problem.

Component 3.2 Read to perform a task.

3.2.1 Understand information gained from reading to perform a specific task. Use signs, labels, and instructions to answer questions or complete a task, using

grade-level text. Interpret information from common environmental print to solve a problem or

perform a task (e.g., set up and run a science experiment using steps outlined in text).

3.2.2 Understand a variety of functional documents. Explain the information in functional documents that are used in a school setting

to communicate information (e.g., notes home to family members, rules, newsletters, schedules).

Component 3.4 Read for literary experience in a variety of genres.

3.4.1 Understand different perspectives of family, friendship, culture, and traditions found in literature.


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Listen to, read, and discuss a variety of literature representing different perspectives of family, friendship, culture, and tradition, generating a personal and/or text-based response.

3.4.2 Understand contemporary and traditional literature written in a variety of genres.

Explain the characteristics of a variety of genres. Respond to literature from multiple genres using teacher prompts appropriate to the

text and content.

3.4.3 Understand a variety of literature representing different cultures and traditions.

Discuss the culture and/or traditions described in a piece of literature

EALR 4: The student sets goals and evaluates progress to improve reading.

Component 4.1 Assess reading strengths and need for improvement.

4.1.1 Apply strategies to monitor reading progress. Identify reading strengths and weaknesses with teacher assistance and select targets

on which to work. Track progress in reading achievement with graphs, charts, and checklists.

4.1.2 Understand how to set grade-level appropriate reading goals. Set two reading goals and create a plan to meet those goals with teacher assistance.

Component 4.2 Develop interests and share reading experiences.

4.2.1 Evaluate authors and books to select favorites. Develop a list of favorite authors and books, including the reason each was selected

for the list, and share with others. Self-select books to read at an instructional level and an independent level.

Writing – Grade 3

In third grade, students are writing longer texts, especially narratives. They embed their ideas in time and place and develop characters through detail and dialogue. Students organize around a central idea and elaborate using complete sentences. Their writing is often divided into sections through paragraphing or book parts (e.g., tables of contents, chapters). Information gathering as part of the planning process is common, and students are becoming more selective about vocabulary, especially when writing informational texts. They listen to others’ writing, offer feedback, and begin to consider suggestions from others about their own writing.


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EALR 1: The student understands and uses a writing process.

Component 1.1: Prewrites to generate ideas and plan writing. W

1.1.1 Applies at least one strategy for generating ideas and planning writing. Talks to generate ideas and rehearse writing (e.g., dialogue with a partner, role

playing, talking into a tape recorder). Plans intentionally with some detail using visual tools (e.g., webs, diagrams,

drawings, graphic organizers). Gathers information from more than one source and takes notes.

The reading aloud of well written, language-rich multicultural literature is an ongoing practice throughout all grades. It not only stimulates ideas, but it also provides students with examples of exemplary writing.

Component 1.2: Produces draft(s). W

1.2.1 Produces a draft of multiple paragraphs over time. Uses a prewriting plan to draft text. Works on one draft on a single topic over several days.

Component 1.3: Revises to improve text. W

1.3.1 Revises text by adding, deleting, substituting, and moving words and phrases. Rereads own writing for meaning orally or silently. Rereads work several times and has a different focus for each reading (e.g., first

reading — checking for repetitious beginnings; second reading — looking for specific nouns).

Participates in peer conference (e.g., “I improved on ____.” “I was confused by ____.”).

Makes decisions about writing based on feedback. Collects additional data and revises.

Component 1.4: Edits text. W

1.4.1 Applies understanding of editing appropriate for grade level (see 3.3). Identifies and corrects errors in grade level conventions. Uses checklist for editing. Uses references when editing (e.g., word wall, dictionary, friend).

Component 1.5: Publishes text to share with audience. W

1.5.1 Publishes own writing. Publishes work crediting author and illustrator, sometimes including dedication.


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Includes text features (e.g., title, headings, information about the author, illustrations, captions).

Uses a variety of available technology as part of publication (e.g., software program, overhead projector, video).

Component 1.6: Adjusts writing process as necessary. W

1.6.1 Applies understanding of the recursive nature of writing process. Revises at any stage of process. Edits as needed at any stage.

1.6.2 Uses collaborative skills to adapt writing process. Contributes to different parts of the process when writing a class book (e.g., class

develops ideas together, small group or partners collaborate to produce each page).

1.6.3 Uses knowledge of time constraints to adjust writing process. Works on one draft over several days or weeks adjusting work to fit the time

frame. Allots amount of time for each stage of writing process for on-demand writing.

EALR 2: The student writes in a variety of forms for different audiences and purposes.

Component 2.1: Adapts writing for a variety of audiences. W

2.1.1 Understands that writing changes for different audiences. Writes for community (business people) and distant peers (pen pals). Demonstrates knowledge of specific audiences (e.g., formal greeting and closing

when writing to a firefighter).

Component 2.2: Writes for different purposes. W

2.2.1 Demonstrates understanding of different purposes for writing. Identifies purpose of writing (e.g., to reflect, to request information). Writes for own purposes (e.g., communicates with friends, reminders to self). Writes to respond to literature in some detail (e.g., connections to self, text, and

the world). Writes stories (e.g., fictional narrative). Writes to learn (e.g., science notebooks, class notes, summaries of nonfiction or

literary passages). Writes to explain (e.g., tells which grade was a favorite and explains why,

explains why a bar graph is a better choice than a pie chart to display data, explains why an apple is a better snack than a candy bar).

Component 2.3: Writes in a variety of forms/genres. W


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2.3.1 Uses a variety of forms/genres. Selects form to match purpose (e.g., a report to explain). Maintains a log or portfolio to track variety of forms/genres used. Uses a variety of new forms/genres.

Examples:- comics- fairy tales- reports- charts- procedures (e.g., science experiment)- summaries (e.g., story, social studies passage)- directions (to a location)- free verse

Component 2.4: Writes for career applications. W

2.4.1 Produces documents used in a career setting. Fills out forms (e.g., library card application, contest entry, survey). Writes invitations (e.g., party, family night, open house).

EALR 3: The student writes clearly and effectively.

Component 3.1: Develops ideas and organizes writing. W

3.1.1 Analyzes ideas, selects topic, adds detail, and elaborates. Selects from a wide range of topics (e.g., friendship, volcanoes). Maintains focus on specific topic. Provides details and/or support (e.g., examples, descriptions, reasons). Uses personal experience and observation to support ideas. Develops characters, setting, and events in narratives. Selects appropriate title for a piece of writing.

3.1.2 Organizes writing with a beginning, middle, and ending. Organizes ideas into logical chunks of information (e.g., paragraphs, tables,

verses in poetry). Writes a variety of beginnings and endings (e.g., begins with an amazing fact or

background information; ends with something new to think about or a cliffhanger).

Uses transitions to connect episodes, descriptions, explanations, or facts (e.g., afterward, later on, in addition, also).

Organizes narratives with an evident problem and solution. Describes procedures sequentially (e.g., steps in a scientific experiment). Organizes expository writing logically (e.g., grouped by category; hypothesis and

results; reasons and details/examples).


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Component 3.2: Uses appropriate style. W

3.2.1 Writes with voice. Uses word choice to show emotion and interest. Uses “book language” (e.g., mimics the voice of a character in a book). Demonstrates commitment to topic (e.g., sustains writing, elaborates, shows

knowledge of topic).

3.2.2 Uses language appropriate for a specific audience and purpose. Selects specific words (e.g., hollered vs. said) and specialized vocabulary (e.g.,

transparent vs. clear). Selects interesting and effective words from various sources (e.g., multicultural

literature, television, environmental print, cultural background). Uses literary devices (e.g., onomatopoeia, alliteration).

3.2.3 Uses more than one sentence type and structure. Writes a variety of sentence beginnings (e.g., starts with an adverb: “Quickly, the

snake slithered away.”). Writes a variety of sentence lengths. Writes a variety of sentence structures (e.g., “I went outside. The streets were

muddy after the storm ended.”). Writes a variety of sentence types (e.g., declarative, imperative, exclamatory,

interrogative). Writes free verse poems with repeated sentence beginnings.

