Full Content Assignment

Running Head: HABITAT CONTENT TEXT SET
Habitat Content Text Set

Chelsea Meyer
Missouri Southern State University
HABITAT CONTENT TEXT SET
2
Introduction
This content text set revolves around habitats. Each of the texts used would allow
students to better understand habitats, endangered species, and conservation. I chose a wide
range of texts for this project. Because the standards are for 4th grade, I thought that providing a
wide variety of texts at different levels would be beneficial. The differing levels would allow for
differentiation.
Furthermore, I chose two texts that revolved around habitats and habitat conservation in
Missouri. I think that these texts allowed students to see the topic at a global and local level. I
also used a longer fiction book. I think that this book would allow students to see what a real
habitat conservation effort would look like. The texts that I chose differed in formatting,
provided beneficial information, and exposed the students to different types of texts.
Standards:
GLE:
Identify and describe how different environments (i.e., pond, forest, prairie) support the
life of different types of plants and animals. (Science, Strand 4. 1. A. 4th grade. b.)
Common Core:
Reading Standards for Literature K-5. Key Ideas and Details. Grade 4. 1.
Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
Writing Standards K-5: Text Types and Purposes. Grade 4:1.
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
3
Context Text Set: A.P.A.
GLE: Identify and describe how different environments (i.e., pond, forest, prairie) support the
Common Core: Reading Standards for Literature K-5. Key Ideas and Details. Grade 4. 1.
Magazine Articles:
Jacobs, B. & Kendrick, S. (2014). Bringing back the birds: Full life-cycle bird conservation.
Missouri Conservationist, 75(9), 20-25.
This article describes birds that are native to Missouri. It explains both their migration patterns
and the need to protect resources/habitats that birds use.
Seek, M. (2014, April/May). Rooms with a view. Xplor adventures in nature, 5(2), 8-13.
This article illustrates the different types of homes that animals find in trees. It ranges from
squirrel homes to where bugs live. It shows illustrations as well as short descriptions as to how
the animals use the tree.
Newspaper Articles:
Foley, J. A. (2013, November 26). Bonobo habitat threatened by human activity and forest loss.
Nature World News. Retrieved from
http://www.natureworldnews.com/articles/5090/20131126/bonobo -habitat-threatened
-human-activity-forest-loss.htm
This article explains how human interference could be leading to a possible decrease in the
Bonobo population. Becomes humans are expanding farmland/civilization and clearing forests,
the bonobos habitats are decreasing in size. The article calls for the improvement of protected
areas and an expansion on the Democratic Republic of the Congos parks and reserves.
Broder, J. M. (2009, October 22). Polar bear habitat proposed for Alaska. New York Times.
Retrieved from http://www.nytimes.com/2009/10/23/science/earth/23bear.html?_r=0
This article talks about the proposed creation of a polar bear habitat in Alaska. Because of global
warming and the melting of polar ice caps, polar bears are in threat of extinction. The creation of
the 200,000 square mile habitat would prevent the area from being polluted by the oil and
shipping industry.
Nonfiction Texts:
Jenkins, S. & Page, R. (2005). I see a kookaburra!: Discovering habitats around the world. New
York City, NY: Houghton Mifflin Company
This book depicts animals in their homes around the world. Through this book, readers will be
able to examine numerous different habitats and the wildlife that lives in each of them.
Kalman, B. (2006). Animal life cycles: Growing and changing. New York City, NY:
Crabtree Publishing Company.
This book shows the different life cycles of different animals from birth to adulthood. Through
text, diagrams, and photos, readers will be able to understand the life cycles presented in the
book.
McKinney, B.S. (1998). A Drop Around the World. Nevada City, California: Dawn Publications.
This book shows the impact that water has around the world. It illustrates the importance and
necessity of the water cycle for plants, animals, and human societies.
Fiction Texts:
Hiaasen, C. (2002). Hoot. New York City, NY: Random House Childrens Books.
This book tells the story of a young boy who has recently moved to a new town. After
discovering that a company wants to build on an owl habitat, the boy tries to stop them. He is on
a journey to protect the owls.
Cooney, C. (1982) Miss Rumphius. Aukland, London, England: Penguin Books.
This book talks about a woman and her quest to make the world a more beautiful place. It
highlights the importance of plant life and protecting the natural beauty of the world.
Schimmel, S. (1994). Dear children of the earth: A letter from home. Japan: Schogakukan,
Inc.
This book is written in the form of a letter from Mother Nature. It discussed the beauty of nature
and how the residents of the earth enjoy Mother Natures beauty. Through this letter, Mother
Nature encourages her children to protect her that she can be enjoyed for generations to come.
Lionni, L. (1975). A color of his own. New York, NY: Scholastic Inc.
This book is about a chameleon and his changing colors. The chameleon is unhappy that he
constantly changes color. However, by the end of the book, he discovers that his ability to
camouflage is what makes him special.
Poem/Music Lyrics:
Vandenberge, N. (2013, February 28). Animal Homes. Retrieved from
http://firstgradewow.blogspot.com/search/label/science?updated-max=2013-03
-19T17:53:00-07:00&max-results=20&start=4&by-date=false
This poem, entitled Animals Homes, talks about the various places that animals live. The short
poem shows the diversity of different habitats.
Cartoon:
Apple Guardians: Humans vs. Habitats. (2010, April 14). Retrieved from
http://appleguardians.blogspot.com/2010/04/humans-vs-habitats.html
This cartoon shows how humans can interfere with already present animal habitats. Although
progress can be good, it is important to consider the lives of the animals in the habitats that are
being overrun.
Childrens Picture Books:
Allsburg, C. V. (1990). Just a dream. New York, NY: Scholastic Inc.
This book depicts a young boy and his dreams of the future. Through his dream, he realizes what
the future world could look like if the people of today dont take care of the earth. He then shows
how he can make a difference in the environment by planting a tree.
Cherry, L. (1990). The great kapok tree: A tale of the Amazon rain forest.. Orlando, FL: Harcourt
Brace Jovanovich Publishers.
This book tells the story of a man sent into the Amazon to chop down a Kapok Tree. After
falling asleep under the tree, the man discovers all of the life that the tree supports. The tree
provides shelter, food, and water for the various plants and animals of the forest.
Websites:
Build An Online Habitat - Animal Games. Switch Zoo. (2014). Retrieved from
http://www.switcheroozoo.com/games/habitatgame.htm
This website allows people to play a virtual habitat games. The students first pick an animal.
They then adjust the habitat to best fit the animal. There is a compatibility meter on the side of
the game that changes as the environment changes.
Habitats: simplified explanations. World Wildlife Fund. Retrieved from
http://wwf.panda.org/about_our_earth/ecoregions/about/habitat_types/habitats/
This website provides basic information on ten environments identified by the World Wildlife
Fund. It describes the temperatures, geography, animal life, and basic information of each
habitat.
Habitat Conservation 101: Defenders of Wildlife. Retrieved from
http://www.defenders.org/habitat-conservation/defending-habitat
This website talks about habitat conservation. It explains habitats and animals that are in danger.
It also gives you the steps you can take to improve the environment and overall and what you can
do on a case-by-case basis. The website also links to specific habitat conservation efforts in
different regions.
Habitats: Youtube Video. Retrieved from
http://www.youtube.com/watch?v=7Klscf43X4w
This video by Animal Atlas talks about different habitats around the world. It shows
comparisons between different habitats worldwide. It also discusses how animals adapt to their
environments.
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Vocabulary Word Sort
1. A.P.A. Book Citation:

