TEACHER PAGE
The following page includes information about the teacher who designed this webquest, its intended audience, and the New Jersey Student Learning Standards and Progress Indicators that correspond with the activities included in this webquest. You can utilize this page as a reference in the creation of your lesson plans.
AUDIENCE
This webquest was designed for students in grades kindergarten through second. Non or emerging readers will likely need support to complete the reading tasks involved in completing this quest. Students with limited reading abilities can be paired with older or more accomplished readers, or this webquest can be completed as a home-based activity utilizing parental help.
All students in grades K-2 are expected to complete worksheet that corresponds with each animal research page and the diorama as a culminating activity. All students should give an oral presentation of the diorama, explaining why they choose the selected animal, to allow the teacher to assess the speaking and listening standards. (A downloadable and printable version of the rubric is available at the bottom of this page.) As an extension activity, first grade students should complete a brief writing assignment which lists several facts about their selected animal. Second grade students should formulate an opinion piece in writing, explaining the reason why the chosen pet is the best pet of the four choices. Depending on the technology available in your school and the level of computer proficiency of your students, first and second graders may be able to type these writing assignments.
This webquest was designed for students in grades kindergarten through second. Non or emerging readers will likely need support to complete the reading tasks involved in completing this quest. Students with limited reading abilities can be paired with older or more accomplished readers, or this webquest can be completed as a home-based activity utilizing parental help.
All students in grades K-2 are expected to complete worksheet that corresponds with each animal research page and the diorama as a culminating activity. All students should give an oral presentation of the diorama, explaining why they choose the selected animal, to allow the teacher to assess the speaking and listening standards. (A downloadable and printable version of the rubric is available at the bottom of this page.) As an extension activity, first grade students should complete a brief writing assignment which lists several facts about their selected animal. Second grade students should formulate an opinion piece in writing, explaining the reason why the chosen pet is the best pet of the four choices. Depending on the technology available in your school and the level of computer proficiency of your students, first and second graders may be able to type these writing assignments.
NEW JERSEY STATE STANDARDS
ENGLISH LANGUAGE ARTS STANDARDS - KINDERGARTEN
ENGLISH LANGUAGE ARTS STANDARDS - GRADE 1
ENGLISH LANGUAGE ARTS STANDARDS - GRADE 2
TECHNOLOGY STANDARDS - GRADES K-2
ENGLISH LANGUAGE ARTS STANDARDS - KINDERGARTEN
- RI.K.1. With prompting and support, ask and answer questions about key details in a text
- RI.K.2. With prompting and support, identify the main topic and retell key details of a text.
- W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book.
- W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
- W.K.7. Participate in shared research and writing projects.
- W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
- SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail.
- SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
ENGLISH LANGUAGE ARTS STANDARDS - GRADE 1
- RI.1.1. Ask and answer questions about key details in a text.
- RI.1.2. Identify the main topic and retell key details of a text.
- RI.1.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
- RI.1.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
- RI.1.10. With prompting and support, read informational texts at grade level text complexity or above.
- W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
- W.1.7. Participate in shared research and writing projects
- W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
- SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
- SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
ENGLISH LANGUAGE ARTS STANDARDS - GRADE 2
- RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
- RI.2.6. 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.
- RI.2.10. Read and comprehend informational texts, including history/social studies, science, and technical texts, at grade level text complexity proficiently with scaffolding as needed.
- NJSLSA.W7 Conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused questions, demonstrating understanding of the subject under investigation.
- NJSLSA.W8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
- W.2.1. 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 conclusion.
- W.2.7. Participate in shared research and writing projects.
- NJSLSA.SL2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
- NJSLSA.SL4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
TECHNOLOGY STANDARDS - GRADES K-2
- 8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments
- 8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.
which_pet_diorama_rubric.docx | |
File Size: | 120 kb |
File Type: | docx |
ABOUT THE AUTHOR
My name is Jessica Brosnan, and I am about to embark on my 15th year in the classroom in Manchester Township, NJ. I hold a Master's Degree in Elementary Education and am currently pursuing another Master's in Educational Technology. I have taught all grades, kindergarten through 3rd, in the capacity of either the classroom teacher or a basic skills instructor. I especially enjoy reading to children, and make it a point to incorporate as many read-alouds as possible into each school day.
My name is Jessica Brosnan, and I am about to embark on my 15th year in the classroom in Manchester Township, NJ. I hold a Master's Degree in Elementary Education and am currently pursuing another Master's in Educational Technology. I have taught all grades, kindergarten through 3rd, in the capacity of either the classroom teacher or a basic skills instructor. I especially enjoy reading to children, and make it a point to incorporate as many read-alouds as possible into each school day.