Component 3.3: Knows and applies appropriate grade level writing conventions. W

3.3.1 Uses legible handwriting. Maintains consistency in printing or cursive handwriting (e.g., size, spacing,

formation, uppercase and lowercase).

3.3.2 Spells words appropriate for the grade level accurately. Uses spelling rules and patterns from previous grades. Spells high-frequency words (e.g., because, there, their). Uses phonetic spelling for challenging words. Recognizes and uses grade level appropriate spelling patterns.

Examples:- Unusual vowel patterns (e.g., aw,ou, oy)- Affixes (e.g., un-, pre-, -ed)- Plurals rules (e.g., cat to cats, glass to glasses, carry to carries)- Double consonant rules (e.g., bunny, hopping, hotter, hottest)

Recognizes words that may be misspelled and makes corrections. Uses resources to find correct spelling for words identified as misspelled (e.g.,

word walls, student dictionaries, peers).

3.3.3 Applies capitalization rules.


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Uses capitalization rules from previous grades. Capitalizes person’s title (e.g., President Smith vs. the president). Capitalizes first word inside quotation marks. Capitalizes all proper nouns.

3.3.4 Applies punctuation rules. Uses punctuation rules from previous grades. Uses period after an abbreviation or initial (e.g., Dr. Georgia Scott, M.D.). Uses comma between the day of the month and the year (e.g., March 2, 2000). Uses comma between city and state (e.g., Seattle, Washington). Uses commas in a series (e.g., She bought red socks, white shoes, and a blue

dress. OR She bought red socks, white shoes and a blue dress.). Uses comma in compound sentences. Uses commas in numbers greater than four digits (e.g., 10,000). Uses quotation marks in dialogue. Uses apostrophe in possessive nouns (e.g., the dog’s house, the dogs’ houses).

3.3.5 Applies usage rules. Applies usage rules from previous grades. Uses would have instead of would of. Uses correct pronoun as subject (e.g., I vs. me). Uses consistent verb tense. Uses future tense correctly, especially in dialogue. Does not use double negatives. Uses appropriate homonym (e.g., it’s vs. its, your vs. you’re, their vs. there vs.

they’re, to vs. two vs. too).

3.3.6 Uses complete sentences in writing. Does not use “run-together” sentences (e.g., They went to the store they bought

groceries.). Does not use sentence fragments (e.g., Going into town.).

3.3.7 Applies paragraph conventions. Uses paragraph conventions (e.g., designated by indentation or block format,

skipping lines between paragraphs).

3.3.8 Applies conventional forms for citations. Cites sources (e.g., lists titles and authors).

EALR 4: The student analyzes and evaluates the effectiveness of written work.

Component 4.1: Analyzes and evaluates others’ and own writing. W

4.1.1 Analyzes and evaluates writing using established criteria.


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Identifies professional authors’ styles and techniques (e.g., use of details, word choice, voice).

Critiques a peer’s writing and supports the opinion using established criteria (e.g., content, organization, style, conventions).

4.1.2 Analyzes and evaluates own writing using established criteria. Identifies specific strength in writing (e.g., sentence beginnings, spelling). Explains strengths and weaknesses of own writing using criteria (e.g., WASL

rubric and anchor papers, checklists, scoring guides). Chooses written work for a portfolio (e.g., selects best piece from each grading

period) and justifies the decision with criteria.

Component 4.2: Sets goals for improvement. W

4.2.1 Evaluates and adjusts writing goals using criteria. Confers with teacher to set goals (e.g., make my words more interesting, change

the beginnings of sentences, examine transitions for effectiveness). Sets goals comparing own writing to rubric and anchor papers (e.g., WASL

rubric, state and district anchor papers). Evaluates own use of writing process and sets goals (e.g., “My prewrite helped

me because ______.”). Maintains a written log of goals.

Washington State ELD StandardsWashington State ELD Standards for Listening/Speaking

EALR 1: The student uses listening and observation skills to gain understanding.Component 1.1 – The student will focus attention.Component 1.2 – The student will listen and observe to gain and interpret information.

ProficiencyLevel

GLE 3-5

Beginning(EALR 1Comp. 1.2)

1.2 Use physical actions and/or words to respond to simple directions and questions.

Advanced Beginning 1.2

1.2

Respond to directions and questions.

Use phrases to identify main points of simple conversations and stories.

Intermediate 1.2 Respond to directions, questions, and some


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1.2

1.2

idiomatic expressions.

Use simple sentences to retell or state main point and details of conversations and stories.

Recognize inappropriate use of register.

Intermediate(EALR 1Comp. 1.2)

1.2 Recognize that words may have different meanings in different contexts.

Advanced 1.2

1.2

1.2

1.2

Respond to multi-step directions and to questions.

Use descriptive sentences to retell stories in detail including characters, setting, and plot.

Independently recognize inappropriate use of register.

Use context to determine appropriate meaning of multiple meaning words.

Transitional 1.2

1.2

1.2

Respond to multi-step directions and to questions.

Use descriptive sentences to retell or state main point and supporting details of conversations, oral presentations and familiar literature and subject area content.

Recognize inappropriate use of register and suggest alternatives.

Use context to determine appropriate meaning of multiple meaning words.


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1.2

EALR 1: The student uses listening and observation skills to gain understanding.Component 1.3 – The student will check for understanding by asking questions and paraphrasing.


1.3

1.3

Use classroom norms to signal to ask a question.

Use single word/gestures to ask for repetition in order to clarify.

Advanced Beginning 1.3 Use words and/or phrases, intonation to ask simple questions.

Use words/phrases in a frame to paraphrase.Intermediate 1.3

1.3

Use simple forms* to ask questions about content.

Use simple sentences to paraphrase. Advanced 1.3

1.3

Use simple forms* to probe for details about content.

Use descriptive sentences with some content vocabulary to paraphrase.

Transitional 1.3

1.3

Use more extensive supporting details and content area vocabulary to ask questions in a variety of contexts and situations.

Use descriptive sentences with content vocabulary to paraphrase.


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EALR 2: The student communicates ideas clearly and effectively.Component 2.1 – The student will communicate clearly to a range of audiences for different purposes


2.1

2.1

2.1

2.1

2.1

Use words to participate in social conversations using informal language.

Use, through repetition,common social greetings, simple repetitive phrases, and state basic needs using informal language.

Use gestures and/or words to participate in group discussion or activity which involve concrete objects.

Use words to tell a story from a familiar picture book.

Use gestures and/or words to role-play an action or event.

Repeat words which are part of the frozen register (i.e. Pledge of Allegiance).


2.1

Use phrases and/or simple sentences to participate in social conversations with peers using informal language.

Independently use common social greetings, simple repetitive phrases, and state basic needs using informal language.

Advanced Beginning(EALR 2Comp. 2.1)

2.1

2.1

Use words and/or phrases to role-play an action or event.

Use words and/or phrases to tell a familiar story, or recount scenes from a film, video or drama.

Use words and/or phrases to inform, and entertain.


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2.1

2.1

Use words and/or phrases to participate in group discussion or activity which involves concrete objects.

Repeat phrases which are part of the frozen register (i.e. Pledge of Allegiance, poems, favorite stories).

Intermediate 2.1

2.1

2.1

2.1

Use simple sentences to participate in social conversations on familiar topic with peers and adults.

Use simple sentences to tell a story, inform,

explain and entertain.

Begin to use appropriate language registers for speaking to different audiences with teacher support.

Give instructions for a familiar process; process may be out of sequence and/or steps may be skipped.

Intermediate(EALR 2Comp. 2.1)

2.1 Repeat sentences which are part of the frozen register

(i.e. Pledge of Allegiance, poems, favorite stories).

Advanced 2.1

2.1

2.1

2.1

Use descriptive sentences to participate in social conversations with peers and adults.

Use descriptive sentences to tell a story, inform, explain, entertain, and persuade.

Begin to use appropriate language registers, with occasional lapses.

Give instructions for a familiar process in an understandable manner.

Use appropriate body language and eye contact when delivering oral presentations, with occasional lapses.