York City, New York: Houghton Mifflin Company
Words:
1. Habitat
2. Environment
3. Camouflage
4. Grassland
5. Desert
6. Predator
7. Prey
8. Rainforest
9. Region
10. Polar
11. Adapt
12. Endangered
13. Protection
14. Water
15. Food
2. GLE: Identify and describe how different environments (i.e., pond, forest, prairie) support the
CCSS ELA: Writing Standards, K-5, Number 8, Grade 4: Recall relevant information from
experiences or gather relevant information from print and digital sources; take notes and
categorize information, and provide a list of sources.
3. Directions: Each group will place the vocabulary words into the best fit boxes. This means
that words may fit into more than one category. Choose which category you think fits the
vocabulary word (and its definition) best. You will have 10 minutes to determine your word
placement. After 10 minutes, we will discuss our choices. Do your best!
4. Word Sort:
Types of Environment
Elements Necessary to
Actions that animals do in
Create an Environment
Environment
-Habitat
-Predator
-Camouflage
-Environment
-Prey
-Adapt
-Grassland
-Protection
-Endangered
-Desert
-Water
-Rainforest
-Food
-Region
-Polar
5. A teacher could use word sorts at any point. However, I think that they serve best as a review
at the end of a unit. It would be a quick assessment for teachers to see if students understand the
concepts of the new vocabulary words. If students were placing the words into inappropriate
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category (and they cant defend their choice), then a teacher would know that the students
werent grasping the words.
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Context Text Set Vocabulary Self-Awareness Chart
1. A.P.A. Book Citation:

York City, New York: Houghton Mifflin Company
2. GLE: Identify and describe how different environments (i.e., pond, forest, prairie) support the
CCSS ELA: Language Standards K-5, Vocabulary Acquisition and Use, Determine or clarify the
meaning of unknown and multiple-meaning words and phrases based on grade 1 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.
Use frequently occurring affixes as a clue to the meaning of a word.
c.
Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g.,
looks, looked, looking).

3. Directions: Fill out the following Vocabulary Self-Awareness chart as we progress through the
unit. The plus sign means that you know the word well. The checkmark means that you know an
example or a definition, but you arent completely comfortable with the word. The dash means
that you dont know the word at all. Its okay to not know the word now. We will learn these
words as we learn new things in our habitat unit. As you learn new words, you should update
your chart. Let me know if you have any questions.
4.
Word
Desert
(+)
+
()
(-)
Example
There is a desert called the
Sahara in Africa.
Definition
A desert is a vast area of land
with very little water.

