Project GLAD Animal Classification
A World of Animals
Idea Pages
I. Unit Theme (Include cross-cultural sensitivity theme)

Animals can be found all over the world. They adapt to their environments and have
specific characteristics that help them survive in their habitats, just like we do. Animals
depend on each other and the world around them, just as humans do.
II. Focus & Motivation
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Animals Big Book
Zoologist Awards
Inquiry Chart
Observation Walk
Zoo Field Trip or Animal Presentation at School
III. Closure
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Process charts and learning
Reread Big Book
Share student poetry and projects
Personal Exploration Activities
Animals Museum put on by Students
IV. Social Science Concepts: California State Standards (1st Grade)
1.2.1- Locate on maps and globes their local community, California, the United States, the
seven continents, and the oceans.
1.2.3- Construct a simple map using cardinal directions and map symbols
1.3.3- Identify American symbols…such as the bald eagle
V. Science Concepts: California State Standards (1st Grade)
2a- Students know different plants and animals inhabit different kinds of environments
and have external features that help them thrive in different kinds of places.
2b- Students know both plants and animals need water, animals need food, and plants need
light.
2c- students know animals eat plants or other animals for food and may also use plants or
even other animals for shelter and nesting.
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
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IDEA PAGES 2
2d- Students know how to infer what animals eat from the shapes of their teeth (e.g.,
sharp teeth: eats meat; flat teeth: eats plants).
4a- Draw pictures that portray some features of the thing being described.
4d- Describe the relative position of two objects by using two references (e.g. above and
next to, below and left of).
VI. Language Arts Concepts: California State Standards (1st Grade)
 Reading
1.1- Match oral words to printed words.
1.2- Identify the title and author of a reading selection.
1.3- Identify letters, words, and sentences.
1.4- Distinguish initial, medial, and final sounds in single-syllable words.
1.5- Distinguish long- and short-vowel sounds in orally stated single-syllable words.
1.6- Create and state a series of rhyming words, including consonant blends.
1.7- Add, delete, or change target sounds to change words.
1.8- Blend two to four phonemes into recognizable words.
1.9- Segment single syllable words into their components.
1.10- Generate the sounds from all the letters and letter patterns, including consonant
blends and long- and short-vowel patterns, and blend those sounds into recognizable
words.
1.11- Read common irregular sight words.
1.12- Use knowledge of vowel digraphs and r-controlled letter-sound associations to read
words.
1.13- Read compound words and contractions.
1.14- Read inflectional forms (e.g. –s, -ed, -ing) and root words (e.g. look, looked, looking).
1.15- Read common word families.
1.16- Read aloud with fluency in a manner that sounds like natural speech.
1.17- Classify grade-appropriate categories of words (e.g. concrete collections of animals,
foods, toys).
2.1- Identify text that uses sequence or other logical order.
2.2- Respond to who, what, when, where, and how questions.
2.3- Follow one-step written instructions.
2.4- Use context to resolve ambiguities about words and sentence meanings.
2.5- Confirm predictions about what will happen next in a text by identifying key words.
2.6- Relate prior knowledge to textual information.
2.7- Retell the central ideas of simple expository or narrative passages.
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
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IDEA PAGES 3
3.1- Identify and describe the elements of plot, setting, and character(s) in a story, as
well as the story’s beginning, middle, and ending.
3.2- Describe the roles of authors and illustrators and their contributions to print
materials.
 Writing
1.1- Select a focus when writing.
1.2- Use descriptive words when writing.
1.3- Print legibly and space letters, words, and sentences appropriately.
2.2- Write brief expository descriptions of a real object, person, place, or event, using
sensory details.
 Written and Oral Language Conventions
1.1- Write and speak in complete, coherent sentences.
1.2- Identify and correctly use singular and plural nouns.
1.3- Identify and correctly use contractions and singular possessive pronouns in writing
and speaking (isn’t, aren’t, can’t, won’t, my/mine, his/hers, yours).
1.4- Distinguish between declarative, exclamatory, and interrogative sentences.
1.5- Use a period, exclamation point, or question mark at the end of sentences.
1.6- Use knowledge of the basic rules of punctuation and capitalization when writing.
1.7- Capitalize the first word of a sentence, names of people, and the pronoun I.
1.8- Spell three- and four-letter short-vowel words and grade-level appropriate sight
words correctly.
 Listening and Speaking
1.1- Listen attentively.
1.2- Ask questions for clarification and understanding.
1.3- Give, restate, and follow simple two-step directions.
1.4- Stay on the topic when speaking.
1.5- Use descriptive words when speaking about people, places, things, and events.
VII.ELD Concepts: California State Standards (1st Grade)
LS=Listening
& Speaking
WA= Word
Analysis
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
RF/VD= Reading
Fluency &
Vocabulary Dev.
RC= Reading
Comprehension
LRA= Literary
Response &
Analysis
W= Writing &
English
Language
Conventions
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IDEA PAGES 4
 Beginning
LS- Begin to speak a few words or sentences by using some English phonemes and
rudimentary English grammatical forms (e.g., single words or phrases).
LS- Answer simple questions with one- to two-word responses.
LS- Respond to simple directions and questions by using physical actions and other means
of nonverbal communication (e.g., matching objects, pointing to an answer, drawing
pictures).
LS- Independently use common social greetings and simple repetitive phrases (e.g.,
“Thank you,” “You’re Welcome”).
WA- Recognize English phonemes that correspond to phonemes students already hear and
produce in their primary language.
RF/VD- Read aloud simple words (e.g., nouns and adjectives) in stories or games.
RF/VD- Respond appropriately to some social and academic interactions (e.g., simple
question/answer, negotiate play).