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2.1

Independently recite language used in frozen register i.e. Pledge of Allegiance, poems, favorite stories).

Transitional 2.1

2.1

Independently participate in social conversations with peers and adults.

Apply communication skills to narrate, inform, explain, entertain, and persuade in a variety of contexts.

Transitional(EALR 2Comp. 2.1)

2.1

2.1

Use different language registers in situations as appropriate.

Give instructions in a precise and understandable manner.

Use appropriate body language and eye contact when delivering oral presentations.

EALR 2: The student communicates ideas clearly and effectively.Component 2.2 – The student will develop content and ideas. Develop a topic or theme; organize thoughts around a clear beginning, middle, and end; use transitional sentences and phrases to connect related ideas; and speak coherently and compellingly.

ProficiencyLevel

GLE 3-5



2.2

Connect words and phases using the conjunction and

. Begin to sequence words and/or phrases

related to familiar topic using a picture prompt.

Intermediate 2.2 Connect sentences using the words and, and


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2.2

2.2

2.2

2.2

then, after and but. Organize a simple oral presentation in a logical

order with a clear beginning, middle and end, with teacher support.

Select and narrow a topic from a teacher-provided list, with teacher support.

Choose examples to support ideas from list, with teacher support.

Advanced(EALR 2Comp. 2.2)

2.2

2.2

2.2

2.2

Connect sentences using the words and, and then, after, if and but.

Organize an oral presentation in a logical order, ie. beginning, middle and end, with minimal teacher support.

Select and narrow a topic from a teacher-provided list, with minimal teacher support.

Use examples and details to support ideas with teacher support.

Transitional 2.2

2.2

2.2

2.2

Connect sentences using the words and, and then, after, if and but to sustain a topic.

Organize an oral presentation in a logical order, ie. beginning, middle and end.

Select and narrow a topic from a teacher-provided list

Use examples and descriptive details to support ideas.

EALR 2: The student communicates ideas clearly and effectively.


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Component 2.3 – The student will use effective delivery. Adjust speaking strategies for a variety of audiences and purposes by varying intonation, pitch, and pace of speech to create effect and aid communication.Component 2.4 – The student will use effective language and style. Use language that is

grammatically correct, precise, engaging and well-suited to topic, audience, and purpose.

Proficiency Level GLE Grades 3-5Beginning(EALR 2Comp. 2.3, 2.4)

2.3

2.4

Use gestures and/or words to participate in group discussion or activity.

Use gestures and/or words to communicate needs and role-play an action or event.


2.4

Use words and/or phrases to participate in group discussion or activity while beginning to use appropriate eye contact and volume.

Use words and/or phrases to tell a story, inform, and entertain.

Intermediate 2.3

2.3

2.4

Distinguish between appropriate ways of speaking to different audiences (register).

Use simple sentences to share information with class, using appropriate volume.

Use simple sentences with inconsistent use of syntax, tense, plurals, and subject/verb agreement.

Advanced(EALR 2Comp. 2.3, 2.4)

2.3

2.3

2.4

Use appropriate ways of speaking that vary based on audience and subject matter.

Use descriptive sentences to share information with class, while beginning to use appropriate volume, intonation, and expression.

Use descriptive sentences with common grammatical forms, with some errors.


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Transitional 2.3

2.3

2.4

Use appropriate ways of speaking that vary based on audience and subject matter.

Make oral presentation to class, using appropriate volume, intonation, eye contact, and expression.

Speak clearly and comprehensibly using academic English with occasional errors.

EALR 3: The student uses communication strategies and skills to work effectively with others.Component 3.1 – The student will use language to interact effectively and responsibly with others.Component 3.2 – The student will work cooperatively as a member of a group.Component 3.3 – The student will seek agreement and solutions through discussion.

Proficiency Level GLE 3-5Beginning(EALR 3Comp. 3.1, 3.2, 3.3)

3.1

3.2

3.3

Independently use common social greetings, simple repetitive phrases, and state basic needs

Use words or gestures to contribute to group discussions, including personal experiences.

Advanced Beginning 3.1 Use words and/or phrases to actively participate in social and academic conversations on familiar topics.

Advanced Beginning(EALR 3Comp. 3.1, 3.2, 3.3)

3.1

3.2

Demonstrate turn-taking in a conversation and a group discussion.

Use words and/or phrases to contribute to group discussions, including personal experiences.


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3.3

Use words and/or phrases to suggest a solution to a problem.

Intermediate 3.1

3.1

3.2

3.2

3.3

Use simple sentences to actively participate in social and academic conversations on unfamiliar topics.

Demonstrate turn-taking in a conversation and a group discussion, responding appropriately to nonverbal cues.

Use simple sentences to explain ideas clearly in-group discussions, including personal experiences.

Begin to use established group rules and assume various assigned roles to further progress of a group.

Use simple sentences to brainstorm solutions to problems.

Advanced(EALR 3Comp. 3.1, 3.2, 3.3)

3.1

3.1

3.2

3.2

Initiate and actively participate in social and academic conversations on unfamiliar topics.

Demonstrate turn-taking in a conversation and a group discussion, responding appropriately to nonverbal cues.

Use descriptive sentences to explain ideas clearly in group discussions, helping group move toward consensus.

Use descriptive sentences to offer personal opinion based on what has already been said.

Articulate and use established group rules and assume various assigned roles to


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3.2

3.3

further progress of a group.

Use descriptive sentences to contribute and prioritize possible solutions to a problem.

Transitional 3.1

3.1

Respond actively and appropriately both in group work and in informal interactions.

Transitional(EALR 3Comp. 3.1, 3.2, 3.3)

3.2

3.2

3.2

3.3

Explain ideas clearly in group discussions and elaborate on the contributions of other group members.

Contribute to group with examples and suggestions and assume various assigned roles to further the progress of the group.

Contribute and prioritize multiple solutions to problems.

EALR 4: The student analyzes and evaluates the effectiveness of formal and informal communication.Component 4.1 – The student will assess strengths and needs for improvement. Assess

own and others’ communication strengths and needs and set goals for improvement.

Component 4.2 – The student will seek and offer feedback. Seek and use feedback to improve communication; offer suggestions and comments to others.

Proficiency Level

GLE 3-5

Beginning(EALR 4,Comp. 4.1, 4.2)

4.14.2

Attend to speakers in informal conversations and formal presentations.


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Advanced Beginning

4.14.2

Use words and phrases to respond to speakers in informal conversations and formal presentations.

Intermediate 4.14.2

4.2

Use simple sentences to offer feedback in response to speakers in conversations and formal presentations.

Advanced 4.1

4.2

4.2

Use a rubric of effective traits to evaluate and to improve one’s own presentations and conversations.

Use a rubric to offer specific feedback on presentations with regard to delivery skills, conventions and cultural norms.

Seek, accept and apply feedback about presentations.

Transitional(EALR 4Comp. 4.1, 4.2)

4.1

4.2

4.2

Use criteria to evaluate and improve one’s own and others’ presentations.

Seek, accept and apply feedback.

Use a rubric to offer specific feedback on presentations with regard to delivery skills, word choice and grammar.

WASHINGTON STATE ELD READING STANDARDSEALR 1: The student understands and uses different skills and strategies to read.Component 1.2: Use vocabulary (word meaning) strategies to comprehend text.


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Component 1.3: Build vocabulary through wide reading. Component 1.4: Apply word recognition skills and strategies to read fluently.

Proficiency Level

GLE 3-5

Beginning(EALR 1,Comp. 1.2, 1.3, 1.4)

1.2.11.2.21.2.21.3.11.3.21.3.21.4.1

Use picture dictionary to find or confirm word meanings.

Given pictures and illustrations, indicate word meaning.

Identify pictures from written labels or identify text words or phrases from pictures.

Produce simple vocabulary in response to a read-aloud, including texts from a variety of cultures and communities.

Produce one-word responses to simple questions or a prompt. W

Use a word or gesture to participate in a discussion or activity around content area concepts and vocabulary. W

Recognize sight words.Advanced Beginning

1.2.11.2.21.2.21.3.1

1.3.11.3.21.4.11.4.1

Use glossary and picture dictionary to find or confirm word meaning.

