S T U D E N T G U I D E
Partners
How do the words and phrases used in the article help the reader understand why lichens are special?
View this lesson at ThinkCERCA
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Table of Contents
Skills Focus
Overview and Connect
Read and Check
Analyze / Engage with the Text
Summarize
Develop / Build Your Argument
Draft and Review / Create your CERCA
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Extension Activities
Definition | Facts and Characteristics___ |
Examples | Non-examples___ |
Vocabulary Word:�
KINGDOM
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S K I L L S F O C U S
Build Your Vocabulary: �Frayer Model — Kingdom �
The Frayer Model helps you learn vocabulary from different angles.
Frayer Model
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S K I L L S F O C U S
Cornell Notes: Determining the Meanings of Words and Phrases
What is a context clue? | A context clue is… |
Explain the difference between a synonym and an antonym. | The difference between a synonym and an antonym is… |
Give an example of a prefix. | An example of a prefix is.. |
Instructions: Take notes on the Direct Instruction lesson using the organizer below. Then summarize and reflect on the next page.
Complete the Direct Instruction lesson online at learn.thinkcerca.com
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S K I L L S F O C U S
Cornell Notes: Determining the Meanings of Words and Phrases
Summarize and Reflect
In your own words and in complete sentences, write a 3–4 sentence summary of this Direct Instruction lesson. An accurate summary will cover the lesson's central ideas and include important details to support those ideas.
Record your summary here:
O V E R V I E W A N D C O N N E C T
Find Your Purpose for Learning
Instructions: When you have finished reading the Overview for this lesson, answer the following questions in the space below:
What more would you like to learn about the classification of different organisms? What would you like to know about how organisms from different groups or classification categories are alike and different?
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Read the Overview provided at learn.thinkcerca.com
O V E R V I E W A N D C O N N E C T
Share Your Personal Connection
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Complete the Connect section for this selection at learn.thinkcerca.com
Instructions:�
R E A D
Share Your Reflections
Instructions: During or after you have finished reading, find the questions in the text marked Pause and Reflect. These questions may help you understand the text, or they may help you connect the text to yourself, to other texts, or to the world around you.
Use the space on the left below to answer the reflection questions. Then discuss your answers, noting how they were similar or different.
Record “Pause and Reflect” answers here:
Record discussion reflections here:
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Refer to the Pause and Reflect questions within the Read section of the lesson at learn.thinkcerca.com.
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C H E C K
Test Prep Strategy: Prediction
One way to prepare for assessments is to practice looking for the answers in the text before looking at the answer choices. Use prediction strategies as an opportunity to read a text more carefully.
Read each multiple choice question. In your own words, record your prediction of the correct response in the chart below.
Question on ThinkCERCA | What is the question asking you to do? |
Example: Which of the following statements best explains how the passage is structured? | Look for details on the order of ideas in the passage, like order of importance, or cause and effect. |
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Refer to the multiple choice questions for this lesson at learn.thinkcerca.com.
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A N A L Y Z E / E N G A G E W I T H T H E T E X T
Highlight and Annotate
In this step, you will analyze the text closely, then discuss your findings to begin developing reasoning for your argument.
Return to learn.thinkcerca.com to complete Analyze / Engage with the Text.
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S U M M A R I Z E
Write a Summary
Summaries help you process your thinking about a text and are often a great way to start off an argumentative or informational essay. A good summary shows you have knowledge about a topic.
Practicing summarizing also helps you prepare for the main idea questions posed on many standardized assessments. In addition, summarizing is a helpful skill for working with others, such as when you need to confirm your understanding of what someone else has said. That's a useful skill for all parts of life.
Return to learn.thinkcerca.com to complete Summarize.
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D E V E L O P / B U I L D Y O U R A R G U M E N T
Share your Argument Builder
When you’ve completed the argument building step, share your results with others, and listen to how they responded to the same question. Ask questions, and give feedback to help strengthen your partners’ reasons and evidence.
How do the words and phrases used in the article help the reader understand why lichens are special? | |
Share Your Argument | Listen and Record Others |
1. | |
2. | |
3. | |
Complete Develop / Build Your Argument to begin building your argument at learn.thinkcerca.com
D R A F T A N D R E V I E W / C R E A T E Y O U R C E R C A
Peer Editing Activity
Complete your Draft at learn.thinkcerca.com
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D R A F T A N D R E V I E W / C R E A T E Y O U R C E R C A
Reflect on Your Writing
Before you submit your final CERCA, write a brief reflection describing your experience.
An area for growth for me on this piece or in my writing in general is…
The strongest areas of this piece of writing are…
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Through self-assessment and/or peer editing, I learned…
Extension Activities
The following activities can be used as extensions to this lesson.
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O P T I O N A L E X T E N S I O N : A C T I V I T Y
Classifying Critters
Background
In order to better track and understand the living organisms in the world, scientists classify plants, animals, alga, fungus, and others into large groups called kingdoms. After classifying organisms into several broad categories, specific names are given to unique living beings. For example, a house cat is called Felis catus, while a European wildcat is called Felis silvestris.
Procedure
On the next page, there are several pictures of different living things. Cut them out, and classify them into at least three groups that you determine. You could group the pictures based on colors, number of legs, number of eyes, or some other grouping that you come up with on your own. Each group should have at least one thing in common that none of the other plants or animals pictured have.
Discuss and Reflect
With a partner or small group, answer the following questions:
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O P T I O N A L E X T E N S I O N : A C T I V I T Y
Classifying Critters
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O P T I O N A L E X T E N S I O N : I N Q U I R Y T O R E S E A R C H
Ask Questions of the Texts
As you engage with texts in any subject, you can actively ask questions about the author’s purpose, intended audience, and occasion to understand the message. The table below provides examples.
Approaches | Example |
Questions about the author | Is the author an authority on this topic? What was the author’s motivation in writing this piece? |
Questions about the audience, purpose, and occasion of the text | Why was this article written? Why was it published at this time? |
Questions about civics, economics, geography, and history | How do scientists classify different organisms? |
Questions about concepts and ideas | How are organisms from different groups or classification categories alike and different? |
Questions about self and community reflections | How do an organism’s environment and adaptations affect its classification? |
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O P T I O N A L E X T E N S I O N : I N Q U I R Y T O R E S E A R C H
Ask Questions of the Texts (continued)
Use the table below to record questions about the text you read.
Approaches | Questions |
Questions about the author | |
Questions about the audience, purpose, and occasion of the text | |
Questions about civics, economics, geography, and history | |
Questions about concepts and ideas | |
Self and Community Reflections | |
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