RF/VD- Demonstrate comprehension of simple vocabulary with an appropriate action.
RF/VD- Retell simple stories by using drawings, words, or phrases.
RF/VD- Produce simple vocabulary (single words or short phrases) to communicate basic
needs in social and academic settings (e.g., locations, greeting, classroom objects).
RC- Respond orally to stories read aloud, using physical actions and other means of
nonverbal communication (e.g., match objects, pointing to an answer, drawing pictures).
RC- Respond orally to stories read aloud giving one- or two-word responses to factual
comprehension questions.
RC- Draw pictures from one’s own experience related to a story or topic.
RC- Understand and follow simple one-step directions for classroom activities.
RC- Identify, using key words or pictures, the basic sequence of events in stories read
aloud.
LRA- Listen to a story and respond orally in one or two words to factual comprehension
questions.
LRA- Draw pictures related to a work of literature identifying setting and characters.
W- Copy words posted and commonly used in the classroom.
W- Write a few words or phrases about an event or character from a story read by the
teacher.
W- Write a phrase or simple sentence about an experience generated from a group story.
W- Use capitalization when writing one’s own name.
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
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IDEA PAGES 5
 Early Intermediate
LS- Begin to be understood when speaking but may have some inconsistent use of
standard English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns
such as he and she).
LS- Ask and answer questions by using phrases or simple sentences.
LS- Retell familiar stories and short conversations by using appropriate gestures,
expressions, and illustrative objects.
LS- Orally communicate basic needs.
LS- Recite familiar rhymes, songs, and simple stories.
WA- Produce English phonemes that correspond to phonemes students already hear and
produce, including long and short vowels and initial and final consonants.
WA- Recognize English phonemes that do not correspond to sounds students hear and
produce.
RF/VD- Produce vocabulary, phrases, and simple sentences to communicate basic needs in
social and academic settings.
RF/VD- Read simple vocabulary, phrases, and sentences independently.
RF/VD- Read aloud an increasing number of English words.
RF/VD- Demonstrate internalization of English grammar, usage, and word choice by
recognizing and correcting some errors when speaking or reading aloud.
RC- Respond orally to simple stories read aloud using phrases or simple sentences to
answer factual comprehension questions.
RC- Draw and label pictures related to a story topic or one’s own experience.
RC- Understand and follow simple two-step directions for classroom activities.
RC- Orally identify, using key words or phrases, the basic sequence of event in text read
aloud.
RC- Draw logical inferences from a story read aloud.
LRA- Respond orally to factual comprehension questions about stories by answering in
simple sentences.
LRA- Recite simple poems.
LRA- Identify orally the setting and characters by using simple sentences and vocabulary.
W- Write simple sentences about events or characters from familiar stories read aloud
by the teacher.
W- Write simple sentences by using key words posted and commonly used in the
classroom.
W- Write one to two simple sentences.
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
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IDEA PAGES 6
W- Use capitalization to begin sentences and for proper nouns.
W- Use a period or question mark at the end of a sentence.
W- Edit writing for basic conventions (e.g., capitalization and use of periods) and make
some corrections.
 Intermediate
LS- Ask and answer instructional questions by using simple sentences.
LS- Listen attentively to stories and information and identify important details and
concepts by using both verbal and nonverbal responses.
LS- Make oneself understood when speaking by using consistent standard English
grammatical forms and sounds; however, some rules may not be followed (e.g., thirdperson singular, male and female pronouns).
LS- Participate in social conversations with peers and adults on familiar topics by asking
and answering questions and soliciting information.
LS- Retell stories and talk about school-related activities by using expanded vocabulary,
descriptive words, and paraphrasing.
WA- Produce most English phonemes correctly while reading aloud.
WA- Recognize sound/symbol relationships and basic word-formation rules in phrases,
simple sentences, or simple text.
WA- Recognize and name all uppercase and lowercase letters of the alphabet.
RF/VD- Demonstrate internalization of English grammar, usage, and word choice by
recognizing and correcting some errors when speaking or reading aloud.
RF/VD- Use decoding skills to read more complex words independently.
RF/VD- Use more complex vocabulary and sentences to communicate needs and express
ideas in a wider variety of social and academic settings (e.g., classroom discussions,
mediation of conflicts).
RF/VD- Apply knowledge of content-related vocabulary to discussions and reading.
RF/VD- Recognize simple prefixes and suffixes when they are attached to known
vocabulary.
RC- Read stories and respond orally in simple sentences to factual comprehension
questions about the stories.
RC- While reading aloud in a group, point out basic text features such as the title, table
of contents and chapter headings.
RC- Draw inferences about stories read aloud and use simple phrases or sentences to
communicate the inferences.
RC- Write captions or phrases for drawings related to a story.
RC- Understand and follow some multiple-step directions for classroom-related activities.
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
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IDEA PAGES 7
LRA- Use expanded vocabulary and descriptive words in oral and written responses to
simple texts.
LRA- Read simple poetry and use simple sentences in answering factual comprehension
questions.
W- Write short narrative stories that include the elements of setting and characters.
W- Produce independent writing that is understood when read but may include
inconsistent use of standard grammatical forms.
W- Following a model, proceed through the writing process to independently write short
paragraphs of at least three lines.
W- Write simple sentences appropriate for language arts and other content areas.
W- Write a friendly letter of a few lines.
W- Produce independent writing that may include some inconsistent use of capitalization,
periods, and correct spelling.
W- Use standard word order but may have some inconsistent grammatical forms (e.g.,
subject/verb without inflections).
 Early Advanced
LS- Listen attentively to stories and information and orally identify key details and
concepts.
