project glad level… · web viewphonics and word recognition. 2.rf.3. know and apply grade-level...

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Project GLADJackson County School District #9

All About Owls(2nd Grade)

IDEA PAGES

I. UNIT THEME Physical characteristics of owls aid in their survival Owl’s diet and nesting habits are dependent on its habitat Dangers to owls are both natural and human-made Cross Cultural Sensitivity: Owls impact on legends and folklore

II. FOCUS/MOTIVATION Cognitive Content Dictionary Inquiry Chart Literacy awards Read Aloud – Teacher Made Big Book Observation charts Realia Narrative Input Chart (My Little Book of Burrowing Owls – Hope Irvin Marston)

III. CLOSURE Process all charts and information Evaluate week Share Big Books and personal explorations Team exploration Portfolio On-going assessment of learning logs/journals Student-made tests Graffiti Wall Teacher-made tests

IV. CONCEPTS-- Grade 1/2 Owls depend on their natural and harsh environments.

V. OREGON COMMON CORE STATE STANDARDSEnglish Language ArtsReading Foundational Skills 2.RF

Phonics and Word Recognition2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.

a. Distinguish long and short vowels when reading regularly spelled one-syllable words. b. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound correspondences.

All About Owls Level 2 ORJackson County School District #9 – Project GLAD

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f. Recognize and read grade-appropriate irregularly spelled words.

Fluency 2.RF.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Literature 2.RL

Key Ideas and Details 2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate

understanding of key details in a text. 2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central

message, lesson, or moral. 2.RL.3 Describe how characters in a story respond to major events and challenges.

Craft and Structure 2.RL.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm

and meaning in a story, poem, or song. 2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story

and the ending concludes the action. 2.RL.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice

for each character when reading dialogue aloud. Integration of Knowledge and Ideas 2.RL.7 Use information gained from the illustrations and words in a print or digital text to demonstrate

understanding of its characters, setting, or plot. Range of Reading and Level of Text Complexity 2.RL.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3

text complexity band proficiently, with scaffolding as needed at the high end of the range. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Informational Text 2.RI Key Ideas and Details 2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate

understanding of key details in a text. 2.RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within

the text.2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in

technical procedures in a text. Craft and Structure 2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. 2.RI.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes,

electronic menus, icons) to locate key facts or information in a text efficiently.2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Integration of Knowledge and Ideas 2.RI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a

text. 2.RI.8 Describe how reasons support specific points the author makes in a text.


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2.RI.9 Compare and contrast the most important points presented by two texts on the same topic.

Range of Reading and Level of Text Complexity 2.RI.10 By the end of year, read and comprehend informational texts, including history/social studies, science,

and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing 2.W Text Types and Purposes 2.W.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion,

supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

2.W.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Production and Distribution of Writing 2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by

revising and editing. 2.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing,

including in collaboration with peers. Research to Build and Present Knowledge 2.W.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to

produce a report; record science observations). 2.W.8 Recall information from experiences or gather information from provided sources to answer a question.

Language 2.LConventions of Standard English 2.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking. a. Use collective nouns (e.g., group). b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). c. Use reflexive pronouns (e.g., myself, ourselves). d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). e. Use adjectives and adverbs, and choose between them depending on what is to be modified. f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

2.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize holidays, product names, and geographic names. b. Use commas in greetings and closings of letters. c. Use an apostrophe to form contractions and frequently occurring possessives. d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Knowledge of Language


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2.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening a. Compare formal and informal uses of English.

Vocabulary Acquisition and Use 2.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade

2 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

2.L.5 Demonstrate understanding of word relationships and nuances in word meanings. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

2.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Speaking and Listening 2.SLComprehension and Collaboration 2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with

peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

3.SL.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Presentation of Knowledge and Ideas 2.SL.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking

audibly in coherent sentences. 2.SL.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts

of experiences when appropriate to clarify ideas, thoughts, and feelings. 2.SL.6 Produce complete sentences when appropriate to task and situation in order to provide requested

detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.)

Social SciencesHistorical Knowledge


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2.3. Identify and describe community celebrations, symbols and traditions and explain why they are important to some people.

Historical Thinking 2.4. Differentiate between events that happened in the recent and distant past. . Geography 2.7. Use basic information on maps and other geographic tools to locate and identify physical and human

features of the community. 2.9. Describe physical and human characteristics of the community. 2.10. Use and apply cardinal directions; locate and identify local physical features on maps (e.g., oceans, cities,

continents). Civics and Government 2.11. Participate in rule setting and monitoring activities considering multiple points of view. 2.13. Evaluate how individuals, groups, and communities manage conflict and promote justice. 2.14. Give examples of and identify appropriate and inappropriate use of power and the consequences. 2.16. Identify ways students can have an impact in their local community. Social Science Analysis 2.21. Evaluate information relating to an issue or problem.

MathMathematical Practices 2.MP

2.MP.1 Make sense of problems and persevere in solving them.2.MP.2 Reason abstractly and quantitatively.2.MP.3 Construct viable arguments and critique the reasoning of others.2.MP.4 Model with mathematics.2.MP.5 Use appropriate tools strategically.2.MP.6 Attend to precision.2.MP.7 Look for and make use of structure.2.MP.8 Look for and express regularity in repeated reasoning.

Measurement and Data 2.MD

F. Measure and estimate lengths in standard units.2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers,

yardsticks, meter sticks, and measuring tapes.2.MD.2 Measure the length of an object twice, using length units of different lengths for the two measurements;

describe how the two measurements relate to the size of the unit chosen.2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.2.MD.4 Measure to determine how much longer one object is than another, expressing the length

difference in terms of a standard length unit.G. Relate addition and subtraction to length.

2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.


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2.MD.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

Geometry 2.G

J. Reason with shapes and their attributes.2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or

a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

Science Content Standards2.1 Structure and Function: Living and non-living things vary throughout the natural

world.2.1L.1 Compare and contrast characteristics and behaviors of plants and animals and the environments

where they live.2.2 Interaction and Change: Living and non-living things change.2.2L.1 Describe life cycles of living things.2.3 Scientific Inquiry: Scientific inquiry is a process used to explore the natural world

using evidence from observations.2.3S.1 Observe, measure, and record properties of objects and substances using simple tools to gather

data and extend the senses.2.3S.2 Make predictions about living and non-living things and events in the environment based on

observed patterns.2.3S.3 Make, describe, and compare observations, and organize recorded data.2.4 Engineering Design: Engineering design is a process used to design and build

things to solve problems or address needs.2.4D.1 Use tools to construct a simple designed structure out of common objects and materials.2.4D.2 Work with a team to complete a designed structure that can be shared with others.

ELD PROFICIENCY STAGES Proficiency Stage 1Students at Proficiency Stage 1 (approximates ACTFL Novice-Low) can understand phrases, words, everyday expressions and simple statements on familiar topics. Students communicate using memorized/rehearsed phrases, sentences and questions. Students rely on contextual and visual cues. Through language study, they will begin to compare the language and culture studied with their own. Interpretive Mode: Listening (Corresponds to ASL Receptive Skills) Students can comprehend verbal or signed language from authentic and other sources (e.g., TV, radio, video, digital or live presentations).

SL.PS1.IL.01 Demonstrate understanding of some words/signs, (phrases, everyday expressions andsimple statements on a limited range of familiar topics in everyday situations).Recognize vocabulary related to familiar topicsUnderstand a short series of simple directionsInterpretive Mode: Reading (ASL Literary materials exist in video and digital forms)Students can comprehend print and digital materials from a variety of authentic andother sources (e.g., websites, newspapers, letters, notes, applications, menus).