Demonstrate understanding of affixes and roots in familiar words.

Apply word-meaning strategies in text (e.g., word structure, phonics, abbreviations, illustrations, prior knowledge and context).

Use new vocabulary in simple sentences to discuss, prior knowledge, illustrations to predict and confirm word meaning and concepts from literary and informational texts.

Use simple sentences to answer and ask questions and show understanding of new words.

Use words and/or phrases to participate in discussions of short, illustrated stories and show understanding of vocabulary. W

Read introduced sight words. Use simple sentences with introduced sight

words.Intermediate 1.2.1

1.2.21.3.11.3.21.3.21.4.1

Use dictionary and glossary to find or confirm word meanings and parts of speech.

Re-read, read on, and ask for help to gain meaning of unknown words.

Include new vocabulary from text in descriptive sentences orally and in writing.


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Proficiency Level

GLE 3-5

1.4.21.4.3

Use descriptive sentences to discuss words and concepts across content areas. W

Identify familiar words with multiple meanings.

Read introduced sight words. Read unpracticed text aloud at a target rate of

70-90 words correct per minute with comprehension.

Adjust reading rate to match purpose.

Advanced

Advanced(EALR 1,Comp. 1.2, 1.3, 1.4)

1.2.11.2.21.2.2

1.3.11.3.21.3.21.4.11.4.2

1.4.3

Use dictionary, glossary, and thesaurus to find or confirm word meanings, parts of speech, synonyms and antonyms.

Use word meaning strategies and affixes and roots to determine meaning of unknown words.

Use descriptive sentences to discuss prior knowledge, pictures, illustrations, context, and diagrams to clarify word meanings and concepts.

Use new vocabulary in own oral and written communication.

Identify and define words and concepts across content areas. W

Identify words with different meanings in different content areas. W

Use and read an increased number of sight words.

Read unpracticed text aloud at a target rate of 70-90 words correct per minute with comprehension.

Adjust reading rate to match difficulty of text such as content area reading and for different purposes.

Transitional 1.2.1

1.2.21.3.11.3.21.4.21.4.3

Discuss use of dictionaries, glossaries and thesauruses to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words.

Explain how to derive word meanings from knowledge of affixes and roots.

Integrate new vocabulary from text into written and oral communication across content areas.


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Proficiency Level

GLE 3-5

Explain how some words have different meanings in different content areas (e.g., area in math and geography). W

Read unpracticed text aloud at a target rate of 80-110 words correct per minute with comprehension.

Adjust reading rate to match difficulty of text and the purposes for reading (e.g., skimming for facts and scanning for key words).

WASHINGTON STATE ELD READING STANDARDSEALR 2: The student understands the meaning of what is read.Component 2.1: Demonstrate evidence of reading comprehension.Component 2.2: Understand and apply knowledge of text components to comprehend text.

Proficiency Levels

GLE 3-5

Beginning(EALR 2Comp. 2.1, 2.2)

2.1.1, 2.1.6

2.1.1, 2.1.62.1.1, 2.1.6

2.1.22.1.32.1.4

2.1.52.2.1, 2.2.3

2.2.2

Use one or two words, to participate in a discussion of meaning, answer questions, and complete a graphic organizer in response to story read aloud.

Use gestures or one-word responses to answer literal comprehension questions before, during, and after simple text read aloud.

Answer literal comprehension questions about short simple text sentences (i.e., active, positive, present tense, statements with regular plurals).

Draw pictures to represent images from story read aloud.

Use one or two words to state main idea of text read aloud. W

Use gesture or words to participate in a discussion connecting self with characters, events and information from text read aloud. (also 2.1.3) W

Use gestures, pictures or one-word responses to predict what will happen based on pictures in text read aloud. W

Draw pictures to represent the sequence and story elements of simple literary text. W

Point to title, page numbers, table of contents and other text features. W


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Proficiency Levels

GLE 3-5

AdvancedBeginning

2.1.1, 2.1.62.1.12.1.22.1.32.1.32.1.4

2.1.5

2.1.52.1.5

2.2.1, 2.2.32.2.1, 2.2.3

2.2.2

Use words and/or phrases to discuss meaning while reading using context, looking back and reading ahead.

Use words and/or phrases to answer questions before, during and after text read aloud.

Use words and/or phrases to describe the mental images that occur from text read aloud.

Identify phrases and simple sentences that describe a picture or select a picture described by a phrase or simple sentences. W

Use phrases to state main idea and discuss theme/message in text read aloud. W

Use words and/or phrases to participate in a discussion connecting self to characters, events, and information from text read aloud. (also 2.1.3) W

Answer literal comprehension questions about simple text sentences including negatives, yes/no questions, simple past and future tenses, etc.

Use words and/or phrases to predict what will happen based on literary or informational text read aloud. W

Indicate what will happen next in text composed of simple sentences including negatives, yes/no questions, simple past and future tenses, etc. W

Use words and/or phrases to retell the sequence and identify story elements of simple literary text. W

Indicate the correct sequence in text composed of simple sentences including negatives, yes/no questions, simple past and future tenses, etc. Identify locations of title, page numbers, table

of contents and other text features. W

IV. VOCABULARY salmonPacific Oceanreddegg sachabitatpollutioncurrenthatchery

culvertfertilizesmoltalevinspawnanadromouspredatorerosion

fish ladderzooplanktonpollutiondamfrysea runestuaryadult


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juvenilemiltstreamriveroceancontinentscompass rosecountriesAlaskaWashington

Pacific NorthwestwatershedcultureanatomyfinreproducemalefemaleBritish Columbiahoming urge

instinctadaptationparrPuget Soundanalyzesynthesizecomprehenddoubling consonantschange y to iedrop e, add ing

V. RESOURCES AND MATERIALSDistrict-Recommended Trade Books:

Come Back, Salmon by Molly Cone Salmon Forest by David Suzuki The Salmon (Life Cycles) by Sabrina Crewe Salmon (Nature Watch) by Ron Hirschi Salmon (Kids Can Press Wildlife Series) by Deborah Hodge Sockeye’s Journey Home: The Story of a Pacific Salmon by Barbara Gaines

Winkelman

Narrative:The Salmon Princess: An Alaska Cinderella Story by Mindy DwyerA Salmon for Simon by Betty WatertonAdventures of Riley: Survival of the Salmon by Amanda LumrySalmon Boy: A Legend of the Sechelt People by Donna JoeSalmon Stream by Carol Reed-Jones (Poetry)

Expository:People of Salmon and Cedar by Ron HirschiThe Life Cycle of a Salmon by Bobbie KalmanSalmon Creek by Annette LeBoxSalmon by Sylvia M. JamesSwimming Salmon (Pull Ahead Books) by Kathleen Martin-JamesDiscovering Salmon (Discovering Nature) by Nancy Field

COMMUNITY RESOURCESThe Issaquah Salmon Hatchery: www.issaquahfish.orgThe Ballard Locks: http://www.ci.seattle.wa.us/tour/locks.htm Salmon in the Classroom (program through Washington Department of Fish and Wildlife): http://wdfw.wa.gov/outreach/education/salclass.htm Salmon Days Festival in Issaquah: www.salmondays.org University of Washington Research & Teaching Hatchery: http://www.fish.washington.edu/hatchery/research.html