LS- Retell stories in greater detail by including the characters, setting, and plot.
LS- Make oneself understood when speaking by using consistent standard English
grammatical forms, sounds, intonation, pitch, and modulation, but may make random
errors.
LS- Participate in and initiate more extended social conversations with peers and adults
on unfamiliar topics by asking and answering questions and restating and soliciting
information.
LS- Recognize appropriate ways of speaking that vary according to the purpose, audience,
and subject matter.
LS- Ask and answer instructional questions with more extensive supporting elements (e.g.,
“Which part of the story was the most important?”).
WA- Use common English morphemes to derive meaning in oral and silent reading (e.g.,
basic syllabication rules, regular and irregular plurals, and basic phonics).
WA- Recognize sound/symbol relationships and basic word-formation rules in phrases,
simple sentences, or simple text.
RF/VD- Recognize simple antonyms and synonyms in stories or games.
RF/VD- Use simple prefixes and suffixes when they are attached to known vocabulary.
RF/VD- Use decoding skills and knowledge of academic and social vocabulary to begin
independent reading.
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
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IDEA PAGES 8
RC- Read text and use detailed sentences to identify orally the main idea and use the
idea to draw inferences about the text.
RC- Read stories and orally respond to them by answering factual comprehension
questions about cause-and-effect relationships.
RC- Write a brief summary (three or four complete sentences) of a story.
RC- Read stories and texts from content areas and respond orally to them by restating
facts and details to clarify ideas.
LRA- Read short poems and orally identify the basic elements (e.g., rhythm and rhyme).
LRA- Read a literary selection and orally identify the literary elements of plot, setting,
and characters.
LRA- Read a story and identify the beginning, middle, and end.
W- Write short narratives that include elements of setting, characters, and events.
W- Proceed through the writing process to write short paragraphs that maintain a
consistent focus.
W- Use complex vocabulary and sentences appropriate for language arts and other
content areas.
W- Produce independent writing with consistent use of standard grammatical forms
(some rules may not be followed).
W- Produce independent writing that may include some periods, correct spelling, and
inconsistent capitalization.
W- Use standard word order with some inconsistent grammar forms (e.g., subject/verb
agreement).
W- Edit writing to check some of the mechanics of writing (e.g., capitalization and
periods).
 Advanced
LS- Listen attentively to stories and information on new topics and identify both orally
and in writing key details and concepts.
LS- Demonstrate an understanding of idiomatic expressions (e.g., “Give me a hand.”) by
responding to such expressions and using them appropriately.
LS- Negotiate and initiate social conversations by questioning, restating, soliciting
information, and paraphrasing the communication of others.
LS- Consistently use appropriate ways of speaking and writing that vary according to the
purpose, audience, and subject matter.
LS- Narrate and paraphrase events in grater detail by using more extended vocabulary.
LS- Speak clearly and comprehensibly by using standard English grammatical forms,
sounds, intonation, pitch, and modulation.
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
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IDEA PAGES 9
WA- Apply knowledge of common morphemes to derive meaning in oral and silent reading
(e.g., basic syllabication rules, regular and irregular plurals, and basic phonics).
RF/VD- Explain common antonyms and synonyms.
RF/VD- Recognize words that have multiple meanings in texts.
RF/VD- Apply knowledge of academic and social vocabulary to achieve independent
reading.
RF/VD- Read aloud with appropriate pacing, intonation, and expression narrative and
expository texts.
RC- Prepare and oral or a written summary by using various comprehension strategies with
literature and content area texts.
RC- Locate and use text features, such as the title, table of contents, chapter headings,
diagrams, and index.
LRA- Read a variety of children’s literature and respond to it both orally and in writing.
LRA- Describe the elements of poetry (e.g., rhythm, rhyme, alliteration).
LRA- Compare and contrast different authors’ use of literary elements.
W- Write short narratives that include examples of writing appropriate for language arts
and other content areas.
W- Write short narratives that describe the setting, characters, objects, and events.
W- Produce independent writing by using correct grammatical forms.
W- Proceed through the writing process to write clear and coherent sentences and
paragraphs that maintain a consistent focus.
W- Use complete sentences and correct word order.
W- Use correct parts of speech, including correct subject/verb agreement.
W- Edit for punctuation, capitalization, and spelling.
W- Produce writing that demonstrates a command of the conventions of standard English.