SL.PS1.IR.01 Identify some common words, symbols, phrases and cognates from familiar material.


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Know letters or symbols of the target languageCombine symbols to form wordsUnderstand common cognates, borrowed and high-frequency words and expressions from familiarmaterialUse contextual and visual cuesInterpersonal Mode: Speaking (Corresponds to ASL Expressive Skills)Students can understand and respond to what others say/sign.

SL.PS1.IS.01 Use memorized words/signs, phrases and expressions in everyday situations.Provide basic personal informationAnswer predictable questions with memorized responsesUse common greetings and farewellsPresentational Mode: WritingStudents can write ideas and information for an audience.

SL.PS1.PW.01 Write symbols/characters, basic high-frequency words and memorized phrases.Make lists of familiar objects and vocabularySpell familiar words using the target language alphabetExpress simple ideas in short memorized phrasesPresentational Mode: SpeakingStudents can speak to an audience about basic ideas and information.

SL.PS1.PS.01 Present basic information using common words, phrases and everyday expressions.Present basic material in an organized mannerUse vocabulary sufficient to get meaning acrossRely on gestures or visuals to present ideas

Proficiency Stage 2Students at Proficiency Stage 2 (approximates ACTFL Novice-Mid) can understand simple ideas on everyday topics and identify some information embedded in familiar contexts. Student communication includes basic material, short messages and the expression of simpleideas. Students use memorized/rehearsed phrases, sentences and questions. Through language study, they will make connections with other content areas, compare the languageand culture studied with their own, and participate in local and global communities. Interpretive Mode: Listening (Corresponds to ASL Receptive Skills) Students can comprehend verbal or signed language from authentic and othersources (e.g., TV, radio, video, digital, or live presentations).

SL.PS2.IL.01 Demonstrate understanding of main ideas from short, simple conversations, narrativesand presentations on a limited range of familiar topics in everyday situations.Recognize differences between formal and informal languageListen to and demonstrate understanding of some common cognates, borrowed and high-frequencywords and expressions from familiar materialListen to and demonstrate general understanding of short, predictable speechDemonstrate ability to extract discrete information from simple communicationsUse contextual and visual cuesInterpretive Mode: Reading (ASL Literary materials exist in video and digital formats)Students can comprehend print and digital materials from a variety of authentic andother sources (e.g., websites, newspapers, letters, notes, applications, menus).


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SL.PS2.IR.01 Obtain information from simple text, often using contextual cues.Read and demonstrate understanding of some common cognates, borrowed and high-frequencywords and expressions from familiar materialDemonstrate understanding of short, predictable textDemonstrate ability to extract discrete information from simple texts (e.g. posters, timetables, ads)Use contextual and visual cuesInterpersonal Mode: Speaking (Corresponds to ASL Expressive Skills)Students can understand and respond to what others say/sign.

SL.PS2.IS.01 Use memorized phrases, sentences and questions to express ideas or obtain informationon a limited range of topics in everyday situations.Provide basic personal informationGive simple descriptionsExpress likes and dislikesProvide information about everyday activitiesAnswer predictable questions with memorized/rehearsed responsesPresentational Mode: WritingStudents can write ideas and communicate information for an audience.

SL.PS2.PW.01 Write from memory some high-frequency words, phrases and simple sentences andquestions.Present basic material in an organized mannerUse vocabulary sufficient to get meaning acrossUse visuals to enhance communication and maintain audience attentionPresentational Mode: SpeakingStudents can speak to an audience about ideas and information.

SL.PS2.PS.01 Speak to an audience using memorized phrases and simple sentences.Present basic material in an organized mannerUse vocabulary sufficient to get meaning acrossUse some gestures or visuals to enhance communicationAttempt to maintain audience attentionRecite poems, rhymes, role-plays etc.

Proficiency Stage 3Students at Proficiency Stage 3 (approximates ACTFL Novice-High) can identify main ideas and simple information on familiar topics. Students communicate using some original sentences and questions, relying on memorized/rehearsed material, to obtain and provide information. They participate in very simple conversations and get basic needs met in the target culture. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in local and globalcommunities. Interpretive Mode: Listening (Corresponds to ASL Receptive Skills) Students can comprehend verbal or signed language from authentic and other sources (e.g., TV, radio, video, digital or live presentations).

SL.PS3.IL.01 Demonstrate understanding of main ideas and some details from simple conversations,narratives and presentations on familiar topics in everyday situations.Identify main ideas and some significant details on familiar topicsIdentify information embedded in familiar contexts and connected to core academic contentRecognize expressions used in certain circumstances


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Interpretive Mode: Reading (ASL Literary materials exist in video and digital formats)Students can comprehend print and digital materials from a variety of authentic andother sources (e.g. websites, newspapers, letters, notes, applications, menus, etc.).

SL.PS3.IR.01 Identify main ideas and some details from short simple texts.Identify main ideas and some significant details on familiar topicsStandards By Design: Kindergarten, First Grade, Second Grade, Third Grade, FourthIdentify information embedded in familiar contexts and connected to core academic contentDetermine meanings by using contextual cuesInterpersonal Mode: Speaking (Corresponds to ASL Expressive Skills)Students can understand and respond to what others say/sign.

SL.PS3.IS.01 Use memorized and some original sentences and questions to perform simplecommunicative tasks in everyday situations.

SL.PS3.IS.02 Participate in simple conversations on a limited range of topics.

SL.PS3.IS.03 Conduct simple rehearsed transactions necessary for survival in the target culture.Give simple descriptionsExpress simple opinionsGive basic directions and commandsUse numbers in common situations, such as measurement, time and pricesExtend/accept invitations and make plansMake purchases and acquire basic servicesPresentational Mode: WritingStudents can write to communicate information and ideas to an audience.

SL.PS3.PW.01 Write some simple original sentences and questions relying on memorized/familiarmaterial.Present material in an organized mannerWrite short messages, postcards, simple descriptions and simple narrationsProvide information on applications and common documentsPresentational Mode: SpeakingStudents can speak to communicate information and ideas to an audience.

SL.PS3.PS.01 Present material in a clear and organized manner using simple sentences and somestrings of sentences.Present material in an organized mannerLeave short phone messages, make public service announcements, etc.Recite poems and rhymes, perform songs, etc.Use gestures or visuals to enhance communicationMaintain audience attention

Proficiency Stage 4Students at Proficiency Stage 4 (approximates ACTFL Intermediate-Low) can identify main ideas and some supporting information on familiar topics. Students communicate using rehearsed and original sentences and questions, to exchange ideas and to obtain and provide information. This includes participating in simple conversations and getting some needs met in the target culture. Through language study, they will make connections with other content areas,


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compare the language and culture studied with their own, and participate in local and global communities. Interpretive Mode: Listening (Corresponds to ASL Receptive Skills)Students can comprehend verbal or signed language from authentic and other sources (e.g., TV, radio, video, digital or live presentations).

SL.PS4.IL.01 Identify main ideas and some supporting details in simple conversations andpresentations on familiar topics in everyday situations.Identify main ideas and significant details on familiar topicsIdentify the most significant ideas embedded in familiar contexts and connected to core academiccontentRecognize high-frequency idiomatic expressionsInterpretive Mode: Reading (ASL Literary materials exist in video and digital formats)Students can comprehend print and digital materials from a variety of authentic andother sources (e.g., websites, newspapers, letters, notes, applications, menus, etc.).

