Literacy work station ashleigh terry

Literacy Work Station:Destination Imagination
Lewis and Clark Expedition
&
Westward Expansion
Mrs. Terry’s Forth Grade Class

The Lewis and Clark Expedition Station
The Lewis and Clark Expedition materials will be displayed and used once I begin discussing the Lewis and Clark Expedition in class. This station serves as another avenue for students to study Lewis and Clark through listening, art, puppets, games, and writing activities. The materials needed for the station are in the storage container and a materials list as been provided. Students will need to clean up the station after use: they know the proper procedure.
Assessment at the station will mostly be participation points. I will observe students and check their names on a participation clipboard each day we use the station . In order to receive positive participation marks in the listening, reading, puppets, and games stations students will need to remain on task and work well with others. Art projects will be turned in the “finished basket” or “still working” basket. Later projects will be displayed in the room or hallway and written work will be assessed for a grade based on content, grammar, spelling, and punctuation. Once the time spent at the work station is complete, students will turn in a piece of paper with two-three sentences describing what they worked on for the day and what they liked best. These papers will be placed in the Reflection Folder.

Materials
Reading
Buddy reading visors
Sticky notes
Cork board
Various books
Lewis and Clark Timeline
Two of the same book
( Lewis & Clark: Journey Across the Missouri River)
Pillows
Blankets
Pop-up tent, to read in
Pencils
Pens
Paper
Pointers
Writing
Copy of a friendly letter
Paper
Pencils
Pens
Blank books
Variety of books
Envelopes
Copy of the Writing process
Camping list Stationary
Photo of Lewis and Clark
Art
Construction paper
Glue
Scissors
Markers
Crayons
Pipe Cleaners
The Incredible Journey of Lewis and Clark
Listening
Spinoza CD
The Legend of Spinoza: The Bear Who Speaks from the Heart
Paper
Crayons
Microphone
Prairie Dog stuffed animal
CD Player
2 sets of Headphones
Games
Lewis and Clark Bingo
Bingo Cards
Fact Calling Cards
Bingo chips
Puppets
Books
Poems
Puppets

ListeningStation Lewis & Clark
GLE’s:
Identify and describe the significance of the individuals from Missouri who have made contributions to our state and national heritage; examples include Lewis and Clark, Mary Easton Sibley, John Berry Meacham, George Washington Carver, Laura Ingalls Wilder, Mark Twain, Harry S Truman and Thomas Hart Benton. SS043A-B SS3 1.10, 1.6
Sequence and describe the importance of Louisiana Purchase and the Lewis and Clark Expedition.
SS043A-H SS3 1.6, 1.8
Evaluate the impact of westward expansion on the Native American in Missouri. SS043A-I SS3 1.6
Listen for enjoyment, information, directions to identify tone, mood and emotion of verbalandnonverbal communication. CA-LS04A01
In discussions and presentations, present ideas in a logical sequence as well as identify and apply appropriate speaking techniques such as volume control, pace and eye contact. CA-LS04A02
Number of students: one-two
Activity explanation: At the listening station students will have the option to listen to a recorded book, listen to a partner read, or read aloud using a microphone to a stuffed animal. While listening to a book on disc students can follow along and turn the pages. After listening to the story the student can draw a picture of their favorite or most meaningful part, or write a paragraph describing why they didn’t or didn’t like the story. The other option is for two students to work together taking turns reading to each other. Each student will practice reading with expression and the proper pace. The last option is for one student to practice reading aloud to a stuffed prairie dog animal using the microphone.