VIII. Vocabulary (1st Grade)
symbol
continent
ocean
north
south
east
west
habitat
external
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
internal
characteristic
shelter
diet
carnivore
herbivore
omnivore
feature
zoologist
vertebrate
invertebrate
amphibian
reptile
mammal
bird
fish
cooperation
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IDEA PAGES 10
IX. Resources and Materials (1st Grade)
 Teacher
-Science Textbook Series
-Literature Textbook Series
-Are You My Mother?, P.D. Eastman
-The Important Book, Margaret Wise Brown
-Google Images (www.google.com)
 Fiction
-The Eagle and the Wren, Jane Goodall
-Bald Eagle, Gordon Morrison
-Fly Eagle, Fly: An African Tale, Desmond Tutu
 Nonfiction
-Vertebrates (What is an Animal?), Ted O’Hare
-Kingfisher Animal Encyclopedia, John Farndon & Jon Kirkwood
-Sharkabet: A Sea of Sharks from A to Z, Ray Troll
-The Bald Eagle, Lloyd G. Douglas
-The Bald Eagle, Judith Jango-Cohen
-The Bald Eagle Returns, Dorothy Henshaw Patent
-Three River Junction: A Story of an Alaskan Bald Eagle Preserve, Sarann D. Burnham
 Poetry
-Eagle Poems Online (www.baldeagleinfo.com/eagle/poems.html)
-Mites to Mastodons: A Book of Animal Poems, Maxine Kumin & Pamela Zagarenski
-Alphabestiary: Animal Poems from A to Z, Jane Yolen & Allan Eitzen
 Technology
-Animal Alphabet Online (www.nps.gov/archive/yell/kidstuff/Alphabet/)
-Enchanted Learning (www.enchantedlearning.com)
-Bald Eagles (www.baldeagleinfo.com)
-Bald Eagles (www.eagles.org)
-Vertebrates (www.kidport.com/RefLib/Science/Animals/AnimalIndexV.htm)
-Bald Eagle for Kids (http://ccb-wm.org/eaglevideo_kids/eaglevideo_kids_home.htm)
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
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Project GLAD
A World of Animals
Unit Planning Pages
I. Focus & Motivation
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Cognitive Content Dictionary (CCD) with Signal Word
Animals Big Book
Picture File Cards
Observation Walk
Zoologist Awards
Poetry
Chants
Inquiry Chart
Realia & Interest Pieces
II. Input
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10/2 Lecture with Primary Language
World Map Pictorial (continents, oceans, cardinal directions)
Pictorial Input Chart- Zoologist
Graphic Organizer- Vertebrates & Invertebrates
Pictorial Input Chart- Teeth and What They Do
Pictorial Input Chart- the Bald Eagle
Narrative Input- Are You My Mother? (adaptation)
III. Guided Oral Practice-Form Co-op groups
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T-graph & processing
Exploration Report (with Picture File Cards)
Numbered Heads
Heads Together & Process Grid
Sentence Patterning Chart
Team Tasks
Group Frame
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
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PLANNING PAGES 2
IV. Reading & Writing
A. Whole Group
 Group Frames
 Animals Big Book
 Cooperative Strip Paragraph
 Found Poem
 Letter to Baldy (follow-up to Narrative Input)
B. Small Group
 Team Tasks
 Ear-to-Ear Reading
 Textbook Work: paired reading, tutoring, activity sheets
 Focused Reading
 Flexible Reading Groups
 Expert Groups
 Team Writers’ Workshop
 Group Process Grids
 Sentence Patterning Chart (Farmer in the Dell)
 Interactive Reading
C. Individual Activities--Portfolio
 Paragraph Writing
 Poetry Writing
 World Map
 Zoologist Pictorial
 Vertebrates/Invertebrates Graphic Organizer
 Bald Eagle Pictorial
 Story Map (Narrative Input)
 Interactive Journal
 Learning Logs
 Letter to Baldy
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
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PLANNING PAGES 3
D. Writers’ Workshop
 Mini Lesson
 Writing & Planning
 Conferences
 Author’s Chair
 Completion of expository, narrative, and poetry pieces
V. Reinforcement & Extension Activities
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Poetry
Read Aloud
Newspaper Interest Pieces
Environmental Study- Taking action in the community
Total Room Environment
Cooperative Project- Animal Museum
VI. Daily Activities
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Read Aloud
Silent Reading or Book Sharing
Listening Activities
Oral Language Activities
Daily News or Interest Piece
Personal Interaction
VII. Closure
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Focused Reading
Process Inquiry Charts
Sharing Poetry
Reading Big Books
Student Generated Text
Personal Exploration Activity
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
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A World of Animals
First Grade
Sample Daily Lesson Plan
Day 1:
Focus & Motivation
 Personal Standards: Set Expectations
 Signal Word - Zoologist
 Observation Charts
 Inquiry Chart - Animals
 Teacher-Made Big Book - The Important Thing About Animals
 Picture File Cards - Exploration Report
Input
 Pictorial Input Chart - World Map (continents, oceans, cardinal directions)
 Pictorial Input Chart - Zoologist
 10/2 with primary language
Guided Oral Practice
 Poetry- “Zoologist BUGALOO”
 T-Graph For Social Skills-Cooperation
 Team Points
Input
 Graphic Organizer- Vertebrates & Invertebrates
 10/2 with primary language
 Poetry - “Is it a Vertebrate?”
Reading & Writing
 Learning Log
 Interactive Journals
Closure
 Home/School Connection
 Review Chants
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
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Project GLAD
A World of Animals
Sample Daily Lesson Plan
Day 2:
Focus & Motivation
 Signal Word- carnivore
 Process Home/School Connection
 Review Input with Word Cards
 Poetry - “Continents & Oceans”
Input
 Pictorial Input Chart-eagle
 10/2 with primary language
Guided Oral Practice
 Poetry - “I Know an Eagle”
 Expert Groups (1-2)
 Team Tasks
Input
 Pictorial Input Chart - Teeth & What They Do
 10/2 with primary language
 Poetry -“Teeth & What They Do”
Reading & Writing
 Interactive Journals
 Writers’ Workshop
- Mini Lesson
- Writing
- Authors’ Chair
Closure
 Process Inquiry Chart
 Home/School Connection
 Review Chants
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
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Project GLAD
A World of Animals
Sample Daily Lesson Plan
Day 3:
Focus & Motivation
 Signal Word - characteristic
 Process Home/School Connection
 Review Input (including Narrative) with Word Cards/Highlight Poetry
 Review Chants & Big Book
Input
 Narrative Input - Are You My Mother?
