Resources and Materials - Non-Fiction
North Kitsap School District
Ecology Polock, Steve (Stephen Thomas)
Scholastic Atlas of Earth -SCH
Forest -Green, Emily
What are Food Chains and Webs -Kalman, Bobbie
Once a wolf: How Wildlife Biologists Fought to Bring Back the Gray- Swinburne, Stephn R.
Looking at Ecosystems – Beacom, David
Animal homes- Hewitt, Sally
Habitat destruction- Orme, Helen
A freshwater pond- Hibbert, Adam
The Kelp forest – Hall, Howard
A dead log- Green, Jen
What are food chains and webs? -Kalman, Bobbbie
Who eats what? - food chains and food webs Lauber, Patricia
The Magic school bus meets the rot squad: a book about decomposition – Beech Linda
Rivers and Lakes – Hoff, Mary King
Rivers and lakes - Holland, Simon
Rivers and lakes – Morris, Neil
Bogs, meadows, marshes & swamps : a guide to 25 wetland sites of Washington State- Churney, Marie
Pond & river – Parker, Steve
Forest- Morris Neil
In woods & forests – Paul, Tessa
What is a biome? – Kalman, Bobbie
Trees- Coombes, Allen
What is the animal Kingdom- Kalman Bobbie
Endangered forest animals – Taylor, Dave
What are food chains and webs? – Kalman, Bobbie
Backyard- Silver, Donald
Lakes- Green, Emily
Mosquitoes- Murray, Julie
The Dragonfly over the water- O'Toole, Christopher
Beetles – Donovan, Sandra
Bees – Murray, Julie
Pacific salmon- Cooper, Jason
Deer- graceful grazers
The Wolf -Dahl, Michael
Wolves - Royston, Angela
Frogs- Kathryn Hoffman Satterfield
Kitsap Regional Library
Woods and Forest - Martin, Patricia A. Fink
Life in a Deciduous Forest- MacMillan, Dianne M
Freshwater Habitats: Life in a Fresh Water Ecosystem- Toupin, Laurie
Olympic: Ecosystems of the Peninsula- O'Hara, Pat
The Rainforest of the Pacific Northwest- Behler, Deborah A
Northern Puget Sound Marine Mammals - Everitt, Robert D
Ecology -by Pollock, Steve (Stephen Thomas)
Fiction
Nicky the Nature Detective – Svedberg, Ulf
By lakes and rivers – Paul, Tessa
Ride the wind - airborne journeys of animals and plants – Simon Seymour
Forest Fire!: Fraser, Mary Ann
A River lost : Bragg, L. E.
A River ran wild: an environmental history
The Salamander room: Mazer, Anne
Insects are my life: McDonald, Megan
No dear, not here: the marbled murrelets' quest for a nest in the Pacific Northwest: McDonald, Megan
Fighting for the Forest: Rand Gloria
Magic by the lake: Eager Edward
Gone-Away Lake: Enright, Elizabeth
The Missing 'gator of Gumbo Limbo: an ecological mystery
The Talking earth: George, Jean Craighead
The Clue at the bottom of the lake: Gregory, Kristiana
Online Resources
Looking at Ecosystems: National Geographic Society
Classifying Plants and animals: National Geographic Society
Science a-z.com- Nonfiction Books Habitats and the Environment
LANGUAGE ARTS WASHINGTON STATE STANDARDS AND SKILLS
READING
READING STANDARDS FOR LITERATURE K-5
KEY IDEAS AND DETAILS
RL.4.1- Refer to details and examples in a text when explaining what the text says explicity and when drawing inferences.
RL.4.2- Summarize text
RL.4.3- Describe in depth a character, setting or event in a story or drama, drawing on specific details in the text.
INTEGRATION OF KNOWLEDGE AND IDEAS
RL.4.1 – Make connections between the text of a story or drama and visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
READING STANDARDS FOR INFORMATIONAL TEXT
RI.4.1 – Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.2- Determine the main idea of a text and explain how it is supported by key details.
RI.4.3- Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why based on specific information in the text.
RI.4.4- Determine the meaning of general academic and domain specific words or phrases in a text.
RI.4.5- Describe the overall structure of events, idea, concepts, or information in a text or part of a text
RI.4.6 – Comprehend and contrast a firsthand and second hand account of the same event or topic
RI.4.7 – Interpret information presented visually, orally, or quantitatively time lines, animations or interactive elements and explain how the information contributes to an understanding of the text in which it appears.
RI.4.8- Explain how and author uses reasons and evidence to support particular points in the text.
RI.4.9 – Integrate information from two text on the same topic in order to write or speak about the subject knowledgeable
READING STANDARDS: FOUNDATIONAL SKILLS (K-5)
RF.4.3 – Know and apply grade-level phonic and word analysis skills in decoding words.
RF.4.4 – Read with sufficient accuracy and fluency to support comprehension.
WRITING
W.4.2 – Write informative/explanatory text to examine a topic and convey ideas and information clearly.
W.4.3 – Write narrative to develop real or imagined experiences of events using effective technique descriptive details and clear event sequences.
W.4.4- Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience/
W.4.5- With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W.4.7- Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.9- Draw evidence from literary or informational text to support analysis, reflection and research.