SL.PS4.IR.01 Identify main ideas and supporting details from simple texts.Read short, authentic or teacher-generated text (e.g., poems, short literary text, periodicals)Identify main ideas and supporting details in familiar contexts and/or connected to core academiccontentProvide a sequence of main events from textDraw inferences and make simple predictions and conclusionsInterpersonal Mode: Speaking (Corresponds to ASL Expressive Skills)Students can understand and respond to what others say/sign.

SL.PS4.IS.01 Create simple sentences and questions to exchange ideas and to obtain and provideinformation.

SL.PS4.IS.02 Participate in simple conversations on a range of familiar topics in everyday situations.

SL.PS4.IS.03 Conduct predictable transactions necessary for survival in the typical daily life of thetarget culture.Describe with some supporting detailsState feelings and emotionsGive directionsMake suggestionsExpress needs, opinions and preferencesMake arrangements and plansReport events in present timePresentational Mode: WritingStudents can write to communicate information and ideas to an audience.

SL.PS4.PW.01 Create/Compose simple original sentences and questions on very familiar topics.Convey information using simple original sentences and strings of sentencesPresent material in an organized mannerUse vocabulary that is sufficient to provide information and limited explanationWrite messages, short letters, simple descriptions and simple narrationsMake attempts to acknowledge/engage audiencePresentational Mode: Speaking


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Students can speak to communicate information and ideas to an audience.

SL.PS4.PS.01 Speak to an audience to present material using strings of sentences and connecteddiscourse.Present material in an organized mannerConvey information using simple original sentences and strings of sentencesUse vocabulary that is sufficient to provide information and limited explanationBegin to make choices of phrase or content to maintain the attention of the audience

Proficiency Stage 5Students at Proficiency Stage 5 (approximates ACTFL Intermediate-Mid) can identify main ideas and supporting information from a wider range of sources. Students communicate using original language, questions and strings of sentences to obtain and provide information. This includes participating in conversations and getting needs met in the target culture. At this stage students begin to communicate in different time frames. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in local and global communities. Interpretive Mode: Listening (Corresponds to ASL Receptive Skills)Students can comprehend verbal or signed language from authentic and other sources (e.g., TV, radio, video, digital or live presentations).

SL.PS5.IL.01 Demonstrate understanding of ideas and supporting details from longer and somewhatmore complex conversations, presentations and narratives on topics from everyday life.

SL.PS5.IL.02 Infer the meaning of some unfamiliar words and phrases when used in familiar contexts.Identify main ideas and some supporting details on familiar and some unfamiliar topicsIdentify significant ideas embedded in familiar contexts and connected to academic contentRecognize and understand high-frequency idiomatic expressionsUnderstand the use of verbal and non-verbal gestures, intonation etc., in contexts from the targetcultureInterpretive Mode: Reading (ASL Literary materials exist in video and digitalformats)Students can comprehend print and digital materials from a variety of authentic andother sources (e.g., websites, newspapers, letters, notes, articles, short works offiction).

SL.PS5.IR.01 Demonstrate understanding of ideas and supporting details from longer and somewhatmore complex written texts on topics from everyday life.

SL.PS5.IR.02 Draw conclusions and make inferences, supporting them with information from the text.Read authentic texts with more abstract themes and ideasIdentify main ideas and some supporting details on familiar and some unfamiliar topicsIdentify significant ideas embedded in familiar contexts and connected to core academic contentRecognize and understand high-frequency idiomatic expressionsInterpersonal Mode: Speaking (Corresponds to ASL Expressive Skills)Students can understand and respond to what others say/sign.

SL.PS5.IS.01 Create language, questions and strings of sentences to exchange ideas and to provideand obtain information.


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SL.PS5.IS.02 Participate in a more extended conversation using a variety of related questions andresponses on familiar topics.

SL.PS5.IS.03 Conduct a variety of transactions necessary for survival in the typical daily life of thetarget culture.Exchange personal feelings, thoughts, opinions and preferencesExpress needs and wantsAsk for and give permissionRequest, suggest and make arrangements or plansExtend, accept or decline invitationsGive multi-step directions for a simple taskDescribe events, things and peopleGenerate varied questions to extend or enrich conversationDemonstrate control of present time; partial control of another timeframe (future or past time)Describe events, things and people and make simple comparisonsPresentational Mode: WritingStudents can write to communicate information and ideas to an audience.

SL.PS5.PW.01 Create/Compose original language using questions and strings of sentences on familiarand some unfamiliar topics.

SL.PS5.PW.02 Make attempts to maintain the attention of the audience.Write short letters, descriptions, explanations and simple narrationsExpress needs, make requestsExpress opinions and preferencesPresentational Mode: SpeakingStudents can speak to communicate information and ideas to an audience.

SL.PS5.PS.01 Present organized material in a sustained, connected manner using somewhat morecomplex original language.

SL.PS5.PS.02 Make attempts to maintain the attention of the audience.Convey information using strings of sentences, with some connected sentence-level discourseUse vocabulary sufficient to provide information and limited explanationMake choices of phrase or content to maintain the attention of the audienceRecite poems, songs, dramatic pieces from the target language/culture

Proficiency Stage 6Students at Proficiency Stage 6 (approximates ACTFL Intermediate-High) can identify main ideas and supporting information from more complicated texts and presentations. Students communicate using original language to obtain and provide information. This includes participating in conversations and handling increasingly complicated situations in the target culture. At his stage students can communicate in a variety of time frames and communicatewith others about topics of both personal and social interest. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in local and global communities. Interpretive Mode: Listening (Corresponds to ASL Receptive Skills) Students can comprehend verbal or signed language from authentic and othersources (e.g., TV, radio, video, digital or live presentations).SL.PS6.IL.01 Demonstrate understanding of ideas and supporting details from longer and more

complex conversations, presentations and narratives on topics from everyday life and social issues.


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SL.PS6.IL.02 Infer the meaning of unfamiliar words and phrases when used in familiar contexts.Identify main ideas and supporting details on familiar and some unfamiliar topicsIdentify significant ideas embedded in familiar and unfamiliar contexts and connected to coreacademic contentSynthesize information from oral or signed presentationsRecognize and understand high-frequency idiomatic expressionsUnderstand the use of verbal and non-verbal gestures, intonation etc., in contexts from the targetcultureInfer and interpret the speaker’s intentInterpretive Mode: Reading (ASL Literary materials exist in video and digital formats)Students can comprehend print and digital materials from a variety of authentic andother sources (e.g., websites, newspapers, letters, notes, articles, short works of fiction).

SL.PS6.IR.01 Demonstrate understanding of ideas and supporting details from longer and morecomplexwritten texts on topics from everyday life and social issues.

SL.PS6.IR.02 Draw conclusions and make inferences, supporting them with information from the text.Read authentic texts with more abstract themes and ideasIdentify main ideas and supporting details on familiar and some unfamiliar topicsIdentify significant ideas embedded in familiar and unfamiliar contexts connected to core academicContent Recognize and understand high-frequency idiomatic expressionsSynthesize information from a variety of textsInfer and interpret the writer’s intentInterpersonal Mode: Speaking (Corresponds to ASL Expressive Skills)Students can understand and respond to what others say/sign.

SL.PS6.IS.01 Create language, questions and connected discourse to exchange ideas and to provideand obtain information.

SL.PS6.IS.02 Initiate, sustain and close an extended conversation using a series of related questionsand responses on a wider variety of topics.

SL.PS6.IS.03 Narrate and describe events that take place in various time frames.