Guided Oral Practice
 Expert Groups (Finish)
 Team Tasks
- Team Evaluation (from T-Graph) & Team Point
 Farmer In the Dell/Sentence Patterning Chart
- Reading Game
- Trading Game
- Here/There Flip Chant
 Experts Teach Teams
 Process Grid
 Team Points (from goal taken from t-graph)
Reading & Writing
 Interactive Journals
Closure
 Process Inquiry Chart
 Review Chants
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
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Project GLAD
A World of Animals
Sample Daily Lesson Plan
Day 4:
Focus & Motivation
 Signal Word- Student Choice
 Process Home/School Connection
Guided Oral Practice
 Review Pictorials/Chants (any left) with word cards/picture file cards
 Cooperative Strip Paragraph (Expository Descriptions)
- Read, Revise, Edit
 Team Tasks
 Team Points (from goal taken from t-graph)
 Review Chants
Reading & Writing
 Interactive Journals
 Story Map - Narrative Input
 Found Poem
Guided Oral Practice
 Flexible Group Reading
- Story Retell (Leveled ELD Group)
Closure
 Process Big Book
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
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Project GLAD
A World of Animals
Sample Daily Lesson Plan
Day 5:
Focus & Motivation
 Signal Word- Student Choice
 Process Home/School Connection
 Picture Dictionary (introduce team task version)
Guided Oral Practice
 Flexible Group Reading
- Cooperative Strip Paragraph Review (Struggling Readers)
- Reading Partners (at or above grade-level)
 Team Tasks
 Team Points (from goal taken from t-graph)
 Review Chants
Reading & Writing
 Listen & Sketch
 Walk the Walls/Ear-to-Ear Reading
Closure
 Team Presentations
 Team Trivia Game
 Zoologist Certificates
 Assessment
 Evaluate Week (letter home)
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
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Teeth and What They Do
carnivore
eats meat
sharp, pointed teeth
for tearing meat
herbivore
eats plants
large, flat teeth
for grinding plants
omnivore
eats meat & plants
sharp, pointed teeth
& large, flat teeth
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
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Big Book Text
Cover:
The Important Thing About Animals
by Alicia Carter
Title Page:
The Important Thing About Animals
by Alicia Carter
C and C Publishers
October 2006
Table of Contents:
Animals Live on Continents
Animals Live in Oceans
Zoologists and Where They Work
Zoologists and What They Study
Vertebrates and Invertebrates
Classification of Vertebrates
Classification of Invertebrates
Animals’ Teeth
Animal Habitats
Animals are Special
1
2
3
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Page 1:
The important thing about animals is that they are found all over the world.
Animals can be found on every continent in the world.
There are animals in North America.
There are animals in South America.
There are animals in Africa.
There are animals in Europe.
There are animals in Asia.
There are animals in Australia.
There are animals in Antarctica.
But, the important thing about animals is that they are found all over the world.
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
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Page 2:
The important thing about animals is that they are found all over the world.
Animals can be found in every ocean in the world.
There are animals in the Pacific Ocean.
There are animals in the Atlantic Ocean.
There are animals in the Indian Ocean.
There are animals in the Arctic Ocean.
There are animals in the Southern Ocean.
But, the important thing about animals is that they are found all over the world.
Page 3:
The important thing about animals is that they are found all over the world.
Zoologists are people who study animals.
Zoologists work in aquariums.
Zoologists work at zoos.
Zoologists work in laboratories.
Zoologists work outdoors.
You can be a zoologist too!
But, the important thing about animals is that they are found all over the world.
Page 4:
The important thing about animals is that they are found all over the world.
Zoologists study animals to learn more about them. They study the animals’ classification,
physical description, teeth, diet, habitat, and how they live.
But, the important thing about animals is that they are found all over the world.
Page 5:
The important thing about animals is that they are found all over the world.
Animals are classified, or put into groups, based on their characteristics, or what they look like.
There are two main groups of animals: vertebrates and invertebrates. Vertebrates are animals
with backbones. Invertebrates are animals without backbones.
But, the important thing about animals is that they are found all over the world.
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Page 6:
The important thing about animals is that they are found all over the world.
Vertebrates are animals with backbones. There are five main groups, or families, of
vertebrates. These groups are:
fish
amphibians
reptiles
birds
mammals
But, the important thing about animals is that they are found all over the world.
Page 7:
The important thing about animals is that they are found all over the world.
Invertebrates are animals without backbones. There are seven main groups, or families, of
invertebrates. They are:
mollusks
crustaceans
insects
arachnids
poriferans
protozoans
cnidarians
But, the important thing about animals is that they are found all over the world.
Page 8:
The important thing about animals is that they are found all over the world.
Zoologists can tell a lot about animals by looking at their teeth. There are two main kinds of
teeth.
Animals with sharp, pointed teeth eat meat. They are called carnivores.
Animals with larger, flat teeth eat plants. They are called herbivores.
Animals with both kinds of teeth eat both meat and plants. They are called omnivores.
But, the important thing about animals is that they are found all over the world.
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Page 9:
The important thing about animals is that they are found all over the world.
Animals live in different habitats.
Some
Some
Some
Some
Some
animals
animals
animals
animals
animals
live
live
live
live
live
in the mountains.
in rivers.
in ponds.
in deserts.
in oceans.
But, the important thing about animals is that they are found all over the world.
Page 10:
The important thing about animals is that they are found all over the world.
Animals are special. They need each other to live. They need us to live too and we need them.
But, the important thing about animals is that they are found all over the world.
Animal Classification: A World of Animals - 1st Grade
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Animal Classification: A World of Animals - 1st Grade
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Animal Classification: A World of Animals - 1st Grade
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Animal Classification: A World of Animals - 1st Grade
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Animal Classification: A World of Animals - 1st Grade
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Are You My Mother?
adapted from P.D. Eastman
Permission from Alicia Carter & Jenny Clearwater
1. One day, up in the beautiful, cool mountains, a baby eagle hatched from its egg. The eaglet
was snug and warm in its cozy nest, way up high in a tree. Baldy, the baby eagle, was sad because
he didn’t see his mother anywhere. Baldy decided that he would venture out into the world in
order to search for his mother. He remembered that his mother had two wings, soft feathers,
and a beak.