Camouflage
Region
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My dad said that he painted
his deer stand camouflage.
Environment
Predator
Prey
Rainforest
Habitat
Adapt
Endangered
Protection
5. A classroom teacher could use this throughout a unit. I would definitely use this because it is
an individualized approach to teaching vocabulary Students will be able to add words that they
see fit. The teacher may also be able to tell the class when a new word pops up (and strongly
13
suggest that they add the word to their chart). I also like that this allows students to self-assess.
Throughout the unit, they will be able to determine if they are learning the words that they
should be learning or not. They can then determine what should be done next in order to ensure
that they are learning the new vocabulary.
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Question Answer Relationship (QAR)

APA Reference(s)
Jacobs, B., Kendrick, S. (2014). Bringing back the birds: full life-cycle bird conservation.
Missouri Conservationist, 75 (9), 20-25.
Content Standards
Identify and describe how different environments (i.e., pond, forest, prairie) support the life
of different types of plants and animals. (Science, Strand 4. 1. A. 4th grade. b.)
CCSS ELA Standards
Reading Standards for Literature K-5. Key Ideas and Details. Grade 4. 1.
Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
Student directions:
Read the article Bringing Back The Birds: Full Life-Cycle Bird Conservation and answer
the following questions. Answer to the best of your ability. It will be necessary to go back into
the text to find correct responses.
IN THE TEXT
Right There questions (2)
(think who is, where is, list, when
is, how many, when did, name,
what kind of-Remember that the
answer will be in one location in
the text)
Question
1.
How many species of both resident and
migratory birds have been observed and
documented in Missouri?
2.
What is the primary reason for bird
migration?
Think and Search questions (2)

(require students to "search"
through the entire passage they
read to find information)
1.
Find 2 examples of birds that migrate
south for the winter.
2.
Summarize full life-cycle bird
conservation.
IN YOUR HEAD
Author and You questions (1)
(require students to answer with
1.
What could you do in Joplin, Missouri to
Answer
There are 431 species.
Birds migrate in search of food.
Two examples of birds in Missouri that migrate

south for the winter are double-crested
cormorants and turkey vultures.
Full Life-Cycle Bird Conservation refers to
protecting birds in habitats around the world.
Because many birds migrate from location to
location, conservation efforts will have to take
place in multiple locations in order to protect the
birds.
I believe that I could do a lot to protect the birds

information not in the text;
however, students must read the
text material to understand what
the question is asking then use the
information from the text and
explain what you know or have
experienced)
On Your Own questions (1)
(can be answered with information
from the students' background
knowledge and do not require
reading the text
promote bird habitat conservation? What

are some specific steps you can take?
1.
What is one experience that you had with
protecting habitats? Have you ever done a
service project to help wild animals? If
not, what do you think you can do in
order to protect habitats.
15
in my area. First, I could research birds that are
endangered. I could then research what kinds of
trees these birds need to survive. I could then plan
these trees. I could also contact Wildcat Glades or
the National Audubon Society to see if there are
any service projects that I could participate in.
I once planted a garden at my school. We wanted

to attract small animals to the garden for us to
look at. This garden provided a habitat for many
insects and birds. The garden had plants and
flowers that provided food, nutrients, and water
to wild animals. Everyone really liked the garden
because it provided an example of a habitat that
we could observe and take care of.
Rubric for Author and Me (adjust your rubric to match your question)
4
3
2
Student states how they
would contribute to
would contribute to
would contribute to
promoting bird habitat
conservation in Joplin,
conservation in Joplin,
conservation and uses at
Missouri. Two pieces of
Missouri. At least one
least one piece of
information from the text are
piece of information from
information from the text
used to support the answer.
the text is used to support
OR uses background
The student thoroughly
the answer and the student knowledge/experiences to
explains background
uses some background
support and explain,
knowledge or experiences to
knowledge or experience
further support their answer.
to further explain and
support their answer.
Rubric for On My Own (adjust your rubric to match your question)
4
3
2
Student stated a problem they The student stated a
Student presented a
had to solve. They explained
problem they had to solve
vaguely stated problem
options and reasons for the
and provided at least two
and what they decided
various choices. Student
options with an adequate
with only minimal
states the final decision with a explanation of their final
explanation.
thorough explanation of their
choice.
choice.
1
would contribute to
conservation but does not
use information from the
text or personal
knowledge/experience to
support or explain.
1
Student failed to clearly
present a problem. No clear
decision was stated. Student
vaguely responds to the
problem. No explanation
was provided.
When and why I would use this strategy

I would definitely use this strategy in my classroom. In this case, I had the students read a
magazine article that may have been a bit above some of their reading levels. However, I think
that they would still be able to retain a lot based on the provided questions. I would definitely
use this to ensure that students were both retaining from the text and making connections to the
text. I think that the more Author and You and On Your Own questions promote critical
thinking.
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Graphic Organizer
Kalman, B. (2006). Animal life cycles: growing and changing. New York City, NY:
Crabtree Publishing Company.
CCSS: Reading Standards for Literature K-5. Key Ideas and Details. Grade 4. 1.
-Refer to details and examples in a text when explaining what the text says explicitly and when
Directions:
1. Read the selected text provided by the teacher. As you are reading, look for important information
and unfamiliar vocabulary.
2. As you find important information and vocabulary, record it in the provided graphic organizer. Be
sure to provide the page number where you found the detail or word.
3. After completing the graphic organizer, write one question that you had over the text.
4. Turn in the completed graphic organizer.
Life Cycles: Important Details

Mammals
Reptiles
Detail #1:
Detail #2:
Detail #3:
Grow and develop

inside mother (pg. 8)
Babies drink mothers

milk (pg. 8)
Adult mammals mate

and have babies (pg.
9)
Detail #1:
Detail #2:
Detail #3:
Start lives in eggs (pg.