SPEAKING AND LISTENING
SL.4.1- Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and text, building on others ideas and expressing their own clearly.
SL.4.2- Paraphrase portions of a text read aloud or information presented in diverse media and formats.
SL.4.3- Identify the reasons and evidence a speaker provides to support particular points
SL.4.4- Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL.4.6- Differentiate between contexts that call for formal English and situations where informal discourse is appropriate. Use formal English when appropriate to task and situations.
LANGUAGE STANDARDS
L.4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4.3- Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.4.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content choosing flexibility from a range of strategies.
L.4.5- Demonstrate understanding of figurative language word relationships and nuances in word meanings.
L.4.6 -Acquired use accurately grade- appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.
ENGLISH LANGUAGE DEVELOPMENT ( ELD ) STANDARDS 3-5 GRADE SPAN
LISTENING AND SPEAKING
Beginning Level
Very limited understanding of English
learns to distinguish and produce English phonemes
Uses words, gestures, and actions
Practices repetitive social greetings
Imitates verbalizations of others to communicate:
o Basic needs
o Participate in discussions and
activities
o Respond to simple directions
Advanced Beginning
Uses words and/or phrases
Uses appropriate social greetings
Participates in social discussions on familiar topics
Participates in academic discussions on familiar topics
Develops correct word order in phrases
Begins to use academic vocabulary
Recalls events (using picture cues) in simple stories and expository text read aloud
Intermediate
Uses simple sentences with inconsistent use of syntax, tense, plurals, and subject/verb
agreement
Participates in social discussions
Participates in academic discussions
Begins to use root words, affixes, and cognates to determine the meaning of new words
Uses appropriate social and academic vocabulary for different audiences with teacher guidance (register)
Recalls main idea/s and details (using picture cues) in stories and expository text read aloud
Responds to and asks wh-and yes/no questions
Advanced
Uses descriptive sentences with common grammatical forms with some errors
Participates in social discussions
Participates in academic discussions
Uses simple figurative language and idiomatic expressions in discussions
Uses root words, affixes, and cognates to determine the meaning of new words
Uses appropriate social and academic vocabulary for different audiences (register)
Retells stories with at least five story elements
Paraphrases expository text read aloud with
teacher guidance (grades 4-5)
Asks questions to clarify understanding
READING
Beginning
Expresses self using words, drawings, gestures, and actions to:
o Sequence simple text
o Answer literal questions
o Make simple predictions
Aware of familiar sounds
Recognizes and produces rhyming words containing familiar sounds
Uses and comprehends highly contextualized vocabulary
Follows simple written directions (e.g., color, cut, glue)
Reads sight words
Begins to understand concepts of print
Advanced Beginning
Expresses self using words and/or phrases to identify:
Characters
Setting
Main idea and details
Compare and contrast
Cause and effect
Aware of familiar and unfamiliar sounds
Uses word-meaning strategies
Applies inflectional endings to words
Increases sight-word and academic vocabulary
Distinguishes between genres
Reads highly contextualized text composed
of simple sentences
Applies concepts of print
Intermediate
Expresses self using simple sentences
Produces unfamiliar sounds
Decodes word patterns
Uses word-meaning strategies
Begins to read familiar text fluently
Increases vocabulary through reading across content areas
Uses text features to:
o Gain meaning
o Monitor for comprehension
o Describe images from text
o Connects text to prior knowledge
Distinguishes between:
o Fiction/non-fiction
o Fact/opinion
o Fantasy/reality
Infers and makes generalizations from text
Reads text at student’s reading level across content areas
Advanced
Expresses self using descriptive sentences to:
o Identify theme
o Recognize literary devices
o Compare and contrast
Uses a variety of strategies to monitor comprehension
Recognizes phonemes within multi-syllabic words
Uses word parts to determine word meanings
Reads with increasing fluency
Independently confirms word meanings
Uses a variety of resources for research
Follows multi-step written directions
Text increases in length and complexity
WRITING
Beginning
Draws, labels Writes familiar words and sight words
Writes to name, describe, or complete a list
Begins to use invented spelling, capital letters, participates in group editing
Identifies an intended audience
Sequences pictures to assist with organization
Uses graphic organizers to convey main ideas and details
Participates in group writing process
Advanced Beginning
Writes unfamiliar words and phrases
Begins to write based on a model or frame
Demonstrates inconsistent use of:
Capitals
Punctuation
Correct spelling
Writes for self, family, friends, and teacher
Brainstorms and writes rough draft
Participates in group revision
Intermediate
Writes simple sentences
Demonstrates increasing control of:
o Capitals
o Punctuation
o Correct spelling
o Word order
o Subject/verb agreement
Develops own voice in writing
Distinguishes among registers for different audiences
Recognizes the cultural backgrounds of potential audience
Uses basic transitions
Writes individually and in a group process
Advanced
Uses descriptive sentences
Writes for a variety of audiences and purposes
Uses grade level conventions inconsistently
Refines voice in writing
Begins to adjust registers for different audiences
Respects the cultural backgrounds of potential audience
Uses a topic sentence and supporting details
Follows the five step writing process (with assistance in editing and revising)