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http://www.fish.washington.edu/hatchery/research.html

http://www.salmondays.org/

http://wdfw.wa.gov/outreach/education/salclass.htm

http://www.ci.seattle.wa.us/tour/locks.htm

http://www.issaquahfish.org/

TECHNOLOGY RESOURCESwww.nationalgeographic.com/xpeditions/lessons/09/gk2/migrationsalmon.html

www.kingcounty.gov/environment/animalsAndPlants/salmon-and-trout/salmon-challenge.aspx

www.fws.gov/r5cneafp/adopt1.htm

www.lessonplanet.com/search?keywords=pacific+salmon&rating=3

www.sf.adfg.state.ak.us/statewide/aquaticed/adfgteacherguide/resources.html

http://nb.wsd.wednet.edu/lmc/pathfinders/salmon_pathfinder.htm

www.salmonpage.com/?q=taxonomy/term/6

www.themeunits.com/Salmon_bk.html

www.issaquahfish.org

http://wdfw.wa.gov/wildwatch/salmoncam/

www.nws.usace.army.mil/PublicMenu/Menu.cfm?sitename=lwsc&pagename=Fish_Ladder

www.fish.washington.edu/hatchery/



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http://www.fish.washington.edu/hatchery/

http://www.nws.usace.army.mil/PublicMenu/Menu.cfm?sitename=lwsc&pagename=Fish_Ladder

http://www.nws.usace.army.mil/PublicMenu/Menu.cfm?sitename=lwsc&pagename=Fish_Ladder

http://wdfw.wa.gov/wildwatch/salmoncam/

http://www.issaquahfish.org/

http://www.themeunits.com/Salmon_bk.html

http://www.salmonpage.com/?q=taxonomy/term/6

http://nb.wsd.wednet.edu/lmc/pathfinders/salmon_pathfinder.htm

http://www.sf.adfg.state.ak.us/statewide/aquaticed/adfgteacherguide/resources.html

http://www.lessonplanet.com/search?keywords=pacific+salmon&rating=3

http://www.fws.gov/r5cneafp/adopt1.htm

http://www.kingcounty.gov/environment/animalsAndPlants/salmon-and-trout/salmon-challenge.aspx

http://www.kingcounty.gov/environment/animalsAndPlants/salmon-and-trout/salmon-challenge.aspx

http://www.nationalgeographic.com/xpeditions/lessons/09/gk2/migrationsalmon.html

Project GLADIssaquah School District

Salmon (Level 3)PLANNING PAGES

I. FOCUS/MOTIVATION 3 Personal Standards Cognitive Content Dictionary Inquiry chart Salmon Explorations Scientist Awards Read Aloud- Big Books Observation charts

II. INPUT Narrative Input- A Salmon Story Read Aloud Pictorial Input Chart Graphic Organizer: World Map with “Google Earth” zoomed in Issaquah

Creek inset Poetry Graphic Organizer

III. GUIDED ORAL PRACTICE T-Graph for Social Skills – Cooperation Picture File Card Activities Personal Interaction Poetry Mind Maps Guided Imagery Sentence Patterning Chart Coop Work – numbered heads together Process Grid

IV. READING/WRITINGTotal class:

Group Frame or Coop Strip Paragraph Flip Charts Strip books Story Map Big Book

Small Group Practice: flexible groupings Expert groups- # Heads together Small group shared reading


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Flexible groups: heterogeneous, homogenous, skill ELD, leveled reading Partner reading: ear-to-ear Team tasks (anything modeled by teacher)

Individual work Learning logs Authentic literacy events Interactive journals Silent sustained reading Individual tasks Listen & Sketch

Writer’s Workshop Mini-lesson Plan/write Author’s chair Conferencing Publishing

V. EXTENDED ACTIVITIES FOR INTEGRATION Drama Art Science Explorations Music

VI. CLOSURE Process all charts and information Evaluate week Team and Individual Explorations Team Big Book Share personal exploration Framed Inquiry Letter home to parents Team Jeopardy Team Presentations


34

Project GLADIssaquah School District

Salmon (Level 3)SAMPLE DAILY LESSON PLANS

Day 1:FOCUS/MOTIVATION

3 Personal Standards- Super Scientist Awards Cognitive Content Dictionary with signal word Observation charts Inquiry charts Big books Portfolios Poetry

INPUT Graphic Organizer- World Map

10/2 Lecture with primary language groupsELD reviewLearning Log

Read Aloud Graphic Organizer- Migration Map of Issaquah Salmon

10/2 Lecture with primary language groupsELD reviewLearning Log

GUIDED ORAL PRACTICE T-graph team points Picture file activities: list, group, label Exploration Report

INPUT Pictorial input chart: Pacific Salmon

10/2 Lecture with primary language groupsLearning LogPrimary Language preview/review

Poetry & Chants

READING/WRITING/LANGUAGE ARTS Flexible group reading

Guided reading or running record

CLOSURE Read aloud Re-read inquiry charts, poetry and input charts


35

Home-School Connection


3 Personal Standards- Super Scientist Awards Cognitive Content Dictionary with signal word Process Home/school connections Poetry- Highlight, sketch and add picture file cards Review Input charts with word cards Act out narrative input chart Read aloud L1 Inquiry chart

INPUT Narrative input chart: A Salmon Story

Personal interaction

GUIDED ORAL PRACTICE Guess My Category

Total class graphic organizer10/2 with primary languageStudents predict categories

READING/WRITING/LANGUAGE ARTS Expert Groups

Team TasksProcess T-graph-Team share

Poetry Read Aloud Interactive Journals Flexible grouping

Guided reading of poetry bookletTeam Tasks

Writer’s Workshop

CLOSURE Review charts Home-school Connection


3 Personal Standards- Super Scientist Awards Cognitive Content Dictionary with signal word


36

Process Home/school connection Poetry- Highlight, sketch, add picture file cards Review Pictorial Input- word cards and picture file cards

L1 Review Review Narrative Input with words cards and conversation bubbles L1 Inquiry chart

INPUTRead Aloud

GUIDED ORAL PRACTICE Sentence Patterning Chart

ReadTrading GameFlip Chant

Mind Map Process Grid

READING/WRITING/LANGUAGE ARTS Cooperative Strip Paragraph- expository writing

Read, respond, revise, and edit Read Aloud Team Tasks Flexible Reading Groups Writer’s Workshop

CLOSURE Journals Review charts Home-School Connection


3 Personal Standards- Super Scientist Awards Cognitive Content Dictionary with student selected vocabulary Process Home/school connection Read aloud Story Map- Review Narrative

GUIDED ORAL PRACTICE Poetry & Chants

READING/WRITING/LANGUAGE ARTS


37

Team Tasks- Process T-Graph, Team Share, Team Oral Evaluation Flexible Group Reading

Group Frame or Coop Strip Paragraph Reading ELD Group Frame

WRITER’S WORKSHOP Mini-Lesson Write/Plan Author’s Chair

CLOSURE Poetry Journal Home/School Connection

Day 5FOCUS/MOTIVATION

3 Personal Standards- Scientist Awards Cognitive Content Dictionary with student selected vocabulary Process Home/school connection Read aloud

GUIDED ORAL PRACTICE Poetry & Chants

READING/WRITING/LANGUAGE ARTS At or above grade-level reading-Clunkers and Links Listen and Sketch Action Plan- Keeping Issaquah Creek Clean Strip book Flexible group reading

Emergent readers with coop strip paragraph Team Tasks

Team written evaluation Team presentations

WRITER’S WORKSHOP Mini-lesson Plan/write Author’s chair Conferencing Publishing

Focused reading-read the walls with personal CCD Ear-to-ear reading with poetry booklet


38

CLOSURE Review all charts Evaluate week Framed inquiry letter home Graffiti Wall Process inquiry chart Team Jeopardy Individual Portfolios Letter Home


39

Big Book Text: The Many Habitats of a Pacific SalmonBy Emily Lee

During their life cycle, Pacific Salmon live in many different types of habitats.

They are born in freshwater streams, and they begin their lives in shallow, fast-moving, shady water. They need clear, clean water, with

lots of gravel to hide in.

Salmon need different habitats for the different stages of their life cycles.


As they grow, they swim downstream to estuaries. Estuaries are places where freshwater streams meet salty oceans. In the

estuaries, the salmon get used to salt water, eat, and grow.



When they are ready, they swim out to sea as adult salmon. They live in the deep salt water, eating and maturing.



Finally, when they are ready to spawn, the salmon find their way back to the exact same freshwater stream in which they were born.

They lay eggs and fertilize them there, and then they die.



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Big Book Text: Our Shared Environment: How Humans Help or Hurt the Habitats of Pacific Salmon

By Emily Lee

Humans have a lot of power to hurt or help the salmon environment.

One of the things that humans have done to help salmon is to create salmon hatcheries.