SL.PS6.IS.04 Conduct a variety of transactions necessary for survival in the typical daily life of thetarget culture, which may include a complication.Exchange personal feelings, thoughts, opinions and preferencesExpress needs and wantsAsk for and give permissionRequest, suggest and make arrangements or plansExtend, accept or decline invitationsGive multi-step directions for a simple taskGenerate varied questions to extend or enrich conversationDemonstrate control of present time; partial control of future and past timeDescribe events, things and people and make simple comparisonsAsk for and provide clarification and explanation


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Use communication strategies to make oneself understoodPresentational Mode: WritingStudents can write to communicate information and ideas to an audience.

SL.PS6.PW.01 Present organized material in a sustained, connected manner using more complexoriginal language and a variety of time frames.

SL.PS6.PW.02 Narrate and describe across a wide-range of topics of personal and social interest.

SL.PS6.PW.03 Make attempts to engage and maintain the attention of the intended audience.Write letters, descriptions, explanations, articles and narrationsVocabulary is sufficient to provide information and explanationExpress needs, make requests and suggestionsExpress and support opinions and preferencesCompose stories, short plays, poems etc.Presentational Mode: SpeakingStudents can speak to communicate information and ideas to an audience.

SL.PS6.PS.01 Present organized material in a sustained, connected manner using more complexoriginal language and a variety of time frames.

SL.PS6.PS.02 Narrate and describe across a wide-range of topics of personal and social interest.

SL.PS6.PS.03 Make attempts to engage and maintain the attention of the intended audience.Convey information using connected sentence-level discourse with some evidence of logicalsequence and organizationVocabulary is sufficient to provide information and explanationExpress needs, make requests and suggestionsExpress and support opinions and preferencesRecite poems, songs, dramatic pieces from the target language/culture

Language Functions and Examples of FormsLanguage Function Examples of Language Forms

Expressing needs and likes Indirect/ direct object, subject/ verb agreement, pronouns

Describing people, places, and things Nouns, pronouns, adjectives

Describing spatial and temporal relations Prepositional phrases

Describing actions Present progressive tense, adverbs

Retelling/relating past events Past tense verbs, perfect aspect (present and past)


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Making predictions Verbs: future tense, conditional mode

Asking Informational Questions Verbs and verb phrases in questions

Asking Clarifying Questions Questions with increasing specificity

Expressing and Supporting Opinions Sentence structure, modals (will, can, may, shall)

Comparing Adjectives and conjunctions, comparatives, superlatives, adverbs

Contrasting Comparative adjectives

Summarizing Increasingly complex sentences with increasingly specific vocabulary

Persuading Verb forms

Literary Analysis Sentence structure, specific vocabulary

Cause and Effect Verb forms

Drawing Conclusions Comparative adjective

Defining Nouns, abstract nouns, pronouns, and adjectives

Explaining Verb forms, indicative verb, declarative sentences, complex sentences, adverbs of manner

Generalizing Common, collective and abstract nouns, verb forms, nominalizations

Evaluating Complex sentences; increasing specificity of nouns, verbs, and adjectives; correlative conjunctions

Interpreting Language of propaganda, complex sentences, nominalizations

Sequencing Adverbs of time, relative clauses, subordinate conjunctions


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Hypothesizing and speculating Modals (would, could, might), compound tenses (would have been)

Summarizing Modals (would, could, might), compound tenses (would have been)


V. VOCABULARY

adult beakbill birdbird of prey branchesbreedingbroodburrow camouflagecarnivore characteristic chickclutchcompare continentscontrastcurved description dietdigestdissecteddiurnaldivedownear-tuftegg toothendangeredenvironmentfacial discfeathersfeetglidehabitathatchincubationinsectslittermigratemigrationnestlingsnocturnal

omnivoreoviparousowletpelletperchpesticidespollutionprairiepredatorpreenpreyraptorrod cellsrodentroostrufoussharpsoarspeciessurvivalsurviveswiveltalonsterritorythreatvariationsvisual fieldwing

Tier IIadaptationaerodynamic asymmetricalbinocular visionconiferouscrepuscular interdependenceornithologist regurgitateStrigidaeTytonidaezygodactyl

Description somefewmanyhaveare calledhelps used tobelongs todescribed asis part ofis related to

Compare/Contrastsamebothsimilarbecausedifferentunlike_______er_______est_______er thanis not/are notdon’tdoesn’t havehoweveralthough


17

V. RESOURCES AND MATERIALS

Teacher Resource2nd grade Simply Science Unit: “Feathered Friends”

Fiction: My Little Book of Burrowing Owls , Irvin Marston, Hope, ISBN 1-55971-547-2 Owl At Home , Lobel, Arnold, ISBN 13: 978-1-4351-0768-7/10:1-4351-0768-3 Owly , Thaler, Mike, ISBN 0-8027-7545-4 Owl Moon , Yolen, Jane, ISBN 0-590-42044-5 Screech Owl at Midnight Hollow , Lamm, C. Drew, ISBN 1568992653 Good-Night, Owl! , Hutchins, Pat, ISBN-13 978-0-689-71371-2 Owl Babies, Waddell, Martin, ISBN 978-0-7636-1710-3 The Owl and the Woodpecker, Wildsmith, Brian, ISBN-13: 978-1-59572-050-4 White Owl, Barn Owl, Davies, Nicola, ISBN 978-0-7636-3364-6

Nonfiction: I Can Read About Birds , Troll Associates, ISBN 0-89375-204-5 Amazing World of Birds , Caitlin, Stephen, ISBN 0-8167-1748-6 The Life Cycle of a Bird , Kalman, Bobbie, ISBN 0-7787-0684-2 Science Kids: Birds , Davies, Nicola, ISBN 978-0-7534-6124-2 Birds: Nature’s Magnificent Flying Machines , Arnold, Caroline, ISBN 1-57091-572-5 I Can Read About Creatures of the Night , Cutts, David, ISBN 0-89375-202-9 Birds of North America , Vanner, Michael, ISBN 1-405460308-2 First Field Guide: Birds , Scholastic, ISBN 0-590-05482-1 The Encyclopedia of North American Birds , Vanner, Michael, ISBN 0-7607-3460-7 Birds of America , Shaw, Frank, ISBN 0-8317-0888-3 Birds of Prey , Petty, Kate, ISBN 1-57335-162-8 Birds of Prey , Frost, Paul D., ISBN 1-40547-131-X Incredible Owls , Martin, Justin McCory, ISBN 0-439-87637-0 Owls , Ellwood, Nancy, ISBN 0-439-23780-7 Zoobooks: Owls , Levi Biel, Timothy, ISBN 0-937934-32-1 Bird Facts , Schneck, Marcus, ISBN 978-1-4351-1180-6 Birds, Nests and Eggs , Boring, Mel, ISBN 1-55971-624-x Beaks , Collard III, Sneed B., ISBN 1-57091-388-9 Top Readers Birds , Ryan, Denise ISBN 978-1-4351-1367-1 Birds , Davies, Nicola, ISBN 978-0-7534-6124-2 What is a Bird? , Kalman, Bobbie, ISBN 0-86505-892-x Bird Watch , Jennings, Terry, ISBN 1-4206-8151-6 Animals That Live in the Forest: Owls , Macken, JoAnn Early, ISBN-13: 978-1-4339-2482-8 Welcome to the World of Owls , Swanson, Diane, ISBN 1-55285-314-4 Owls , Holmes, Kevin J., ISBN-13: 978-0-7368-8074-9/10: 0-7368-8074-7 Owls , Lundgren, Julie K., ISBN 978-1-60694-773-9 Owls , Mason, Adrienne, ISBN 978-1-55337-624-8 Owls , Gibbons, Gail, ISBN 978-0-8234-2014-8 Owls , Morgan, Sally, ISBN 978-1-4206-8111-6 Quiet Owls , Riley, Joelle, ISBN 978-0-8225-9889-3 Baby Owl , Lang, Aubrey, ISBN 1-55041-798-3 Barn Owl , Kitchen, Bert, ISBN 978-0-7534-5606-4 See How They Grow: Owl , DK Publishing, ISBN 978-0-7566-3372-1 The Book of North American Owls , Sattler, Helen Roney, ISBN-13: 978-0-395-90017-8