2. Baldy flew from the cool, snow-capped mountains down into the warm valley. He spied a clear,
flowing river and decided to get a drink. In the river, he saw an interesting animal. “Are you my
mother?” asked Baldy. “No, I belong to the fish group. I am a trout. I am a vertebrate like you;
that means that we both have backbones. But I have fins and you have wings. I have scales and
you have feathers. I am sorry, but I am not your mother,” replied the trout. Baldy got a cool
drink of water and then continued his search for his mother. He remembered that his mother
had two wings, soft feathers, and a beak.
3. Baldy then flew into a deep, dark forest where it was moist and damp. He spotted an
interesting animal sitting on a lily pad in the pond. “Are you my mother?” Baldy asked the
creature. “No, I am sorry,” replied the animal. “I am a vertebrate like you, but I belong to the
amphibian group. I am a frog. I lead a double life; I started out living in water, and now I live on
land. I had gills to be able to breathe under water, but now I have lungs so that I can breathe
on land. You also have lungs in order to breathe. I have moist, smooth skin and you have
feathers. I am sorry, but I am not your mother,” croaked the frog. Baldy was sad, but he
continued looking for his mother. He remembered that his mother had two wings, soft feathers,
and a beak.
4. Baldy flew from the deep, dark forest into the hot, sandy desert. He saw a juicy cactus and
flew over to get a drink. Baldy spotted a tortoise slowly making its way across the desert. “Are
you my mother?” inquired Baldy. “No, I belong to the reptile group. I am a tortoise. I am not as
quick as my fellow reptiles, the snakes and lizards, but I am still a reptile. I have scaly, dry skin
and you have feathers. I am cold-blooded and you are warm-blooded. I crawl and you fly. I am
sorry, but I am not your mother,” sighed the tortoise. At this point, Baldy was ready to give up
hope. He had traveled over the valley, beyond the forest, and through the desert in search of
his mother. He remembered that his mother had two wings, soft feathers, and a beak.
Animal Classification: A World of Animals - 1st Grade
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5. Baldy soared and soared until he reached a vast, beautiful, blue ocean. He swooped down from
the sky as he spied water spraying up into the air. When the water cleared, Baldy saw an
ENORMOUS, HUMONGOUS creature! “Are you my mother?” Baldy shouted. “No, I belong to
the mammal family; I am a blue whale. I am the largest animal on earth! My babies are born live,
and birds lay eggs. I have hair, and you have feathers. I have flippers, and you have wings. I am
sorry, but I am not your mother,” spouted the whale, and she disappeared into the sea. Baldy
began to cry; he missed his mother so much. He remembered that his mother had two wings,
soft feathers, and a beak.
6. “Wake up! Wake up! It’s time to eat!” shrieked the mother eagle. Baldy opened his eyes and
looked around. He was in his nice, safe eyrie. It had all been a bad dream after all! He looked up,
and hovering above him was the most beautiful creature he had ever seen! She had two wings,
soft feathers, and a beak. She was his mother!
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
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Zoology
Poetry Booklet
____________________________________
Zoologist
Animal Classification: A World of Animals - 1st Grade
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Continents and Oceans
(Twinkle, Twinkle, Little Star)
by Alicia Carter
A continent’s a great big piece of land,
The earth has seven on which we stand.
Asia is the largest, Europe’s right beside,
Africa is to the south, Australia is an island.
North and South America take up the western side,
Antarctica is very cold because it’s covered in ice.
The rest of the earth is covered in oceans,
Bodies of water that always are in motion.
The Pacific is the largest, it’s name means ‘peace’,
The Atlantic is much colder; it is very, very deep.
The Indian is famous for monsoons and storms,
The Arctic and the Southern are found near the poles.
Animal Classification: A World of Animals - 1st Grade
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Zoologist BUGALOO
by Alicia Carter
I’m a zoologist and I’m here to say
I study animals every day.
Sometimes I investigate
Sometimes I read a book
Sometimes I go out in the world
To take a closer look!
Birds, fish, amphibians too,
Reptiles, mammals…BUGALOO!
I study classification of living things.
Their teeth tell me a lot about what they eat.
I learn how they adapt to their habitats.
I know animals with backbones are vertebrates!
Birds, fish, amphibians too,
Reptiles, mammals…BUGALOO!
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
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Is It a Vertebrate?
by Alicia Carter
Is it a vertebrate?
Is it a vertebrate?
How do you know?
And what else?
What are some examples?
And what else?
Yes Ma’am!
Yes Ma’am!
It has a backbone.
A skeleton inside.
Birds, reptiles, fish!
Amphibians and mammals!
Is it an invertebrate?
Is it an invertebrate?
How do you know?
And what else?
What are some examples?
And what else?
Yes Ma’am!
Yes Ma’am!
It doesn’t have a backbone.
Its insides are soft.
Mollusks and crustaceans!
Insects and arachnids!
Animal Classification: A World of Animals - 1st Grade
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I Know an Eagle
by Alicia Carter
I know a bald eagle,
A beautiful bald eagle,
A beautiful bald eagle,
That can soar through the sky.
The eagle has soft feathers,
Soft feathers and two wings,
Soft feathers and two wings,
And a very strong beak.
I know a bald eagle,
A beautiful bald eagle,
A beautiful bald eagle,
That can soar through the sky.
The eagle has a nest,
A nest called an eyrie,
There’s an egg in the eyrie,
That will hatch into an eaglet.