Art Station Lewis & Clark
GLE’s:
SS043A-H SS3 1.6, 1.8
Create an original artwork that communicates ideas about the following themes: Missouri, The Environment, and Time (e.g., past, present, future). VA-SI04C03
Identify and use organic (freeform) shapes. VA-SII04B01
Number of students: 1-2
Activity explanation: This art activity is based on the book The Incredible Journey of Lewis and Clark by: Rhoda Blumberg. Students are to refer to pg 29 and observe the Jefferson Peace Medal. Peace Medals were a sign of friendship and were presented to Native Americans as a greeting on the expedition. Students will use construction paper, markers, and pipe cleaners to create their own peace medal that signifies friendship. The completed Peace Medals will be displayed around the room.

Game Station Lewis & Clark
GLE’s:
SS043A-H SS3 1.6, 1.8
Identify and explain intended messages conveyed through oral and visual media CA-IL04A03
Demonstrate listening behaviors (e.g., prepares to listen, listens without interruptions, maintains eye contact) CA-LS04B01
Activity Explanation: At this station students will be playing Lewis and Clark Bingo. The game can be used as a review or as an introduction to the new information. One student will serve as the bingo card caller: shuffling and drawing the information cards to read aloud to the bingo players , and checking bingo winners cards. The other two students will use their large bingo card and play pieces to mark the selected pictures as the caller displays them. The first player to have a bingo yells, “O! the joy.” After a student gets a bingo, players can switch roles. This station will be graded on participation points and students will turn in a piece of paper with two sentences describing their experience playing in the Reflection Folder.

Puppets Station Lewis & Clark
GLE’s
SS043A-H SS3 1.6, 1.8
In discussions and presentations, present ideas in a logical sequence, and identify and apply appropriate speaking techniques such as volume control, pace and eye contact. CA-LS04A02
Express emotions and ideas to imitate life experiences. Improvise dialogue to tell stories, specific settings, and scenes TE-PP04B01
Identify vocal inflection and how it shows character in reading. TE-EP04B01
Number of students 2-3
Activity explanation: At this station students can act out a story, poem, or one of their own writings with the puppets provided. They can work together or individually

Reading Station Lewis & Clark
GLE’s:
SS043A-H SS3 1.6, 1.8
Read grade-level instructional text with fluency, accuracy and expression. Adjusting reading rate to difficulty and type of text. CA-R04D01
During reading, utilize strategies to determine meaning of unknown words, self-monitor comprehension, question the text, infer, visualize, paraphrase, and summarize. CA-R04G01
Activity explanation: At the reading station students will have the option to read from a variety of text. While reading students will practice fluency and comprehension. The students may leave sticky notes in the books labeling explaining their favorite part or describing a personal connection. They may also buddy read using the visors and pointers, or read in a comfortable place in the room. Students can make recommendations for other students on the board, or write reviews be shared with classmates.

Writing Station Lewis & Clark
GLE’s:
SS043A-H SS3 1.6, 1.8
Follow a writing process to independently use a simple prewriting strategy, generate a draft, reread, revise for audience and purpose, ideas and content, organization and sentence structure, and word choice. Edit for conventions and share writing. CA-W04A01
Compose text with a beginning, middle, and end. A logical sequence of events and sentence variety. CA-W04C02
Number of Students: 1
Activity explanation: At the writing station students can reflect on their reading, write a friendly letter to Lewis or Clark, create an original story as if they were apart of the exploration team, create a list of items they would need if they went on the trip, or from the point of view of Lewis or Clark-write about their first sighting of a grizzly bear or prairie dog. Lastly, students may study the painting of Lewis and Clark with Sacagawea and write to answer what they believe the explorers are thinking at that time of the expedition.