18)
Snakes shed their skin

when it becomes too
tight (pg. 19)
Adult reptiles mate

and have own eggs
(pg. 21)

Insects
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Detail #1:
Detail #2:
Detail #3:
Many insects go
through a complete
metamorphosis
throughout life (pg.
26)
Many insects begin in

eggs (pg. 27)
Typically, adult
insects mate and lay
their own eggs (pg.
28)
Life Cycles: Vocabulary

Word #1:
Word #2:
Word #3:
Metamorphosis: a
complete changing
(pg. 26)
Life Span: the time

between an
organisms birth and
its death (pg. 30)
Predator: an animal
that hunts and eats
other animals (pg. 32)
1 Question from the Text:

Do all animals of the same species follow the same life cycle?
By using this graphic organizer with the provided text, students will grasp a lot more while
reading. They will also be held responsible for what they are reading. This particular text gave a
lot of information about specific animals. By using the graphic organizer, students would be able
to make more general observations about mammals, reptiles, and insects. The graphic organizer
would also ensure that students are taking note of the most important information from the text.
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Note Taking Artifact
CCSS: Reading Standards for Literature K-5. Key Ideas and Details. Grade 4. 1.
Seek, M. (2014, April/May). Rooms with a view. Xplor adventures in nature, 5(2), 8-13.
Animal
Periodical Cicada
Main Point
Connection
Sucks sap from trees
Surfaces to mate, lay
animals that make a
eggs, and die
lot of noise outside my
Cicadas are the
window at night.
Eastern Chipmunk
Ring-Necked Snake
Stores seeds
We have squirrels at
underground
our house that we
Works all summer and
always see scouring
fall to collect seeds
the trees to look for
and nuts
food.
Hides under leaves
Uses bright tails as a
I know that fish also

have decoy colors to
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decoy
Centipede
scare away other fish.
Tunnels through soil
Tunneling helps keep
centipede, but I saw
tree roots healthy
one on The Bugs
Centipedes have
Life.
I have never seen a
venom in their legs

Pileated Woodpecker
Northern Walkingstick
Mother woodpecker
I once heard a
protects babies
woodpecker pecking
Bird pecks and flags
on a tree. We had to
wings to protect
be really quiet so that
chicks
we could hear it.
Walks very slowly
Camouflaged to the
walkingstick at my
tree
house
I once held a
Mimics movement of
branches
Texas Ratsnakes
Also known as black
A few months ago, I
snakes
saw a black snake
Lays in trees to look
slither into a drain by
for prey
my house.
Climbs trees
Looks for birds and
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eggs to eat
Gray Treefrogs
Use sticky toes to
climb trees
Red Bat
There was a frog on a

tree next to my house.
Hide from predators
Skin changes colors to
matched the color of
match tree
the tree.
Hangs from a limb
Eats bugs
there are bats that live
Dangle by one foot in
in the caves.
trees.
The color of the frog
At Silver Dollar City,
The guide said that the

bats like to live in
caves because its cool
and safe.
Northern Parula
Tree serves as a diner
I didnt know that
for this bird
birds ate any insects
Eats from the trees
besides worms.
leaves
Like to eat spiders and

caterpillars
Polyphemus Moth
Rests after laying eggs
Ive seen a moth
on leaves
before that looked like
Wings look like dead
its wings were eyes.
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leaves when folded
This keeps other
When wings are
animals from trying to
unfolded, they look
attack it.
like angry eyes

Gray Squirrels
Male squirrels chase
Ive seen squirrels
female squirrels up
fight in trees outside
and down trees
my house before.
Stronger, faster male
Now, I know that the
squirrels normally get
squirrels were
the female squirrel
probably fighting over

a female squirrel.
Red-Eyed Vireos
Mother vireos weave
Ive seen bird nests
tiny, hammock-like
before, but Ive never
nests at the tips of
seen it done with
branches and glue
spider silk.
them in place with
I can see how this
sticky strands of
would be a lot more
spider silk
sturdy.
Both parents search

and chow to feed the
chicks
Summary: Animals survive in lots of different places. They can live in trees and under trees.
As long as the animals have access to food and water, they can survive in the trees.
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Shared Reading Artifact

Text:
Schimmel, S. (1994). Dear children of the earth: A letter from home. Japan: Schogakukan,
Inc.
Standards:
Common Core: Reading Standards for Literature K-5. Key Ideas and Details. Grade 4. 1.
-Refer to details and examples in a text when explaining what the text says explicitly and when
Strategies focused on:

Predicting
Questioning
Clarifying
Visualizing
Connecting
Text
Teacher Commentary
During Think Aloud
Dear Children of the Earth: A Letter

from Home by Schim Schimmel
Cover
As I look at the cover and title

of the book, I think that the
book might be about children
on earth. The animals are
throwing me off a little. Maybe
the book will talk about animal
babies too?
Strategies
Practiced/
Modeled
Predicting
Questioning

Dear Children of the Earth, I am
writing this letter to ask for you help.
Do you know who I am? I am the
planet, earth. But I am much more
than just a planet. I am your Home. I
am your Mother Earth. And just like
you, there is only one of me, so I am
very special. I need to be loved and
cared for, just like you.
Let me tell you about myself. I am
the boulders and the trees you love
to climb. I am the wet sand at the
beach that squishes under your bare
feet. I am the grass you lie down on
when you look up at my clouds. I am
the rivers and lakes and oceans you
love to swim in. I am the cool green
forests, the hot red deserts, and the
cold white glaciers. I love to hug you
with my warm sunshine, tickle you
with my wind, and kiss you with my
rain.
Now let me ask you something.
When you look in the mirror, what
do you see? You see your eyes, of
course. You see your hair, your nose,
and your mouth. And if you smile,
you see your teeth. Do you know
what I see when I look in the mirror?
I see all the animals walking on my
land. I see all the birds flying in my
sky. I see all the fishes, whales,
dolphins swimming in my oceans.
And all of these animals I see are my
children.
But there is something else I see
when I look in the mirror. I see all of
you! I see you because you, too, are
my children. All of the animals that
live on me are your sisters and
brothers! We are all one big family.
But many people still dont know
they are my children, and that all of
the animals are their sisters and
brothers. They still dont know that
we are one big family.
23
It looks like this book is going
to be written like a letter. Who
could be writing the letter? I
wonder if the author is the one
writing the letter? No, it says
that it is Earth. How is that
possible? Is this book a
realistic book?
Predicting
Questioning
Okay, this page makes it clear

that the book is talking about
the entire earth. It mentions
almost every climate and
setting on earth. Now I know
that the letter is talking about
all of earth. I also like the
pictures that this page gives
me. Although it talks about all
sorts of places, the picture only
shows one. This allows me to
picture all of the places that the
author mentions in my head.
Does Earth consider all of the
animals as her children? This
page shows me that the
children of the earth is
talking about the various
animals on earth. I wonder
what the Earth wants us to do
about these animals?
Clarifying
Visualizing
This page says that everyone

on earth is one of earths
children. So, is the book about
people too? I bet the book will
talk in detail about the people
of the earth too.
Questioning
Predicting
Clarifying
Questioning

The animals have told me, We are
worried, Mother Earth. We are afraid
because our homes are being
destroyed by people who dont know
better; or dont care. They dont
know that we are their sisters and
brothers. Mother Earth, these people
are cutting down your forests,
dumping garbage in your oceans and
rivers, and filling your sky with
pollution. Tell me, my children,
where will the animals live when my
forests are all gone? Where will the
whales and dolphins swim when my
oceans too dirty to live in? And
where will the birds fly when my sky
is poisoned?
Imagine what life would be like with
no wild animals living on me. What
if there were no elephants left in
Africa? No tigers in India? No
pandas in China? What if there were
no penguins in Antarctica/? No
kangaroos in Australia? No grizzly
bears in the United States?
Imagine my oceans with no whales
or dolphins swimming in them, and
all the seals and sea otter gone.
Imagine how empty my blue sky
would look with no birds flying. And
think how quiet the trees would be
with no birds singing. I would be so
lonely. Wouldnt you be lonely, too?
And so, my children, I need your
help. And the animals need your
help, too. But Mother Earth, you
ask, how can I help you and all my
sister and brother animals when you
are so big, and I am so small? Well,
my children, let me tell you
something. I am not so big. As a
matter of fact, I am quite small.
When you go outside at night and
look up at all the millions and
millions of stars, you will see how
small I really am. Compared to the
24
The narrator of the story is
Mother Earth! Shes telling us
that people are destroying the
habitats of the earth. This page
shows me the damage that is
being done to the earth. It
allows me to see the dirty
oceans and sky. I hope that the
story is going to tell us how to
save the Earth!
Predicting
Visualizing
These pages are really sad! I

love looking at animals. It
makes me think what would
the world be like without these
animals?
Connecting
Finally, she is asking for our

help! I wonder what
suggestions she will have to
save the Earth?
Questioning

night sky, I am no bigger than you!
But because I look so big, people
think I dont know what they do to
me. They think I cant feel what they
do to me.
But I do know.
And I do feel.
My children, when many people do a
little thing to me, it becomes a big
thin. So its very important for each
person to stop doing things that hurt
me, or their sister and brother
animals.
Remember; there is only one of me,
but there are billions of people. So
when each person does a little
something to help me, it makes a
very big difference. A very good
difference.
Now what do you think is the
biggest, most important thing you
can do to help me? What do you
think I need from you more than
anything else in the world? I will tell
you.
I need you to love me. Thats all.
Just love me as much as I love you.
Because when you love me, you will
care for me. And when you care for
me you will protect me, you will
save your Home, and the homes of
your sister and brother animals.
My children, tell you friends and
other people what I have told you.
Tell them I am their only Home, and
that I need them to love me and care
for me. Tell them all the animals are
their sisters and brothers, and that we
are all one big family. And tell them,
too, that I always know when they
do little things to help me.
My dear children of the earth, I will
now end my letter to you.
Remember, I am your Home. And
just like you, there is only one of me.
If you love me, care for me, and
25
These pages helped me to