I know a bald eagle,
A beautiful bald eagle,
A beautiful bald eagle,
That can soar through the sky.
The eagle is a symbol,
A symbol of our freedom,
A symbol of my country
Called America.
I know a bald eagle,
A beautiful bald eagle,
A beautiful bald eagle,
That can soar through the sky.
Animal Classification: A World of Animals - 1st Grade
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Classification Yes Ma’am
by Alicia Carter
Is it a fish?
Is it a fish?
How do you know?
And what else?
What are some examples?
Yes Ma’am!
Yes Ma’am!
It has scales and a tail.
It breathes with gills
Trout, salmon, clownfish.
Is it a bird?
Is it a bird?
How do you know?
And what else?
What are some examples?
Yes Ma’am!
Yes Ma’am!
It has feathers and wings
It lays eggs
Eagles, bluebirds, penguins.
Is it an amphibian?
Is it an amphibian
How do you know?
And what else?
What are some examples?
Yes Ma’am!
Yes Ma’am!
It leads a double life.
It has cool, moist skin.
Frogs, toads, newts.
Is it a reptile?
Is it a reptile?
How do you know?
And what else?
What are some examples?
Yes Ma’am!
Yes Ma’am!
It is cold-blooded.
It has dry, scaly skin.
Tortoise, lizard, snake.
Is it a mammal?
Is it a mammal?
How do you know?
And what else?
What are some examples?
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
Yes Ma’am!
Yes Ma’am!
It has hair
Its babies are born live.
Whales, rabbits, people.
35
Teeth and What They Do
by Alicia Carter
Is it a carnivore?
Is it a carnivore?
How do you know?
And what else?
What are they for?
Yes Ma’am!
Yes Ma’am!
It eats meat!
It has sharp, pointed teeth
Tearing their food!
Is it an herbivore?
Is it an herbivore?
How do you know?
And what else?
What are they for?
Yes Ma’am!
Yes Ma’am!
It eats plants.
It has large, flat teeth
Grinding their food!
Is it an omnivore?
Is it an omnivore?
How do you know?
And what else?
What are both kinds?
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
Yes Ma’am!
Yes Ma’am!
It eats both meat and plants
It has both kinds of teeth
Pointed and flat!
36
Animals Here, Animals There
by Alicia Carter
Animals here, animals there,
Animals, animals everywhere!
Birds in the skies,
Reptiles in the sands,
Mammals in the fields,
Fish and amphibians in the water.
Trout in the rivers,
Frogs in the ponds,
Tortoises in the deserts,
And whales in the oceans.
Animals here, animals there,
Animals, animals everywhere!
We love animals! We love animals!
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
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Home-School Connection #1:
Tell someone at home what a zoologist does. Talk about a time when you
have seen an animal! Use the space below to draw a picture and write
about it!
Name of person with whom you spoke:
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
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Home-School Connection #2:
Tell someone at home the difference between a vertebrate and an
invertebrate. How many vertebrates can you think of? Draw and write
about some of them here.
Name of person with whom you spoke:
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
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Home-School Connection #3:
Tell someone at home about one of the animals we have studied in class.
What animal is your favorite? Write and sketch about your favorite
animal here!
Name of person with whom you spoke:
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
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Home-School Connection #4:
In this unit, we have learned that animals are found all over the world.
Go on an animal hunt in your yard, your neighborhood, or even your
house! What kind of animals did you find? Write and sketch here!
Name of person with whom you spoke:
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
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Expert Group: Rainbow Trout
A trout is classified as a fish; that means it is a member of the fish family. All
fish have scales, fins, and a tail. A fish is a vertebrate, which means it has a backbone.
Fish are cold-blooded. That means that their temperature is the same as their
surroundings.
Trout are carnivores, which means that they eat meat. They have sharp, pointed
teeth that help them tear their food. They eat insects, smaller fish, and crustaceans.
Fish also need water to survive.
Trout live in North America. They are found in fresh water. Trout live in rivers
and lakes. Trout lay eggs. Baby trout hatch from the eggs, then grow up to look like their
parents. A trout can live up to 20 years. Many people like to eat trout.
Animal Classification: A World of Animals - 1st Grade
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Expert Group: Frog
A frog is a vertebrate, which means it has a backbone. They have moist, smooth
skin and powerful jumping legs. Frogs are cold-blooded. That means that their
temperature is the same as their surroundings. Frogs are classified as amphibians; that
means that they are part of the amphibian family.
Frogs have teeth, but they use their tongues to catch their food. They eat
insects, small fish, and worms. Frogs also need water to survive.
Frogs live all over the world, except where it is very cold. In Noth America, frogs
usually live in or near water, like near a pond. Frogs lay eggs. When the eggs hatch, the
baby frogs are called tadpoles. Tadpoles have gills to help them breathe. They live in the
water. Then they lose their tails, grow legs, and are called froglets. Finally, they develop
lungs to breathe air and now they live on the land.
Animal Classification: A World of Animals - 1st Grade
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Expert Group: Desert Tortoise
Tortoises are vertebrates. That means they have backbones. Tortoises are
classified as reptiles; that means that they are in the reptile family. They are coldblooded, which means that their temperature is the same as their surroundings.
Tortoises have scaly skin and a shell to protect them.
Tortoises are herbivores, which means they eat plants. They use their beaks to
eat grasses, wildflowers, and desert plants. Tortoises can live up to a year without
water! Many people think that tortoises don’t make any sound, but they communicate
with hisses and grunts.
Tortoises live in North America, Africa, and Asia. The desert tortoise lives in dry,
sand deserts. They burrow under the sand to protect themselves from the heat in the
day and the cold at night. Tortoises lay eggs that they burry in the sand.
