Teacher Commentary Focus on Living Things Comly Elementary School, Philadelphia SLC: K-2 Early Emergent/Balanced Literacy Teachers: Andrea Rosen, Sally Rottenberg, Rochelle Sandler School Phone: 215-961-2008

Unit of Study Summary Our small learning community consists of ten classes,Kindergarten through second including a younger special education group. This year we began an early emergent balanced/literacy program encompassing the "Hundred Book Challenge." The unit of study in science focused on Living Things. The books purchased for this Unit provided the means to teach the students about living things through the use of developmentally appropriate literature. A culminating project for the study of animals was that each child in the small learning community would write their own book about an animal. Each teacher taught the science standards for his/her grade. Teaching across the curriculum, incorporating math, language arts, art, and music, the children researched their animal to write their books. We had the help of many fourth and fifth grade students, and many parents who helped by being coaches for the children in reading the books. Many parents also got involved with helping the children research their animal by going to the library, and locating information on the Internet. Parents also came into school to help the children write their books.At the end of the year, we held an "Author Day." Each child presented one of their books and read it for fellow students, parents, and guests. What should students know and be able to do? School District of Philadelphia Standards: Science Standard #3, Living Environment-Develop an understanding of the characteristics and life cycles of animals through their environment. What were students asked to do? To begin this project, the class was read to about several animals. The children were asked to describe and make comparisons and contrasts between the different characteristics of the animals. The needs of the animals including food, water, and shelter were discussed. We read about how some animals were affected by seasonal change and weather. We classified the animals by sorting their characteristics to determine into what groups they belonged. In preparation for this activity, the class was to pick one of the class pets to "research." The children chose "Honey the Hamster." After all the observations, measurements, recorded information. and reading about hamsters, we wrote a class book so that the children would understand what they would then do individually. The students then chose their own animal and were introduced to many sources in order to get information. We used "just right" books that they could read. Children brought in books from the library and parents helped their children do research on the Internet. Each child put together their own research book. What story does the work tell? This student chose to learn about and write a book about Grizzly Bears. He found out in his research that Grizzly Bears eat fish and berries. To describe them, he stated that their skin covering was fur and the color was brown. He wrote about their claws and that they take care of and nurse their young. He decided that they were mammals. He found pictures to match the facts that he wrote. One of the reading strategies that the children learned when reading in their "just right" books, was to use a picture clue. In writing his book, he used the picture to illustrate his writing showing that he comprehended the facts used. By using Non-fictional reading books, he was able to pick out factual information, and write using descriptive language. This student also took pride in his ability to research information, write about what he had learned and then to share his knowledge and work with other students, parents and teachers. He was able to see that even though he is in kindergarten, he can be an author. He was able to follow the steps of the writing process: organizing information, pro-rating, writing, revising, editing, and publishing. The book became a piece of quality work that could be displayed for others to enjoy. This student and his classmates met the science and language arts standards. They were involved in problem solving skills, mathematics processes, and geographical studies. The project was able to encompass all these, areas and provide an exciting learning experience.

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