Connecting
understand the idea of the book
a lot better. It explained how
one person can make a big
difference. It made me think
about what small things I could
do to make the world a better
place. Now, I want to read the
next page to find out what I
can do!
This page showed me that even Connecting

little things can help. Every
little thing that is done to
protect the Earth will help. I
think that I need to research
what small things I can do to
help save the earth.
This book made me think! It

Connecting
made me think about the Earth. Questioning
It made me think about the
problems that humans have
caused the Earth. It also made

protect me, I will always be your
Home. Forever and ever. I love you
with all my heart, Mother Earth.
26
me think about what things I
can change in order to better
care for my home.
Summary: This approach in the classroom shows students how they can use numerous strategies
during reading and think alouds. Students participate in activating their prior knowledge to help
form new knowledge. This is a great way for students to learn in a constructivist setting. I could
use this strategy in all areas of the classroom.
27
Performance Task
Habitat Conservation
1. Task Overview
2. Classroom Activity
3. Student Task: Part 1 and 2
4. Scoring Rubrics
Task Overview (55 minutes classroom activity, 90 minutes for performance task = 145
minutes)
Classroom Activity (55 minutes)
Evidence Statement
In order to fully prepare students for the constructed-response and conservation activity, students
will:
1) Be introduced to the concept of habitat conservation
2) Be engaged in an activity to discuss the characters actions
3) Be reminded of how to properly write a letter
The class activity will require students to answer questions based on the text. The questions will
allow the students to demonstrate understanding and delve deeper into the meaning of the text.
After reading the text, students will be given time to answer the questions to the best of their
ability.
Part 1:
Class activity: read pgs. 155-173 of Hoot and answer constructed response questions based on
text excerpt.
Part 2:
28
The students will explore a website on habitat conservation. They will then write a letter (in
RAFT format as pre-writing, then in letter format as final submission) to the mayor protesting
the destruction of the owl habitat. The students will first be given the RAFT template. This will
be used as a pre-writing/ brainstorming activity for the students. They will then transfer their
writing into a letter formatting.
Scoreable Products
The classroom activity will simply be the reading of the text. Therefore, there will not be a
scoreable product for this section. However, this will be followed by constructed-response
questions. These will be graded based on a rubric. The rubric will measure the completeness,
novelty, and correctness of the answers. The pre-writing (RAFT) and final product for Part 2 will
also be graded based on a rubric.
Teacher Preparation/ Resource Requirements
The students will complete the constructed response, pre-writing, and final writing on a
computer. This will require each student to have access to a computer. Each student will also
need access to the book Hoot. This can be in print or digital format. They will also need access to
the Habitats 101 website. Each student will need access to the RAFT template and sufficient
paper and pencils for note-taking and brainstorming.
29
Teacher Directions for Classroom Activity

Introductory Classroom Activity (55 minutes)
STEP 1: Introduction of text/ background check (5 minutes)
The students will be introduced to the book Hoot. The students will also be provided with the
necessary background knowledge to understand the book excerpt. Because the students wont
have read the entire text, they will need to be introduced to the characters and the plot thus far.
The students will then read the book excerpt. Be sure that students are aware of the plot before
proceeding with the text.
STEP 2: Reading the Text (20 minutes)
1) Students will read the text (pgs. 155-173).
2) Because students wont be reading the entire chapter book, it is absolutely necessary
to ensure that the students understand the plot before trying to read the book excerpt.
STEP 3: Discussion (5 minutes)
Lead the students in discussion using the following questions:
Question 1: What was Roy trying to do?
Question 2: What are some things Roy can do to help save the owls?
STEP 4: Clarify instruction for Writing Task
Explain: When you are done answering your constructed response questions, we will start the
next part of our task. This will require you to do a pre-writing activity using RAFT format. This
will be followed by a writing in letter format.
Explain what the RAFT and letter format entails.
RAFT:
R: Role (Who are you writing as?)
A: Audience (Who are you writing to?)
F: Format (What will the finished product look like?)
T: Topic (What are you writing about?)
30
Letter Format:
Date (Date written)
Subject (Who are you writing to?)
Body (Text of the letter)
Salutation (Who is writing the letter?)
Explanation of Writing Task:

Students will be asked to write a letter to the mayor convincing him to try and save the owls. The
students will need to draw examples from the story about owl protection. They will also need to
research on the Conservation 101 website. The website will give them some direction on their
letters. They will also need to work on their persuasive writing in order to encourage the mayor
to try and save the owls on the construction site.
Teacher Directions for Part 1 and Part 2
Part 1 (25 mintues)
Students should receive sources (Hoot book and any notes taken by students) prior to task. They
should then be allowed to start their constructed response questions on the computer.
1) Initiate the testing session
2) Alert the students when there are 15 minutes remaining in Part 1.
3) Alert students when there are 5 minutes remaining in Part 1.
4) Have students write their names on all notes. Collect student notes.
5) Close testing session.
31
Stretch Break
Part 2 (90 minutes)
1) Initiate the testing of Part 2.
2) Allow students to access the text, notes, and their answers from Part 1. They will not
be allowed to change answers from Part 1.
3) Once 45 minutes has elapsed, alert the students that they should be finishing up their
pre-write RAFT activity.
4) Alert the students when there are 35 minutes remaining.
5) Alert the students when there are 15 minutes remaining. Suggest that they start
revising and editing their letters.
6) Close the testing session.
32
Student Directions for Parts 1 and 2

Part 1 (55 minutes)
Your Task
You will read pages 155-173 of Hoot with the rest of the class. Then, you will answer three
questions about what you read. You may reference the text for specific examples. In Part 2, you
will write a pre-write RAFT and a letter persuading the mayor to save the owls.
Steps to follow:
1) Read the text with the rest of the class
2) Take notes about the text as it is read
3) Answer three questions about the text
Directions for Beginning
You will now read the text with the class. Takes notes as you deem them necessary. You can
take notes in any format that you choose. Try to only note important details. You may want to
reference your notes as you are answering your constructed response questions. You can
reference back to the book as you are answering the questions.
33
Constructed Response Questions

After reading the text, Hoot, use the remaining time in Part 1 to answer the three questions about
the text. Your answers to these questions will be scored. Your answers for these questions will
also allow you to better prepare for Part 2.
You may refer to the text and your notes to answer the questions.
1) On pg. 156, Roy finally tells his father about the owls. Did Roy and Mr. Eberhardt
have different reactions to finding out about the owls? Compare and Contrast Roy
and Mr. Eberhardts reactions. Use details from the story to support your answer.
2) Look at the letter on page 172. What are some issues that Beatrice could have
addressed in her letter to Mother Paulas company?
3) What are three things that Roy could do to help save the owl habitat? Use details from
the text to support your answers.
Part 2 (90 minutes)
You will now have 90 minutes to review your notes, explore the Conservation 101 website, prewrite a letter, and produce a final letter. You can refer back to your answers on Part 1. However,
you may not change your answers. Now read your assignment and how you will be scored; then
begin your work.
Your Assignment
You are in Roys situation. You want to figure out how to save the owls on the construction site.
Your task is to write a letter to mayor protesting the construction on the owl habitat.
Writing
First, complete the RAFT prewriting activity. This will give you direction for your letter. Then,
write and edit your final letter.
34
RAFT: Use the following format as a guide for your pre-writing RAFT activity:
Letter Requirements
Complete the RAFT activity
Include major letter components (Date, Subject, Body, Salutation)
Revise and edit your letter before you submit your final draft
Word-processing tools and spellcheck are available to you.

Type your response in the space provided. Be sure to fill all of the necessary requirements before
submitting.
REMEMBER: Your response should include:
Elements from your pre-writing RAFT
Compelling reasoning behind your stance
All of the essential letter components
Good organization
Persuasive facts, reasons, and wording
35
36
Source Information:
Stimulus #1
Read the excerpt from the book Hoot.
Hiaasen, C. (2002). Hoot. New York City, NY: Random House Childrens Books.
Stimulus #2:
Use the book Hoot and the provided website on habitat conservation. The website will give you
some direction on what to include in your letter.
Habitat Conservation 101: Defenders of Wildlife.
http://www.defenders.org/habitat-conservation/defending-habitat
37
Scoring Information for Questions:

1. 2-Point Research (Grades 3-4)
Evaluate Information/Sources Rubric
On pg. 156, Roy finally tells his father about the owls. Did Roy and Mr. Eberhardt have
different reactions to finding out about the owls? Compare and Contrast Roy and Mr.
Eberhardts reactions. Use details from the story to support your answer.
Points
Writing Criteria
The response gives sufficient evidence of the ability to find answers

2
in text. The response gives specific details from the text.

The response gives limited evidence in the ability to find answers in
text. The response gives few details from the text.

The response doesnt answer the question. The response gives no
Points
details from the text.
Writing Sample Response
As soon as Roy found out about the owls, he tried to figure out ways
2
to save them. He started researching the owls and what he could do to

save them. In contrast, Roys father assumed that the construction
site had all of the necessary permits to build on the site. Eventually,
Roy was able to convince his dad to look into the owl situation.
38
Roy and his father had different reactions to finding out about the
1
owls. Roy really wanted to save the owls. His father wasnt as
convinced. Roy had to convince his father to care about the owls.
Roy and Mr. Eberhardt didnt agree on what to do to save the owls.

Interpret and Integrate Information Rubric
Look at the letter on page 172. What are some issues that Beatrice could have
addressed in her letter to Mother Paulas company?
Points
Writing Criteria
The response shows that the student can draw inferences from an
2
excerpt of text. The response answers the question thoroughly. The

response is supported with concepts from the text.
The response shows that students can draw some inferences from the
text. The response answers the question.

The response doesnt show any evidence of drawing inferences from
the text. The response does not answer the question.