Poetry: The Owl and the Pussycat , Lear, Edward & Brett, Jan, ISBN#0-590-45405-6

Spanish titles: Buhos y lechuzas , Macken, JoAnn Early, ISBN#978-1-4339-2489-7

Multimedia: Learn 360 Digitalized Videos

Community Resources: Bugs-R-Us

Internet Resources: Owl Pages http://www.owlpages.com / Cornell Lab of Ornithology http://www.birds.cornell.edu/Page.aspx?pid=1478&ac=ac



Planning Pages

http://www.birds.cornell.edu/Page.aspx?pid=1478&ac=ac

http://www.owlpages.com/

I. Focus/Motivation Cognitive Content Dictionary with signal word Inquiry Charts Literacy Awards Read Aloud – Teacher Made Big Book “Have you Heard?” Observation charts Realia: Owl pellets, model owls Prediction-Reaction Guide

II. Input Narrative Input – “My Little Book of Burrowing Owls” Read Aloud “Owl Moon” Graphic organizer—North America owl habitat map Pictorial Input: Comparative (Barn Owl / Anna’s Hummingbird) ELD Review 10/2 lecture with primary language

III. Guided Oral Practice T-graph and team points: Participation Picture file cards: sort – organizing, categorizing Exploration Report Personal Interaction: Legends and folklore Poetry and chants Mind Maps: Barn Owl Sentence patterning chart Cooperative work—numbered heads together Process Grid Mind Map Ongoing processing of chants and charts Science: Dissecting owl pellets Team Tasks

IV. Reading/Writing

Whole Group Compare and contrast Cooperative Strip Paragraph Found Poetry Poetry Frames Strip books Story Map Big Book Cooperative Strip Paragraph Guided Imagery—Listen-n-sketch Model Story mapping: “My Little Book of Burrowing Owls”

Small Group/flexible groupings

Expert groups Flexible group leveled reading

Struggling/emergent reading with Cooperative Strip Paragraph ELD group frame Partner reading –ear-to-ear Team Tasks (anything modeled whole class) Mind mapping Big Book Shared reading Team cooperative strip paragraph

Independent work (anything practiced in teams) Learning logs Interactive journals Individual explorations Individual Cooperative Strip Paragraph Mind mapping Writer’s Workshop

Writing process Author’s chair

V. Extended Activities for Integration Build an owl’s nest: Use photos for students to use as models for their nests.

Students build a nest; label the type of nest, what owl uses it, where it is usually built, and what it is made of. Students do a gallery walk to observe the nests.

Owl report and diagram Feather observation. Students can create a feather book with the information they find. Owl calls: Record your voice making different owl calls. Design an owl using knowledge of characteristics: May be drawn or built using materials such

as paper plates or meat trays, colored construction paper, pipe cleaners, etc. Exploration report Personal exploration

VI. Closure Process all charts and chants Share Big Books and personal exploration Team exploration Group presentation of tasks Poetry and chanting Home / School connections Portfolio On-going assessment of learning logs/journals



Sample Daily Lesson Plan (SDLP)*Strategies appearing in italics are presented daily in the classroom

Day 1:

FOCUS/MOTIVATION Three Personal Standards Literacy Awards - Super Scientist awards Cognitive Content Dictionary with Signal Word Prediction-Reaction Guide

Observation Charts Inquiry Chart Portfolios Teacher Made Big Book: Have You Heard?

INPUT Graphic Organizer: North America Map—Habitat Location

- 10/2- Lecture with Primary Language Group- Learning Log- ELD review

Chant Comparative Input Chart: Barn Owl/Anna’s Hummingbird

- 10/2- Lecture with Primary Language Group- Learning Log- ELD review

GUIDED ORAL PRACTICE T-graph for Social Skills (Participation) with team points Picture file activities

- Free Exploration- Open Sort- Closed Sort

Exploration Report Personal Interaction—Owls in legends and folklore Chants

INPUT Narrative Input Chart—“My Little Book of Burrowing Owls”

- Learning Log- ELD Review- Personal Interaction

READING/WRITING/LANGUAGE ARTS Writer’s Workshop

- Mini-Lesson- Write- Author’s Chair

Flexible Reading Groups ABC Book - Owls

CLOSURE Interactive journals Revisit inquiry charts, poetry and input charts Read Aloud Home School Connection



Sample Daily Lesson Plan (SDLP)

Day 2:

FOCUS/MOTIVATION Three Personal Standards & Literacy Awards Cognitive Content Dictionary with Signal Word Process Home/School Connection Review input with word cards—Graphic Organizer: North America map, and Pictorial Input:

Barn Owl with word cards and picture file cards Review Narrative: act out, word cards & conversation bubbles Process Chant

- Highlight/ sketch, add picture file cards

GUIDED ORAL PRACTICE T-graph for Social Skills with team points Poetry/Chants

READING/WRITING/LANGUAGE ARTS Interactive Journal Writer’s Workshop Flexible Reading Groups ABC Book Flexible Grouping

- Expert groups - Team Tasks

* Team Task Menu* T-Graph* Team Share

CLOSURE Interactive journals Revisit inquiry charts, poetry and input charts Read Aloud Home/School Connection




Day 3:

FOCUS/MOTIVATION Cognitive Content Dictionary: Student selected vocabulary Process Home / School connection 3 Personal Standards and Literacy Awards Process Poetry - highlight, sketch and add picture file cards Story Map—“My Little Book of Burrowing Owls”

INPUT Act out narrative/words/conversation bubbles Read Aloud Chant

GUIDED ORAL PRACTICE Expert Groups: Team Tasks Oral Team Evaluation Sentence Patterning Chart

- Read, Trade, Flip chant Mind Map Process Grid Chants

READING/WRITING/LANGUAGE ARTS Journal ABC Book Cooperative Strip Paragraph

- Read, respond, revise, edit Flexible Group

- Team Tasks Reading/Writing Workshop

- Mini-lesson- Write- Author’s chair

CLOSURE Review Charts Home School Connection




Day 4:

FOCUS/MOTIVATION 3 Personal Standards and Literacy Awards Cognitive Content Dictionary with stumper word Process chants: highlight, sketch, add picture file cards

INPUT Read Aloud Chant

GUIDED ORAL PRACTICE Chants DRTA

READING/WRITING/LANGUAGE ARTS Flexible Group Reading

Team Tasks – Written Evaluation ELD Group Frame Clunkers and Links: At or above level reading

Writer’s Workshop Poetry Frame Focused reading: Read walls with personal CCD / Picture Dictionary Listen and sketch ABC Book

CLOSURE Process Inquiry Chart Chant Home/School Connection




Day 5:

FOCUS/MOTIVATION Cognitive Content Dictionary with stumper word 3 Personal Standards and Literacy Awards Process Poetry: highlight, sketch, add picture file cards Read Aloud

READING/WRITING/LANGUAGE ARTS Flexible Group Team Tasks

- Written Evaluation- Team Presentation

Struggling readers with cooperative strip paragraph Ear to ear reading Writer’s Workshop

GUIDED ORAL PRACTICE Chants

Focused Reading - Read the walls with individual CCD

CLOSURE Process Inquiry Chart Team Big Book Evaluate week Class chant Teacher-Made Test Portfolio Team Exploration Individual Exploration Student-made tests

Literacy AwardsPhotos found at Yahoo Images, Google Images

Photos not included due to copyright.