The Writing Process

Friendly Letter Form
St27217 Fleece Lane
Joplin, MO 64801
March 21, 2010
Dear Jeff,
Greetings from camp! I hope you’re having a great day. I’ve had a fantastic trip. My favorite part of camping is the food! We have roasted marshmallows, hotdogs, and cooked hamburgers on the grill. I went fishing yesterday, and caught a 15 pound bass! We fried the fish for dinner, and it was delicious!
I’m having a wonderful time camping at Roaring River, but look forward to seeing you soon! I’m looking forward to your next letter!
Your friend,
Ashleigh Terry
Return address
Greeting
Body
Complimentary Closing

Writing Station
Puppet Station
Reading Station

Listening Station
Art Station
Game Station

We Recommend

Reflection Folder
Finished!
Still Working…

Camping List
To-Do’s and Materials
1.________________________________ 9.___________________________________
2.________________________________ 10.___________________________________
3.________________________________ 12.___________________________________
4.________________________________ 13.___________________________________
5.________________________________ 14.____________________________________
6.________________________________ 15.____________________________________
7.________________________________ 16.___________________________________
8.________________________________ 17.___________________________________

Wagon Trail What I Would Choose to Take with Me
1.________________________________
2.________________________________
3.________________________________
4.________________________________
5.________________________________
6.________________________________
7.________________________________
8.________________________________
Draw a picture of the items you would take with you.

Westward Expansion Station
The Westward Expansion materials will be displayed and used once I begin discussing Westward Expansion in class. This station serves as another avenue for students to study the various aspects of Westward Expansion through listening, art, puppets, games and writing activities. The materials needed for the station are in the storage container and a materials list has been provided. Students will need to clean up the station after use: they know the proper procedure.
Assessment at the station will mostly be participation points. I will observe students and check their names on a participation clipboard each day we use the station In order to receive positive participation marks in the listening, reading, puppets, and games stations students will need to remain on task and work well with others. Art projects will be turned in the “finished basket” or “still working” basket. Later, projects will be displayed in the room or hallway and written work will be assed for a grade based on content, grammar, spelling, and punctuation. Once the time spent at the work station is complete, students will turn in a piece of paper with a two-three sentences describing what they worked on for the day and what they liked best. These papers will be placed in the Reflection Folder.

Materials
Reading
Buddy reading visors
Sticky notes
Cork board
Various books
Two of the same book
( The Oregon Trial: The Diary of Callie Stokes)
Pillows
Blankets
Pop-up tent, to read in
Pencils
Pens
Paper
Pointers
Art
Mock raw-hide
Scissors
Glue
Markers
Construction paper
Popsicle sticks
Rubber bands
Toothpicks
Paint
Life in a Plains Camp
Pipe cleaners
Writing
Copy of a friendly letter
Paper
Pencils
Pens
Blank books
Variety of books
Envelopes
Copy of the Writing process
Wagon Trail list Stationary
Large Map
Listening
Stuffed black bear
Microphone
Native American Music CD
Paper
2 sets of headphones
Pens
Pencils
Crayons
Puppets
Books
Poems
Puppets
Games
Westward Expansion Memory game
Memory cards

Listening Station Westward Expansion
GLE’s:
Summarize the events in westward expansion, including people’s motivation, their hardships, and Missouri as a jumping-off point to the West. SS043A-F SS3 1.10
Compare and contrast the habitats, resources, art and daily lives of native American peoples, Woodland and Plains Indians. SS023A-G SS3 1.9
Listen for enjoyment, information, directions to identify tone, mood and emotion of verbalandnonverbal communication. CA-LS04A01
In discussions and presentations, present ideas in a logical sequence as well as identify and apply appropriate speaking techniques such as volume control, pace and eye contact. CA-LS04A02
Number of Students: one-two
Activity explanation: At the listening station students will have the option to listen to a musical selection performed by Native Americans, listen to a partner read, or read aloud using a microphone to a stuffed black bear animal. While listening to the Native American music students may draw a picture of what they think the music represents. Another option is for two students to work together taking turns reading to each other. Each student will practice reading with expression and the proper pace. The last option is for one student to practice reading aloud to a stuffed black bear animal using the microphone.