Points
39
Writing Response Sample
In the response letter, the Mother Paulas response stated that they
2
were working with local authorities on all local regulations. Because

of this, I can assume that Beatrice brought up the fact that owls were
protected in her letter. I also think that Beatrice provided some
information on owls burrowing habits.
Beatrice probably wrote about the regulations of the construction site.
She probably told the construction company that destroying the owls
homes would kill them.
Beatrice wrote a letter to the Mother Paulas company telling them to
stop construction so that they could save the owls.

Interpret and Integrate Information Rubric
What are three things that Roy could do to help save the owl habitat? Use details from
the text to support your answers.
Points
Writing Criteria
The response gives at least three suggestions for Roy. The response
2
references at least two efforts used in the text. The response is

thorough.
40
The response gives at least two suggestions for Roy. The response
1
references at least one effort used in the text.

The response gives at least one suggestion for Roy. The response
doesnt reference any efforts used in the text.
Points
Writing Response Sample
In order to save the owls, Roy could research the laws behind habitat
2
protection. Although he has already done this, he could go a step

further and determine if the specific owl species is protected. He
could also write a letter, like Beatrice did. Instead of writing to the
company, he could write a letter to the state governor or town mayor
persuading them to look into the construction site. Finally, he could
start a petition to convince people to stop the company from
constructing on the site.
Roy could write a letter to the company. Although Beatrice already
did this, the company might be persuaded to listen if more than one
person wrote a letter. Roy could also start a petition to get the public
involved.
Roy could write a letter to the mayor convincing him to stop the
construction.
41
Persuasive Letter Rubric

Score
42
Pre-writing
Student
Students
Student
Student
Student
Activity
completed all 4
completed all
completed all
completed
didnt
(RAFT)
parts of RAFT,
4 parts of
4 parts of
most of the
complete
used original
RAFT, used
RAFT and
RAFT
the RAFT
thinking, and
original
used original
activity.
activity.
completed the
thinking, and
thinking.
prompt
completed
thoroughly.
most of the
prompt.
Content
Student used
Student used
Student used
Student
Student did
original
original
original
completed the
not
thinking in the
thinking in
thinking in
letter.
complete
letter, used
the letter and
the letter.
ideas from the
used ideas
book, and the
from the
concepts were
book.
the letter.
logical.
Letter
Student
Student
Student
Student
Student did
Components
included all 4
included 3 of
included 2 of
included 1 of
not include
components of
the
the
the
any letter
a letter (date,
components
components
components
components
subject, body,
of a letter.
of a letter.
of a letter.
in their
salutation).
letter.

Conventions
43
The letter
The letter
The letter
The letter
The letter
includes correct
includes
includes
includes
includes
spelling,
correct
mostly correct mostly correct some
grammar, and
spelling,
spelling,
spelling,
correct
punctuation.
grammar, and
grammar, and
grammar, and
spelling,
There are no
punctuation.
punctuation.
punctuation.
grammar,
errors.
There are 1-2
There are 3-4
There are 5-6
and
errors.
errors.
errors.
punctuation.
There are
more than 7
errors.

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Running Head: HABITAT CONTENT TEXT SET

Habitat Content Text Set

HABITAT CONTENT TEXT SET

Writing Standards K-5: Text Types and Purposes. Grade 4:1.

HABITAT CONTENT TEXT SET

HABITAT CONTENT TEXT SET

HABITAT CONTENT TEXT SET

HABITAT CONTENT TEXT SET

HABITAT CONTENT TEXT SET

HABITAT CONTENT TEXT SET

1. A.P.A. Book Citation:

HABITAT CONTENT TEXT SET

Actions that animals do in

HABITAT CONTENT TEXT SET

HABITAT CONTENT TEXT SET

Context Text Set Vocabulary Self-Awareness Chart

1. A.P.A. Book Citation:

Use sentence-level context as a clue to the meaning of a word or phrase.

Use frequently occurring affixes as a clue to the meaning of a word.

looks, looked, looking).

HABITAT CONTENT TEXT SET

HABITAT CONTENT TEXT SET

HABITAT CONTENT TEXT SET

Question Answer Relationship (QAR)

Think and Search questions (2)

Birds migrate in search of food.

Two examples of birds in Missouri that migrate

I believe that I could do a lot to protect the birds

HABITAT CONTENT TEXT SET

promote bird habitat conservation? What

I once planted a garden at my school. We wanted

When and why I would use this strategy

HABITAT CONTENT TEXT SET

Life Cycles: Important Details

Grow and develop

Babies drink mothers

Adult mammals mate

Start lives in eggs (pg.

Snakes shed their skin

Adult reptiles mate

HABITAT CONTENT TEXT SET

Many insects begin in

Life Cycles: Vocabulary

Life Span: the time

1 Question from the Text:

HABITAT CONTENT TEXT SET

Sucks sap from trees

Surfaces to mate, lay

animals that make a

eggs, and die

lot of noise outside my

Cicadas are the

our house that we

Works all summer and

always see scouring

fall to collect seeds

the trees to look for

Hides under leaves

Uses bright tails as a

I know that fish also

HABITAT CONTENT TEXT SET

scare away other fish.

Tunnels through soil