Book Marks, Notebooks, Picture Cards showing the following images and containing information about them:

Ornithologist

Barn Owl

Burrowing Owl

Elf Owl

Eastern Screech Owl

Spotted Owl

Snowy Owl

Owl’s Physical Characteristics: Eyes, Ears, Beaks, Necks, Feathers, Feet

Owl Habitats: Desert, Tundra, Forest, Prairie

(insert photo of Burrowing Owls)

Burrowing owls are so named because they live underground in burrows that have been dug out by small mammals like ground squirrels and prairie dogs. They are covered in brown spotted feathers and have long legs. They also sport distinctive white “eyebrows” above bright yellow eyes. They are one of the smallest owls in North America.

(insert photo of Elf Owls)

Elf Owls, like other owls have excellent night

vision. They can't see in complete darkness, but they can see quite well in low-light. They also

have excellent hearing. They can catch their

prey in complete darkness, by pinpointing it using their ears rather than eyes. Elf owls have

"silent flight" which means they don't make

any noise as they approach their prey. The sound of their wing beat

is muffled by softened feathers on the leading edges of their wings.

(insert photo of Northern Spotted Owls)

Northern spotted owls are very territorial and intolerant of habitat

disturbance. They prefer old-growth forests with tree canopies that are high and open enough for the owls

to fly between and underneath the trees.

Preferred areas have large trees with broken tops,

deformed limbs or large holes used as nesting sites.

Each pair needs a large amount of land for hunting and nesting, and although

they do not migrate, spotted owls may shift their

ranges in response to

seasonal changes, such as heavy snows, that make

hunting difficult.

(Teacher Made Big Book)

Have You Heard? By Mary Van Wesep

Have you heard? The owl is a bird. And, like all birds, owls have eyes. But, the owl’s eyes are unique.

Most birds have eyes on the sides of their heads, but owls have eyes that face forward giving them binocular vision. This means they can see an object with both eyes at the same time.

Seeing well in the dark is the major function of an owl’s eyes. The owl’s eyes are very large. They are tubular, rather than round, enabling more light to enter the eye.

The owl’s eyes allow it to navigate through their habitat in the dark. An owl can see 3 times better in the dark than you can. Owls that are diurnal and hunt during the day also use their excellent eyesight to find food.

Owls are long sighted and cannot focus on objects which are too close.

Humans can roll their eyes and move them side to side and up and down within the eye sockets. The owl’s eyes are too big and are not able to move independently in the eye sockets. In order for an owl to see in a different direction, it has to turn its entire head.

Owl eyes have three eyelids: one for blinking, one for sleeping and one for keeping the eye clean and healthy.

Have you heard? The owl is a bird. And, like all birds, owls have ears. But, the owl’s ears are unique.

Owls have an excellent sense of hearing. In fact, owls hunt mainly by sound, not sight. A barn owl can capture prey when blindfolded. However, they cannot capture prey if one of their ears is plugged or if they lose their facial disc feathers.

An owl’s ears are elaborate structures. They are large vertical slits bordered by flaps of skin in front of and/or in back of the opening. These flaps expand, contract, and adjust the ear opening size.

Owl ears are not on top of the owl’s head. Those “ears” you see on a number of species are feathers called ear tufts and they have nothing to do with hearing. The owl’s ears are located on the facial disc behind the eyes and are hidden by feathers. The flattened facial disc of an owl funnels sound to the bird’s ears and magnifies it as much as ten times to help the bird hear noises humans can’t detect. It acts just like the satellite dish that collects signals for your television.

In some owl species the ears are located asymmetrically. This means that one ear is higher than the other.

Have you heard? The owl is a bird. And, like all birds, owls have a beak or bill. But, the owl’s beak is unique.

The beak of the owl is short, curved and downward-facing. The beak is usually hooked at the tip for gripping and tearing its prey. The downward-facing beak allows the owl to have a clear field of vision, as well as direct sound into the ears without deflecting sound waves away from the face.

The owl’s sharp beak is usually hooked at the tip for gripping and tearing prey. Owls cannot chew their prey since, like all birds, they do not have teeth. Instead, they swallow small prey whole. They must tear larger prey into small pieces before swallowing. They later regurgitate or throw up pellets of material (bone, fur and feathers) they could not digest.

In many species, the bill is partly hidden by feathers so it appears smaller than it actually is.

The nostrils are positioned towards the base of the beak. Most Owls have a very poor

sense of smell.

Have you heard? The owl is a bird. And, like all birds, owls have a neck. But, the owl’s neck is unique.

Owls are unable to move their eyes in the sockets because of the size and tubular shape of the eyes. To compensate for this restriction, most owls are able to turn their head halfway around a circle in either direction, meaning they can see straight behind by turning to the left or right. An owl can also tilt its head, so it is looking from upside down.

They can turn their heads nearly all the way around because of their flexible necks. This is a unique feature that humans don’t have. The owls’ vertebrae are what allow it to see to the sides and behind. The bones in the neck and back are part of the vertebra. Humans have seven bones (or vertebrae) in the neck. An owl has twice that! An owl’s 14 vertebrae in the neck allow it to rotate its head, seeing in nearly every direction, even though its body stays in the same spot.

Have you heard? The owl is a bird. And, like all birds, owls have feet. But, the owl’s feet are unique.

Owls have very strong feet. The toes are called talons and they are sharp and curved. The owl’s prey is killed by using its talons to crush the skull and knead the body.

Owls have zygodactyl feet with two toes pointing forward and two toes pointing backward. This gives the birds a stronger, more powerful grip so they can be more effective predators.

The underside of the talon foot is covered with a rough, bumpy surface which allows the owl to grasp its prey and hold it without having to keep the muscles tightly contracted.

Have you heard? The owl is a bird. And, like all birds, owls have feathers. But, the owl’s feathers are unique.

Owls fly almost silently and more slowly in comparison to other birds of prey. Most owls arenocturnal and being able to fly without making any noise gives them a strong advantage over their prey .

The feathers on owls’ wings have several unique features that enable them to minimize the sound made when flapping their wings. The result of these modifications is totally silent flight which means that prey are not forewarned of attack and the owl can use its hearing at its best without the noisy wing beats possessed by other birds.

The facial disc is a conspicuous circle of feathers around each eye. These feathers can be adjusted in order to sharply focus sounds that come from varying distances onto the owls’ asymmetrically placed ear cavities.

Another adaptation that helps owls sneak up on their prey is the dull coloration of theirfeathers which can make them almost invisible.

The thick soft plumage insulates the owl while it is exposed to cold night time temperatures.

Because owls do not see well up close, caught prey can be felt by owls with the use of filoplumes – small hair-like feathers on the beak and feet that act as “feelers”.

Habitat Map

ELD Questions for Comparative Input Chart

Point to the Barn Owl’s wings Point to the Anna’s Hummingbird’s beak Is this a nest? (point to hummingbird nest) Yes / No Are these owl eggs (point to the hummingbird’s eggs) Yes / No What are these? (point to the owl eggs) What does the owl eat? (point to diet heading) Where does the hummingbird live? (point to the habitat heading) What does the barn owl look like?

Narrative InputMy Little Book of Burrowing Owls

By Hope Irvin MarstonAdapted by Mary Van Wesep

Copyright permission granted to reprint by Mary Van Wesep

One spring evening, two burrowing owls flew over the grasslands of Montana. They dropped to an empty prairie dog burrow. They crept inside and looked around their old nest. Another animal had lived in it over the winter, and it was a mess. The owls would clean it up. The busy little, brown birds pecked at the walls with their beaks.