Art Station Westward Expansion
GLE’s:
Create an original artwork that communicates ideas about the following themes: Missouri, The Environment, and Time (e.g., past, present, future). VA-SI04C03
Identify and use organic (freeform) shapes. VA-SII04B01
Number of Students: two- three
Explanation of activity: This art activity is based on the book Life in a Plains Camp by: Bobbie Kalman. Students are to refer to pg 7 and observe the illustration of the Tipi. The Tipi was a sort of tent that the Plains Indians lived in. The Plains Indians used buffalo –hides to create their Tipis and decorated the outside of the hide with symbols and pictures to tell a story. Students will use raw hides, paint, makers, sticks, and toothpicks to create their own Tipi. The completed Tipis will be displayed around the room.

Game Station Westward Expansion
GLE’s:
Identify and explain intended messages conveyed through oral and visual media CA-IL04A03
Demonstrate listening behaviors (e.g., prepares to listen, listens without interruptions, maintains eye contact) CA-LS04B01
Activity explanation: At this station students will be playing “Westward Expansion Memory.” The game can be used as a review or an introduction to the new information. Students will shuffle and place all memory cards face down. Then they will take turns flipping over two cards trying to get them to “match up” with the same date, illustration, picture, or fact.” Once a student flips over two of the same card they keep the cards and take another turn until they flip over two mismatched cards. Now the other student will take their turn. Once all cards have been flipped, students compare cards to see who has the most matched pairs-this student wins.

Puppets Station Westward Expansion
GLE’s:
In discussions and presentations, present ideas in a logical sequence, and identify and apply appropriate speaking techniques such as volume control, pace and eye contact. CA-LS04A02
Express emotions and ideas to imitate life experiences. Improvise dialogue to tell stories, specific settings, and scenes TE-PP04B01
Identify vocal inflection and how it shows character in reading. TE-EP04B01
Number of students 2-3
Activity explanation: At this station students can act out a story, poem, or one of their own writings with the puppets provided. They can work together or individually

Reading Station Westward Expansion
GLE’s:
Read grade-level instructional text with fluency, accuracy and expression. Adjusting reading rate to difficulty and type of text. CA-R04D01
During reading, utilize strategies to determine meaning of unknown words, self-monitor comprehension, question the text, infer, visualize, paraphrase, and summarize. CA-R04G01
Activity explanation: At the reading station students will have the option to read from a variety of text. While reading students will practice fluency and comprehension. The students may leave sticky notes in the books labeling explaining their favorite part or describing a personal connection. They may also buddy read using the visors and pointers, or read in a comfortable place in the room. Students can make recommendations for other students on the board, or write reviews be shared with classmates.

Writing Station Westward Expansion
GLE’s:
Follow a writing process to independently use a simple prewriting strategy, generate a draft, reread, revise for audience and purpose, ideas and content, organization and sentence structure, and word choice. Edit for conventions and share writing. CA-W04A01
Compose text with a beginning, middle, and end. A logical sequence of events and sentence variety. CA-W04C02
Activity explanation: At the writing station students can reflect on their reading, write a friendly letter to a friend as if they were on the Oregon Trail, create an original story as if they stayed with a Native American tribe in a Tipi, make a list of items they would want to take with them if they left for the Oregon Trail, or write about the new animals they would have seen on the trail west. Lastly students can make a journal describing the hardships of the trail, or study the map and write about the location they think they would have settled while on the trip west.

Buffalo
Hide
Buffalo Hide
Westward Ho!

Brown Bear
Brown Bear
Chimney Rock
Chimney Rock
Native Americans
Native Americans

Oregon Trail
RoCkYMoUnTaInS
RoCkYMoUnTaInS
1843
1843

Rabbit Brush
Rabbit Brush
Oregon Trail

This Month:
The Lewis
and
Clark Expedition

This Month:
Westward
Expansion

Scoreboard

At the Reading Station I can…
Read a book by telling about the pictures
Tell my partner about the book I like
Write a response to a book I just read
Write a book review about a book I just read
Read a book from a read-aloud