Salmon hatcheries are safe habitats for the salmon where humans can help the salmon spawn.

Hatcheries are built with special places for the salmon to live at different stages of their life cycle. Workers in the hatcheries take eggs

from adult female salmon and milt from adult male salmon, and fertilize the eggs. The salmon hatch, and once they are big enough, they head out of the hatchery to the sea. When they are ready to

spawn, the salmon come back to the hatchery.

While they are in the hatchery, the salmon are more protected than they would be in the wild. Workers at the hatchery can also make sure that there are plenty of eggs fertilized, so that more salmon are born.


One of the things that humans have done to hurt the salmon habitats is to pollute the water the salmon live in. Trash, oil spills, and

chemicals can all make their way into the streams, rivers, estuaries, and oceans where the salmon live. Trash can block rivers and

streams, making it impossible for the salmon to migrate as they need to. Oil and chemicals can remove oxygen from the water, suffocating the salmon. Certain oils and chemicals can also make the salmon sick

and kill them.


Sometimes, humans want to build homes or towns alongside streams or rivers, or on the beach. They may cut down trees or pull out plants growing along the water to make room for roads and buildings. This

causes two problems for the salmon’s habitat.

First, the roots of trees and plants help keep soil in place along riverbanks. When the plants are removed, the roots aren’t there to hold the soil anymore, and the soil can tumble down into the river or

stream. This muddies the water and can choke or kill the salmon living there.


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Second, the plants and trees growing along the water provide shade and shelter for the salmon. Without those plants, the salmon cannot

hide from predators and they are more likely to be eaten.


The best thing that humans have done to help the salmon habitats is to be more aware of the effect we have on the environment. There are

lots of decisions we make every day that can either hurt or help salmon.

For example, we can be very careful around rivers and streams, that we are not doing anything that will push dirt or rocks into the water

that might choke salmon.

In our homes, we can be careful never to flush toxic chemicals down the drain or into our yards or streets. These toxic chemicals make

their way to the water where salmon are trying to live.Recycling also helps salmon, because it reduces the amount of waste

and garbage that can choke and pollute rivers, streams, and the ocean.

It is important to remember that humans have a lot of power to hurt or help the salmon environment.


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Background Information – Pacific Salmon

Pacific Salmon are the members of the salmonid family that migrate to the Pacific Ocean during adulthood. There are five types of Pacific Salmon that are native to Washington State. They are the Chinook salmon (sometimes called King salmon), the Chum salmon (sometimes called Dog salmon), Coho salmon (sometimes called Silver salmon), Sockeye salmon, and Pink salmon (sometimes called “Humpy” salmon, because of the humped back that adult males develop). In addition, there is a type of Pacific Salmon that is not native to Washington called a Cherry salmon. Cherry salmon are native to Japan. Rainbow Trout are also members of the salmonid family, although they are slightly different because, unlike the 5 types of Pacific Salmon listed above, Rainbow Trout do not die after they spawn.

Pacific Salmon have a unique life cycle. They are born in shallow freshwater streams, into gravel nests called redds. They incubate in the redds as eggs, then hatch into alevin. The alevin are not well-suited for swimming, since they have a large yolk sac attached to their stomachs. The yolk sacs provide food for the alevin. Alevin remain beneath the gravel in the redds, until they have used up their yolk sacs. At this point they are called fry, and they are now able to swim and emerge from the gravel. Fry stay close to the redd until they are big enough to begin their journey downstream towards the ocean.

When they begin this journey they are called smolt. Smolt travel to estuaries (places where the freshwater streams and rivers join the saltwater of the ocean), to complete a process called smolting. Smolting is the adaptation that the salmon’s body undergoes as it transitions from being a freshwater fish to being a saltwater fish. Because they can live in both salty and fresh water, salmon are classified as anadromous.

Once the smolting process is complete, the salmon enter the ocean. They are now Sea-Run adults. They will live in the ocean for 3-5 years, looking for food. During this time they may travel thousands of miles away from the estuary. When the adults reach full maturity, their homing instinct begins and they turn back towards the estuary where they smolted. Although they may be thousands of miles away from this estuary by now, salmon invariably find their way back, thanks to their powerful sense of smell. Scientists believe that salmon imprint on the unique scent of their home streams early in life, and can use this as adults to find their way home.

In order to spawn, salmon must find their ways back through the estuaries, upstream over waterfalls, fish ladders, dams, and debris to return to the exact spot where they themselves were born. The spawning salmon may develop bright red and green colors, like the Sockeye, develop humped backs, like the Pink, or develop hooked jaws, like the Chinook. In addition, the salmon’s immune system shuts down (making spawning salmon very vulnerable to bacteria, disease, and injury) and the salmon stops eating. All systems in the salmon’s body that are not essential for spawning cease.

When the salmon reaches the home stream, it will find a mate with which to spawn. The female turns on her side and flaps her tail to dig a nest in the gravel riverbed. She then lays her eggs, and her mate produces milt, which fertilizes the eggs. Within two weeks, both salmon will die, and their carcasses will provide nutrients for the river ecosystem. About seven weeks later the eggs will hatch, and the cycle will begin again.


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The Spawning Route of Issaquah Salmon


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Narrative Input TextA Salmon Story

by Jenny SchafferPhotos available on the intranet

1.On a sunny summer afternoon, Zach and Leila played by the

river. “Hey! Lets see who can make the biggest splash when their rock

hits the water!” Zach suggested.“Great idea!” Leila agreed.Each of them gathered rocks they were sure would make the

biggest splash.

2.PLUNK! PLUNK! PLUNK! The kids threw their rocks into the river

and laughed with delight at the splashes they were making.“Zach! WAIT!” Leila screamed, “Don’t hit those little fish!”“What are you talking about Leila?” “Look! There are a tiny little fish in the river. I think our rocks

are scaring them.”

3. “I wonder what kind of fish they are?” wondered Zach.Just then, Leila’s older sister, Sophie, joined them and replied,

“Oh! Those are small salmon. We studied salmon last year in school. When salmon are just a few inches long, they are called fry”

“Really? What type of salmon are they?”Sophie scrunched up her face like she does when she’s thinking.

“That’s a great question. I’m not exactly sure what type of salmon these fish are because they are so tiny, but if I had to guess, I’d guess they were Sockeye because I know that Sockeye salmon live in this river.”

Zach and Leila looked at each other and turned towards Sophie. Together they asked, “Well, how many types of Salmon are there?”

4.Sophie got really excited. “You are going to love this trick my

teacher taught me for remembering all five types of Pacific Salmon! You have five fingers on your hand, one for each type of salmon. Put out your hand and do this with me. Thumb, Chum. Show me your pointer finger. Now pretend to poke your eye and say Sockeye. Your middle finger is the tallest finger, so it’s the King salmon also called


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Chinook. You wear a ring on your ring finger and lots of rings are made from Silver, so you get silver salmon. And Pink salmon for your pinkie finger. Isn’t that cool?!”

“Yeah, that’s really cool!” Zach said but Leila didn’t say anything. She seemed distracted.

5.Leila was peering into the river. “Hey guys, look at this! Those

little fry look like they’re reading a book!”“WHAT?! Salmon don’t read, do they?” Zach asked as he got

down on the ground next to his friends. This was all getting a little strange.

Sophie said, “I wonder what they are reading.” At the sound of her voice, all of the little salmon noticed the three kids and swam away, leaving their book behind.

Quickly, Leila reached into the river and pulled out the tiny book called, A Salmon Survival Guide by Sammi Salmon. She quickly flipped through the book while wondering out loud, “Why would fry need a survival guide? Wouldn’t their parents tell them how to survive?”

Sophie immediately was able to answer Leila’s question. “No. Before adult salmon lay their eggs, they return to the river where they were born. After the female lays her eggs at the bottom of the river, she dies. Salmon parents never even meet their babies. Maybe Sammi Salmon wrote this book so her fry would know what to expect as they were growing up!”