SWISH! SWISH! The male bird kicked the dirt backward toward the burrow opening. Out flew little puffs of dirt. When the owl stopped to rest, his mate finished the cleaning.

The next day the owls lined their nest with feathers and dead grass and with dried cow manure. They left some manure outside the burrow. The smell would attract insects, like beetles, that they could eat.

Over the next two weeks the female laid a clutch of seven eggs. Twice a day, in the early morning and, again, in the evening, she hopped up to the entrance for food. “Rasssp! Rasssp!” She called to her mate. He flew to her with food. Sometimes it would be a mouse that he swooped down from the air to catch. Or, it would be a scorpion that he had chased on the ground and caught. On another day, it might be an insect that he caught in mid-air. The female appreciated any food that he brought to her. The first egg hatched on the twenty-eighth day of incubation. Day, after day, another little owlet, no bigger than your thumb, broke through its shell. Each of the seven owlets opened its eyes when it was five days old.

When the owlets were about two weeks old, they hobbled out of the crowded burrow. They huddled in the bright sunlight near the entrance. “Kook-COO!” “Kook-COO! They called, like tiny roosters trying to crow. They wanted to be fed. Down, swooped their father with a small garter snake. The owlets rushed at him on their spindly legs. They grabbed the snake from his beak and gobbled it up.

When they were three weeks old, the owlets could run and hop. They could preen their feathers and flap their wings. Now it was time for them to learn to hunt for their own food. Their father taught them how to catch grasshoppers and other bugs.

One morning the owlets sat in the sun near the burrow. Suddenly, the mother owl began to bob her body. She swiveled her head. “Tweee-chikit-chikit-chikit-chik!” A predator was creeping, closer and closer. “Eep! Eep! Eep!” cried the owlets as they hurried into the burrow to get away from the fox. Their mother rushed in right behind them. As the fox came toward the burrow, it heard, “Hissszzzz! HisssZZZZZZZ! HISSSZZZZZ!” It sounded like a rattlesnake. The fox turned and ran back across the prairie. The little owls had scared the fox away. It didn’t know frightened burrowing owls hissed like rattlesnakes.

The owls learned to fly when they were six weeks old. Still, they stayed near the burrow. They perched on fence posts to watch for prey on the ground. When they saw a mole or a mouse,

they would fly down and grab it with their sharp talons. They flew over the grass in search of locusts, moths, or dragonflies. The parent owls sat on the ground and fluffed their feathers. They pushed their faces into the loose soil and swiveled their heads, scattering the dirt over their facial disks. By bathing in the dust, they got rid of loose feathers and fleas. Soon the seven owlets were dust bathing too. As the owlets grew, their nest became too crowded. One by one they moved into empty burrows of their own nearby.

One fall morning, frost covered the ground. A cold wind blew. The owls had trouble finding food. It was time to leave the northern prairie and migrate south to warm weather. In the spring they would return to raise families of their own.

ELD Questions for Narrative Input Chart

Point to the owl Point to the burrow Is this a Fox? (point to fox) Yes / No Is this an owlet (point to mama) Yes / No What is this? (wing) What is this? (sky) Tell me about the burrow. Why did the owl family fly away? What were the owls afraid of?

POETRY

BOOKLET

Owls Here, Owls There, Owls, Owls Everywhere

Owls here, Owls there,Owls, owls everywhere!

Nocturnal owls hunting silently,Crepuscular owls flying swiftly,Carnivorous owls eating hungrily,And camouflaged owls hiding carefully.

Owls in the old growth forest,Owls throughout the world,Owls under the ground,And owls over me

Owls here, Owls there,Owls, owls everywhere!

M. Van Wesep, 2011

Ornithologist Bugaloo

I’m an ornithologist and I’m here to say,I study the owl species in every way.Sometimes I write a paper, sometimes I read a book,But, usually, I just go and take a look.

Nocturnal, diurnal, crepuscular, too,Doing the ornithologist BUGALOO!

I see that good eyesight helps owls see at night,They are able to spot prey in very low light.Specialized feathers make for silent flight,Giving unsuspecting prey a terrible fright.


Some hunt at night, others during the day,Then they eat their prey in a different way.They swallow it whole, that’s the deal,The owl thinks it is a delicious meal.


M. Van Wesep, J. Casad, 2011

I Can Spell

I can spell eyes, e-y-e-s,I can spell ears, e-a-r-s,I can spell beak, b-e-a-k,But I can’t spell characteristics.

I can spell neck, n-e-c-k, I can spell wing, w-i-n-g,I can spell feet, f-e-e-t,But I can’t spell characteristics.

I can spell crown, c-r-o-w-n,I can spell throat, t-h-r-o-a-t,I can spell belly, b-e-l-l-y,But I can’t spell characteristics.

Yes I can!! Yes I can!! Charac-teris-tics,CHARACTERISTICS! CHARACTERISTICS! CHARACTERISTICS!

M. Van Wesep, L. Carroll 2011

Owl Cadence

We just know what we’ve been told.Owls are worth their weight in gold.Hunting fish and rodents too,Owls are nocturnal birds of prey.

Sound off…rodentsSound off…nocturnalSound off 1 2 3 4, Look up!

Their eyes are binocular and cannot move,They see around by moving their neck,Radiating feathers surround the eye,Giving the owl a wide-eyed look.

Sound off…binocularSound off…feathersSound off 1 2 3 4, Look up!

The largest is the Great Grey,They live in the northern hemisphere.The smallest are the Pygmy and Elf,Found in the US and Mexico.

Sound off….sizesSound off…habitatsSound off 1 2 3 4, Look up!

J. Casad, 2011

I Know an Elf Owl

I know an elf owl,A brownish elf owl,A brownish elf owl,The smallest owl in the world.

With wings that are longAnd a short barred tailHe lives in the desertTo get the insects that he’ll eat.

I know an elf owl,A brownish elf owl,A brownish elf owl,The smallest owl in the world.

With extra-long legs,He lives in a cacti hole,Avoiding snakes and bobcats,Crying his whi-whi call

I know an elf owl, A brownish elf owl,A brownish elf owl,The smallest owl in the world.

J. Casad, 2011

Yes, Ma’am

Is this a Barn owl? Yes, Ma’am.Is this a Barn owl? Yes, Ma’am.How do you know? It has a heart shaped face.How do you know? Its favorite food is small rodents.

Is this an Elf owl? Yes, Ma’am.Is this an Elf owl? Yes, Ma’am.How do you know? It’s the smallest owl in the world.How do you know? It lives in a cactus hole.

Is this an Eastern Screech owl? Yes, Ma’am.Is this an Eastern Screech owl? Yes, Ma’am.How do you know? It has ear tufts.How do you know? It lives in the forest.

Is this a Burrowing owl? Yes, Ma’am.Is this a Burrowing owl? Yes, Ma’am.How do you know? It lives underground.How do you know? It likes to eat insects.

Is this a Snowy owl? Yes, Ma’am.Is this a Snowy owl? Yes, Ma’am.How do you know? It is white all over.How do you know? It lives in the tundra.

Is this a Spotted owl? Yes, Ma’amIs this a Spotted owl? Yes, Ma’amHow do you know? It lives in old growth forests.How do you know? It is brown with white spots.

And are you through? Yes, Ma’amDid you tell me true? Yes, Ma’amWhat did you chant? OwlsWhat did you chant? Owls

M. Van Wesep, 2011

DATE: __________________________

ALL ABOUT OWLSHOME/SCHOOL CONNECTION

Ask your family to tell you what they know about owls. Sketch or write what your family shared with you.