Animal Classification: A World of Animals - 1st Grade
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Expert Group: Blue Whale
Blue whales are the largest animals on earth. Whales are mammals. They are
vertebrates, which means they have backbones. Whales are warm-blooded. Their
temperature remains about the same no matter where they are. A blue whale can be up
to 94 feet long and has hair. Whales move through the water using their flippers. They
have lungs and breathe air through their blow holes.
Whales eat tiny crustaceans like krill and shrimp. They collect their food using
plates of baleen, which are kind of like their teeth. The whale fills its mouth with a lot
of water and then pushes the water through the baleen, catching the tiny animals for
food. Whales also need water to live.
Whales live in oceans all over the world. They travel in groups called pods. Blue
whales have live babies. The babies look like their parents. They drink milk from their
mothers until they are bigger. Whales are endangered. That means that there aren’t
very many of them left.
Animal Classification: A World of Animals - 1st Grade
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habitat
physical description
& sketch
classification
diet
mouth/shape of teeth
animal name
interesting facts
Animal Classification: A World of Animals - 1st Grade
Alicia Carter & Jenny Clearwater (Project GLAD 6/08)
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Story Map
title:
author:
characters:
setting:
plot-what happens in the story
beginning:
middle:
end:
Animal Classification: A World of Animals - 1st Grade
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Animal Classification: A World of Animals - 1st Grade
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fish
amphibian
reptile
rainbow
trout
frog
desert
tortoise
mammal
bird
bald
eagle
blue
whale
classification
animal
sharp, pointed
teeth
-teeth
-tongue
-beak
-vertebrate
-cold-blooded
-scaly skin
-gills
-forked tail
-vertebrate
-c old-blooded
-smooth, moist
skin
-powerful,
jumping legs
-vertebrate
-cold-blooded
-scaly skin
-shell
-baleen plates
beak
-vertebrate
-warm-blooded
-2 wings
-soft feathers
-beak
-vertebrate
-warm-blooded
-hair
-long: 94 feet
-flippers
shape of
teeth/mouth
physical
description
-tiny crustaceans
(krill, shrimp)
-herbivore
-grasses
-wildflowers
-desert plants
-insects
-small fish
-worms
-carnivore
-insects
-crustaceans
-small fish
-carnivore
-fish
-small animals
diet
-all over the
world
-ocean
-North America
-sandy deserts
-all over the
world (not where
icy)
-ponds
-North America
-rivers
-fresh water
-North America
-near water
-coast
-mountains
habitat
-largest animals on
earth
-groups called pods
-breathe w/blowholes
-babies born live
-burrows under sand
-can live 1 yr w/out
water
-makes hisses and
grunts
-lays & buries eggs
-spend part of life in
water & part on land
-egg, tadpole, froglet,
adult
-gills at birth, then
lungs
-live about 20 years
-people eat them
-lay eggs
-nest is called an eyrie
-babies called eaglets
-can fly up to 10,000
ft
-endangered
-lay eggs
interesting facts
Animal Classification: A World of Animals - 1st Grade
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blue
whale
desert
tortoise
frog
rainbow
trout
bald
eagle
animal
classification
physical
description
shape of
teeth/mouth
diet
habitat
interesting facts
Date
Animals Quiz
Choose the best answer for each question.
1. A person who studies animals is called a:
a. teacher
b. zoologist
c. dentist
2. An animal with a backbone is a:
a. vertebrate
b. invertebrate
c. mammal
3. The place where an animal lives is called a:
a. house
b. diet
c. habitat
4. An animal that has sharp, pointy teeth is a:
a. herbivore, it eats plants
b. carnivore, it eats meat
5. An animal that has large, flat teeth is an:
a. herbivore, it eats plants
b. carnivore, it eats meat
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6. A large piece of land on the earth is called a:
a. ocean
b. planet
c. continent
7. A large body of water on the earth is called an:
a. ocean
b. planet
c. continent
8. The food that an animal eats is called its:
a. house
b. diet
c. habitat
9. Animals need
to live:
a. food
b. water
c. both of the above (food and water)
10. The important thing about animals is that they are found
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Animal Classification: A World of Animals - 1st Grade
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Reading and Writing
“The classroom should be a place full of meaningful and useful reading and writing activities,
where participation is possible without evaluation and collaboration is always available. No child
should be excluded.” – F. Smith, 1987
“While students’ low reading achievement sometimes is blamed on too little or too much phonics
instruction, a lack of understanding or academic language may be a more significant factor.” –
Shefelbine, 1996
“The evidence that invented spelling activity simultaneously develops phonemic awareness and
promotes understanding of the alphabetic principle is extremely promising, especially in view of
the difficulty with which children are found to acquire these insights through other methods of
teaching. Equally inspiring are the reports that early writing activities promote children’s
interest in learning about what words say and how they are spelled. Yet these are only starting
points. Exercise in writing and invented spelling may significantly enhance children’s attitudinal
and linguistic readiness for reading. As such, it may invaluably complement instruction in
reading.”
– Adams, 1990
“Teaching that instructs students to think divergently and that keeps the self-concept of the
student clearly in view can contribute favorably to student achievement…”
– Joyce, Showers, Rolheiser-Bennet, 1987
“It would appear that an early opportunity to do meaningful connected reading, in addition to
learning how to decode, is needed to integrate both abilities.” – M. Adams, 1990
“Cooperative learning approaches, representing social models of teaching, yield effect sizes
from modest to high. The more complex the outcomes—higher-order thinking, problem solving,
social skills and attitudes—the greater are the effects.”
-- Joyce, Showers, and Rolheiser-Bennett, 1987
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