6.Leila started flipping through the book while Sophie and Zach

looked over her shoulder. They noticed chapters about migration, predators and threats, plus pollution. Then, just like a fish out of water, the book started to flop around in Leila’s hands. She almost dropped it! A voice said, “Get the book wet! Fast!” Leila dropped to her knees and dunked the book into the river. “Thanks,” said the voice.

“Who said that?” asked Zach.“I did. Flip the book over and you’ll be able to see me.”Carefully, Leila flipped the book over and there was the author,

Sammi Salmon, smiling and talking to them from the back cover of the book.

“You aren’t salmon fry! What are you doing with this book?” Sammi asked.

7.


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Leila began telling Sammi about how they were throwing rocks into the river when they noticed the fry reading a book. She said, “We were so curious about what fish would be reading, we just had to look. Tell us about your book.”

“Well,” Sammi began, “I heard what Sophie said and she’s absolutely right. Growing up is tough enough. I wanted the young fry to understand a little bit about what their lives would be like since their parents won’t be around to guide them. So far, several thousands of young fry have read my book before they begin their migration.”

8.“Migration? What’s that?” Leila wanted to know.“That’s a great question! Migration means moving from one

place to another. Lots of animal species migrate. Salmon won’t remain fry forever, they’ve got to grow up sometime! When fry grow up they are called smolt and that’s when they migrate from fresh water to salt water.”

“Okay, wait a minute! Why do they need to migrate from fresh water to salt water?” Leila asked.

“QUICK! DUNK ME!” Sammi screamed.Leila quickly submerged the book and Sammi into the river. “Thanks! I can’t talk to you if the book gets too dry. Listen, I’ve

loved talking to you, but I’m a very busy fish and I have to get going. Is there anything else you wanted to know about salmon before I go?”

“Yeah, I want to know where will these fry go?” Zach asked.“Another great question,” Sammi said. “Right now, we’re at the

Issaquah Creek which is fresh water. These fish will migrate from the here through Lake Sammamish and head towards Lake Washington. When they get to Lake Washington, they’ll travel through the Ballard Locks on their way to Puget Sound, then they’ll be off to the Pacific Ocean. After a few years growing up in the ocean, these fish will travel back to the Issaquah Creek where they will spawn and die.”

9.“Wow,” Leila said. “That’s really amazing! I sure have learned a

lot today.”“I know, me too! The life cycle of salmon is really interesting.

Now it makes more sense why these fish needed a book!” Sophie said.“Thanks Sammi,” the three kids said together.“You’re welcome! Listen, I’ve got to go teach my Migration

Orientation class now. It was great talking to you! See you later!” Sammi said as she swam away.


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Salmon Poetry Book

Name:____________________________


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Salmon Here, Salmon ThereBy Emily Lee

Salmon here, salmon there,Salmon, salmon, everywhere!

Hungry salmon feeding endlessly,Anadromous salmon adapting rapidly,

Persistent salmon swimming desperately,And dying salmon spawning finally.

Salmon on a gravel redd,Salmon next to the Ballard Locks,

Salmon above a fish ladder,And salmon in the Issaquah Hatchery.

Salmon here, salmon there,Salmon, salmon, everywhere!

Salmon! Salmon! Salmon!


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The Life Cycle of SalmonTune: The Wheels on the Bus

Author Unknown

The eggs are in a redd, it’s a gravel nest,A gravel nest, a gravel nest.The eggs are in a redd, it’s a gravel nest-The life cycle of salmon!

The alevin eats its yolk sac, it has protein,Has protein, has protein.The alevin eats its yolk sac, it has protein-The life cycle of salmon!

The fry have parr marks to camouflage, To camouflage, to camouflage.The fry have parr marks to camouflage-The life cycle of salmon!

The smolt swim to an estuary,Estuary, estuary.The smolt swim to an estuary-The life cycle of salmon!

Adults swim in the Pacific Ocean,Pacific Ocean, Pacific Ocean.Adults swim in the Pacific Ocean-The life cycle of salmon!

Spawners reproduce in their home stream,In their home stream, in their home stream.Spawners reproduce in their home stream-AND THEN THEY DIE!


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I’m A SalmonTune: My Darling Clementine

By Emily Lee

I’m a salmon, I’m a salmon,Born in a freshwater stream.

I grow and swim to an estuary,Where salty and fresh water meet.

From there I move into the oceanWhere for years I swim and feed,

Then I turn back for my home stream,Mate, spawn, then that’s the end of me!


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The Salmon Biologist BugalooBy Emily Lee

I’m a salmon biologist, here to sayI study the salmon life cycle every day!

Checking precious eggs so cozy in their redds,Mixing food for hatchery fry to keep them well fed.

Observing, counting, and protecting too – Doing the salmon biologist BUGALOO!

I release young parr into rivers and streams,Then watch for salmon to return with others from my

team.I collect eggs and milt to make sure the salmon will live

on,We must guard against extinction before salmon are all

gone!

Observing, counting, and protecting too – Doing the salmon biologist BUGALOO!


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The Survivor(To the tune of “The Brady Bunch”)

By Linda AudinoHere’s the story of a very plucky salmon,Who just wanted to make it out to sea.Along the way are many hazards,We’ll just have to see!

Chorus: The salmon cycle,The salmon cycle,Only some will make it to the end.

The tiny egg tries to hide in the gravel,Hoping not to be lunch for someone else.All around fish and insects hunt him,But he eludes them all.

Chorus

As he turns into an alevin and a fry,He watches people cutting trees down by the stream.The water gets too warm and murky, And the dirt slides in.

Chorus

Now he’s grown up into a fine smolt,And is making his way out to the sea.Trying to avoid being trapped in beaver dams,Or eaten by the seals.

Chorus

He has made it to the vast ocean, By dodging garbage and oil spills all around.He stays far away from fishing boats, And the sharks and whales.

Chorus

Now he’s heading back to his home stream,To spawn in the spot where he was born.Bears and eagles try to consume him,But he swims away.

The salmon cycle,The salmon cycle, Our brave salmon makes it to the end!

Date: ___________________

Project GLAD Salmon UNIT

HOME/SCHOOL CONNECTION #1


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This week we are learning about the migration patterns of Pacific salmon. When people migrate from another country, it is called immigration. Where have members of your family migrated to or from? You might think beyond your immediate family to grandparents, cousins, great-grandparents, etc. Sketch or write your answer below.

Parent: ___________________________ Student: _______________________

Date: ___________________




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This week we created maps to show where Pacific salmon live. How does your family use maps? Talk to your family to get their ideas too. Sketch or write your answer below.

Parent: ___________________________ Student: _______________________

Date: ___________________




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Salmon live in different habitats at different stages of their life cycle. Interview an adult in your family to find out the different places he or she has lived. What was his or her favorite place to live and why? Sketch or write your answer below.

Parent: ___________________________ Student: ______________________Date: ___________________



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The most important event in a Pacific salmon’s life is returning to the home stream to lay eggs in the redd. Ask your family to tell you about the day you were born. What details did they share? Sketch or write your answer below.

Parent: ___________________________ Student: ________________________Date: ___________________



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In Salmon Stream we learned about the difficult journey a salmon makes to get to the ocean. What is a difficult trip your parents have been on? What happened? Sketch or write your answer below.

Parent: ___________________________ Student: ________________________


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Fecha: ___________________

Proyecto GLAD UNIDAD sobre el salmón

CONEXIÓN CON EL HOGAR No.1HOME/SCHOOL CONNECTION #1

Esta semana estamos aprendiendo acerca de los patrones de migración del salmón del Pacífico. Cuando las personas migran desde otro país, se llama inmigración. ¿Hacia o desde dónde han migrado miembros de tu familia? Puedes pensar en familiares que no sean directos, como abuelos, primos, bisabuelos, etc. Dibuja o escribe tu respuesta a continuación.

This week we are learning about the migration patterns of Pacific salmon. When people migrate from another country, it is called immigration. Where have members of your family migrated to or from? You might think beyond your immediate family to grandparents, cousins, great-grandparents, etc. Sketch or write your answer below.

Padre: ___________________________ Estudiante: ______________________


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Fecha: ___________________



Esta semana creamos mapas para mostrar dónde vive el salmón del Pacífico. ¿Cómo utiliza los mapas tu familia? Habla con tu familia para que también compartan sus ideas. Dibuja o escribe tu respuesta a continuación.