Parent ________________________________ Student _________________________DATE: __________________________


Tell your family about the physical characteristics of barn owls, where they live, what they eat, and how they are threatened. Make a sketch of some of the things you tell them.

Parent ________________________________ Student _________________________

DATE: __________________________


Retell the narrative story “The Burrowing Owl” to your family. What was their favorite part? Sketch or write what your family shared with you.

Parent ________________________________ Student _________________________

DATE: __________________________

ALL ABOUT OWLS

HOME/SCHOOL CONNECTION

Read one poem from your poetry booklet to your family. Explain it to them and sketch it below.

Parent ________________________________ Student _________________________

FECHA: __________________________

TODO SOBRE LOS BUHOSCONEXIÓN HOGAR/ESCUELA

Pide a tu familia lo que saben sobre los búhos. Haz un boceto o escribe unas frases describiendo las ideas de tu familia.

Padre ________________________________ Estudiante _______________________

FECHA: __________________________


Habla a las personas de tu familia acerca de los buhos del granero. Donde viven? Que comen? Estan en peligro? Haz un dibujo que muestra las ideas que les explicaste.


FECHA: __________________________


En tus propias palabras, diles a las personas de tu familia la historia, “The Burrowing Owl.” Cual parte de la historia les gusto mas? Haz un dibujo o escribe unas frases describiendo la parte favorita de tu familia.


FECHA: __________________________


Leele un poema de tu libreta de poesia a una persona de tu familia. Explicale de qué se trata el poema y haz un dibujo abajo.


Expert GroupElf Owl

DescriptionThe Elf Owl is the smallest owl in the world. It is only 5 inches tall. Its wingspan is 9 inches and it weighs 1 to 1.5 ounces. It has a short tail. The head is round. Their overall color is brownish-grey with some white on the wings and belly. The eyes are pale yellow with white eyebrows.

HabitatElf Owls are found mainly in riparian habitats (places where there is water) or in areas where saguaro cactus are plentiful. Their range is southwest USA to Central Mexico and Baja California. In the winter, northern populations migrate to Central Mexico. They can also be found in ravines, canyons, plateaus, and on mountain slopes.

Life CycleElf Owls nest in natural tree cavities and abandoned woodpecker holes that can be found in giant cacti, oak trees, and sycamores. The nests are about 15 to 35 feet from the ground. The female elf owl will lay 2 to 4 white eggs over 1 to 3 days. Incubation lasts at least 2 weeks. Sometimes the female hunts and leaves the male to incubate the eggs. In the wild, elf owls live 3-6 years.

Predators

The Elf Owl’s predators can include other owls, snakes, coyotes, bobcats and ringtail. Most predators find it difficult to access the owls nest high up in a saguaro. The most important threat to the elf owl is habitat loss both of its riparian forest habitat and desert-scrub habitats.

DietElf Owls are nocturnal and hunt at night. They feed primarily on invertebrates such as moths, crickets, scorpions, centipedes and beetles. On occasion they might eat a mouse or small bird. Most prey is captured in flight. Like most owls, they tear their prey into pieces and then swallow the pieces whole.

Expert GroupSpotted Owl

DescriptionThe Spotted Owl is a medium-sized owl. It is about 18 inches tall. Its wingspan is 48 inches and it weighs 1 to 2 pounds. Their overall color is dark brown with white spots on its head, neck, back, and under parts. The eyes are dark brown. This coloring helps it to camouflage with the tree bark.

HabitatSpotted Owls are found in old-growth forests. They prefer shaded mountain slopes and canyons. Their range is northern California and the Pacific Northwest of the USA to the southern parts of British Columbia, Canada. They do not migrate.

Life CycleSpotted Owls can nest in a variety of places, such as stick nests of Northern Goshawks, large tree cavities, or on broken tops of large trees. The female will lay 2 to 3 eggs. Incubation lasts for 30 days. The female does all the incubation and the male delivers food to the nest. In the wild, spotted owls live as long as 10 years.

PredatorsSpotted Owl predators include the Great Horned Owl, the red-tailed hawk, and the common raven, which goes for the eggs. The most important threat to the Spotted Owl is habitat loss resulting from logging. Natural disasters such as fire, volcanic eruptions, wind storms and climate changes are a threat.

DietSpotted Owls are nocturnal and hunt at night. They perch or “sit and wait” to dive down onto prey. They feed primarily on flying squirrels, wood rats, mice and other small rodents. They also eat gophers, rabbits, hares, birds, insects and reptiles. They either eat the food right away or store it for later use.

Expert GroupEastern Screech Owl

DescriptionThe Eastern Screech Owl is a small owl. It is about 7 - 10 inches long. The wing span is 22 inches. It weighs about 6 ounces. It can be either a bright, red-brown color or a drab gray.

HabitatEastern Screech Owls are found in woodlands, deciduous forests, and parklands. Their range is east North America from east Montana and the Great Lakes to the Gulf of Mexico down to Northeast Mexico. They do not migrate.

Life CycleEastern Screech Owls nest in the cavities of deciduous trees such as oaks, elms, and maples. The female will lay 3 to 5 eggs. A new egg is laid every 2 days. Incubation is about 26 days. Female do most of the incubation but males will help. In the wild, eastern screech owls live as long as 10 years.

Predators

Eastern Screech Owl predators include the other owls like the Great Horned Owl and the Barred Owl, mink, weasels, raccoons, skunks, snakes, crows, and Blue Jays. Other threats to the Eastern Screech Owl include: poisons, parasites, and diseases including malaria and avian pox.

DietEastern Screech Owls are nocturnal and hunt at night. They feed primarily on shrews and deer mice, but they will also eat insects, earthworms, snails, spiders, crayfish, other owls, chipmunks, squirrels, song birds, snakes, frogs, toads, salamanders, rats, and rabbits. Small prey is swallowed whole while large prey is torn into bite-sized pieces.

Expert GroupSnowy Owl

DescriptionThe Snowy Owl is a large-sized owl. It is about 27 inches tall. Its wingspan is 4.5 – 5.5 feet and it weighs 2 to 4 pounds. Their overall color is mostly white with some brown bars and spots. This coloring helps them camouflage with the snow. The eyes are golden and rather small for an owl.

HabitatSnowy Owls are found in the Arctic tundra or open grasslands and fields. Their range is from the western Aleutians in Alaska to northeastern Manitoba in Canada. They migrate.

Life CycleSnowy Owls nest on the ground, where the female makes a shallow hole with her talons. The nests are lined with scraps of vegetation and owl feathers. The female will lay 5 to 8 white eggs, one every 2 days. Incubation lasts for 32 days. Only females incubate the eggs. The male delivers food to the nest. In the wild, snowy owls live as long as 9 years.

Predators

The Snowy Owl’s predators include Arctic foxes and wolves. Skuas and jaegers take eggs or chicks. Other threats are climate change, collisions with automobiles, and gunshot wounds.

DietSnowy Owls are diurnal and hunt during the day. They are nomadic meaning they move to where prey is plentiful. Their primary prey is lemmings. The adult owl can eat 3 to 5 lemmings each day. They swallow their prey whole. They eat other mammals like small rodents to large hares. They eat birds ranging from small songbirds to medium sized geese. They perch or “sit and wait” to dive down onto prey. The prey is caught in the air or on the ground.

All About OwlsMind Map

Description Habitat

Diet Predators Life Cycle

All About Owls Process Grid

Name of Owl

Name Description Habitat Life Cycle Predators Diet

Barn Owl

Elf Owl

Spotted Owl

Eastern Screech Owl

Snowy Owl

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