At the Puppet Station I can…
Read and retell a book
Use props to retell a book
Use puppets to retell a story
Read a play with a friend

Puppet Tasks
Use the puppets to retell a story told aloud in class
Use the puppets to tell the story of a book
Use the puppets to tell an original story
Use the puppets to act out a poem
Puppet Tasks
Use the puppets to retell a story told aloud in class
Use the puppets to retell a book
Use the puppets to tell an original story
Use the puppets to act out a poem

At the Art Station I can…
I can share materials with other students
I can create my own, original piece of artwork
I can use a book for a reference
I can work with a partner
I can use the information covered in class to help create my artwork

Art Station Tasks
Create a peace medal with the materials provided
Look at pg. 29 in the book The Incredible Journey of Lewis and Clark for help
I can use as many of the art materials as I need to make my project
I can share with others
I can create a medal that symbolizes friendship
Art Station Tasks
Create a Tipi with the materials provided
Look at pg. 7 in the book Life in a Plains Camp for help
I can use as many of the art materials as I need to make my project
I can share with others
I can create a tipi that tells a story with pictures and symbols

Reading Tasks
Buddy read Lewis and Clark: Journey across the Missouri River with a partner using the foam visors
Place a sticky note on the page with my favorite passage in the book
Use a pointer or bookmark while I read
Read in a comfortable place in the room
Read in the tent
Make a book recommendation for a friend
Create a book review
Reading Tasks
Buddy read The Oregon Trail: The Diary of Callie Stokes with a partner using the foam visors
Place a sticky note on the page with my favorite passage in the book
Use a pointer or bookmark while I read
Read in a comfortable place in the room
Read in the tent
Make a book recommendation for a friend
Create a book review

At the Listening Station I can…
I can turn the page
Read along with the book
Talk to my partner about the CD when we’re finished listening
Draw a picture of my favorite part of the book
Write about something I learned by listening today
Retell the story about song I heard today

;Listening Tasks
I can listen with a partner
Listen to the recorded Native American music
Draw a picture of what the music represented
Write a paragraph describing why I did or didn’t like the music
I can read aloud to a partner using the microphone
I can listen to a partner read aloud
I can read aloud to the black bear
;Listening Tasks
I can listen with a partner
Listen to the recorded book, The Legend of Spinoza and turn the pages
Draw a picture of what the story represented to me
Write a paragraph describing why I did or didn’t like the book
I can read aloud to a partner using the microphone
I can listen to a partner read aloud
I can read aloud to the prairie dog

At the Game Station I can…
Put a puzzle together
Play a game
Cooperate with my partner
Write a note if pieces are missing

Games Tasks
Play Lewis and Clark Bingo
Play fairly
Read the information cards
Keep score on the score board
Put together the U.S. puzzle
Games Tasks
Play Westward Expansion Memory
Play fairly
Read the information cards
Keep score on the score board
Put together the U.S. puzzle

At the Writing Work Station I can…
I can reflect on my reading in writing
I can write a friendly letter
I can read my writing and listen for stops so I can put periods and questions marks where they belong
I can create an original story
I can make a list of items I would need for a trip
I can write from someone else’s point of view
I can look back at and use the writing process

Writing Tasks
Write a friendly letter to a friend as if you were on the Oregon Trial
Create an original story as if you stayed with a Native American tripe in a tipi
Make a list of items you would take with you on the trial
Write about new animals you would have seen on the trail
Write in a journal describing the hardships you might have encountered on the trial
Study the map, and write about the location you think you and your family would have settled
Writing Tasks
Write a friendly letter to Lewis and Clark
Create an original story as if you were apart of the exploration team
Make a list of items you would take with you the expedition
Write about new animals you would have seen on the expedition
Write in a journal describing the hardships you might have encountered on the expedition
Study the painting of Lewis and Clark standing with Sacagawea and write what you believe they explores are thinking

Literacy work station ashleigh terry

by Ranelle Cole

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