This week we created maps to show where Pacific salmon live. How does your family use maps? Talk to your family to get their ideas too. Sketch or write your answer below.



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Fecha: ___________________



El salmón vive en diferentes hábitats en distintas etapas de su ciclo de vida. Entrevista a un adulto de tu familia para averiguar los diferentes lugares donde ha vivido. ¿Cuál fue su lugar favorito para vivir y por qué? Dibuja o escribe tu respuesta a continuación.

Salmon live in different habitats at different stages of their life cycle. Interview an adult in your family to find out the different places he or she has lived. What was his or her favorite place to live and why? Sketch or write your answer below.



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Fecha: ___________________



El evento más importante en la vida del salmón del Pacífico es regresar al lugar donde nació para depositar sus huevos en el desovadero. Pregunta a tu familia acerca del día de tu nacimiento. ¿Qué detalles compartieron? Dibuja o escribe tu respuesta a continuación.

The most important event in a Pacific salmon’s life is returning to the home stream to lay eggs in the redd. Ask your family to tell you about the day you were born. What details did they share? Sketch or write your answer below.

Padre: __________________________ Estudiante: _______________________


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Fecha: ___________________



En la Corriente del salmón aprendimos sobre el difícil viaje que un salmón realiza para llegar al océano. ¿Qué viaje difícil han tenido tus padres? ¿Qué sucedió? Dibuja o escribe tu respuesta a continuación.

In Salmon Stream we learned about the difficult journey a salmon makes to get to the ocean. What is a difficult trip your parents have been on? What happened? Sketch or write your answer below.



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Expert Group #1: Rainbow Trout

Rainbow Trout have a life cycle very similar to that of the Pacific Salmon. Like salmon, trout begin life as eggs. They hatch, and have a yolk sac attached to their bellies. At this stage they are called alevin or sac fry. Once the yolk sac is gone, they are called fry. They develop parr marks, and are then called parr. They grow to about the size of your finger, and then are called fingerlings. The fingerlings reach maturity, and become adults.

Young Rainbow Trout are often eaten by larger fish, like smallmouth bass, larger trout, and salmon. When in shallow water, they also are fed upon by kingfishers, herons, eagles, osprey, gulls and terns, otters, and raccoons. Humans are the most frequent predators of larger rainbow trout.

In turn, Rainbow Trout eat water insects, such as caddis flies, mayflies, and midges that are floating or swimming in the water or the water surface. As they grow larger their diet includes small fish.

Rainbow Trout are freshwater fish. They prefer cool, clean, fast-moving streams. They also live in deep lakes.

You might be surprised to learn that Rainbow Trout are salmonids – members of the salmon family! Unlike their salmon cousins, Rainbow Trout are not anadromous, and cannot live in estuaries or the ocean. There is another member of the trout family that can though, called a Steelhead Trout.

Expert Group #2: Osprey

Ospreys are birds, and like all birds they hatch from eggs. The young chicks stay in the nest with their mother for nine weeks. When they are ready to fly, they are called fledglings, and the process of flying away from the nest is called fledging. When they are adults, they will mate and lay their own eggs, in clutches of 2-4.

Adult osprey do not have any predators. They can, of course, be harmed by human activity or natural disasters, but there are no animals that eat adult osprey. The eggs, however, are sometimes eaten by raccoons, foxes, and skunks. For this reason, ospreys make their nests in very high places like cliffs or trees.

To see an osprey hunting for its prey is a dramatic sight. They hunt over open bodies of water, soaring over the water searching for fish, like salmon or trout. When they spot their prey, they dive down from the sky, feet first into the water. Their strong talons clutch onto a wriggling fish as they take flight again.

The habitat of an osprey is always near water. They live near estuaries, rivers, and lakes. They like hunting in calm, clear water, because it can be difficult to spot prey with the strong winds and high waves of the open ocean.

Osprey look a lot like other birds of prey, such as hawks or eagles. The upper parts of their wings and bodies are dark brown, and they have white bellies. They have white heads, and black stripes running around their eyes. The females have dark, streaky collars around their necks.

Expert Group #3: Orca Whales

Although they are ocean creatures, Orca (Killer) whales are mammals, and so are born live. The mother Orca gives birth to one calf at a time, and the calf will stay with its mother and the rest of the pod until it grows up. Orca whales are adults when they are about 15 years old, and they can then mate and have calves of their own. Most Orcas live to be between 30 and 50 years old.

Although adult Orca whales are at the top of the ocean food chain, and therefore have no predators, young, old, or sick Orcas may be attacked and eaten by sharks.

Orca whales eat fish. Their favorite prey is salmon, and they especially like to eat Chinook salmon. It is believed that Chinook are their favorite because they are the largest species in this region, and provide the most nutrition and fat.

They eat almost exclusively fish, unlike other orca, which eat mammals. Their favorite fish is salmon, and of the species of salmon they favor Chinook. It is believed that Chinook are their favorite because they are the largest species in this region, and provide the most nutrition and fat.

Orca whales prefer to live in the ocean, and they will only rarely be found trapped in a bay or deep estuary. They can survive anywhere from the warm, tropical waters of Hawaii and California to the icy water of Alaska.

Orca whales use “echolocation” to hunt prey, sending out clicks and buzzes into the water and listening for an echo to bounce back. An adult Orca can eat anywhere from 100 to 300 pounds of food every day!

Expert Group #4: Grizzly Bears

Grizzly bears mate sometime between May and early July. Cubs are usually born between January and March. A mother grizzly will give birth to a litter of two cubs. The cubs are blind and furless and weigh a pound when they are born. They will stay with their mother for two to three years, then they will leave to find their own mates.

The only real predators that grizzly bears need to fear are humans. They are occasionally attacked by wolves or wild dogs, but they are strong and have very thick skins, so they can usually fend off attacks.

The grizzly bear is omnivorous. It eats berries, roots, grasses, fish, small mammals and insects. It is very good at catching salmon and it often uses its long claws to dig insects out of rotting logs and small mammals out of their burrows. Some grizzly bears in the Canadian Rockies hunt larger animals like moose, elk and goats.

The North American grizzly bear lives along rivers and coastal areas, mountain meadows, and in the tundra. In parts of Europe and Asia, the grizzly can be found in forests and mountain woodlands.

Grizzly bear cubs can climb trees until they are about a year old. Many people think that grizzly bears hibernate in the winter, but that isn’t exactly true. They go into their dens in early winter and stay there until early spring, living off of their stored fat. They may sleep at times, but it isn’t the deep sleep of hibernation, and they can easily be woken up.

PredatorsLife Cycle

Animal:

Habitat

Prey

Interesting Facts

Puget Sound Animal

Life Cycle Predators Prey Habitat Interesting Facts

Salmon Egg Alevin Fry Smolt Adult Spawner

Humans Bears Osprey, eagles Trout Orcas, seals

Aquatic insects

Freshwater streams

Estuaries Oceans Freshwater

streams

Nest is called a redd

Female digs redd with caudal fin

Rainbow Trout

Egg Alevin/sac fry Fry Parr Fingerling Adult

Other fish Humans Salmon Birds Otters raccoons

caddis flies mayflies midges small fish

freshwater cool, clean,

fast-moving streams

deep lakes

salmonids not

anadromous

Osprey Egg Chick Fledgling Adult

Adults: none Eggs: raccoons,

foxes, skunks

Salmon Trout

Estuaries, lakes, rivers

Calm, clear water

Look like hawks and eagles

Females have neck ring

Orca Whale

Born live Calf Adult

Adults: none Young/old/sick:

sharks

Chinook salmon

Ocean Use echolocation

100-300 lbs of food/day

Grizzly Bear

Born live Cub Adult

Humans Omnivorous, including salmon

Rivers, coasts

Mtn. meadows

Climb trees until 1 year

Don’t hibernate

Documents

Project GLAD Salmon Leve… · Web viewComponent 1.1 Use word recognition skills and strategies to ... ... To see an osprey hunting for its prey is a