Amber Strickland
EDUC 230
ARTICLE APPLICATION TEMPLATE
P K – 5 G 6 – 8 G
Topic Animal Characteristics Forms of Matter
Text
See the links provided with
this assignment
National Geographic Readers: Ugly Animals Many Kinds of Matter
Before Reading Strategy
Identify Mystery Box
Objects for predictions
(See p. 15 in course textbook)
Mystery boxes containing ugly animal
models/figurines or pictures will be given to
the students. They will be asked to describe
the items. Another option would be to give
the students clues about what is inside the
box and see if they can guess what is inside.
Mystery boxes containing objects of different
states of matter will be given to the students.
Boxes may include a rock, oil, an inflated
balloon, a crayon, a bottle of water, and
bubbles. Students will be asked to describe
the items and make predictions about our
book.
During Reading
Vocabulary Words
(minimum of 3 words to define
and model)
•Predator: an animal that hunts and eats
other animals.
•Amphibian: an animal that begins life in
water and moves to land as an adult.
•Echolocation: a way to find objects by using
sound waves.
•Mass: the amount of material in an object.
•Volume: the amount of space an object takes
up.
•Compress: to squeeze something into a tight
space.
•Evaporation: water changing to a water
vapor, which is a gas.
•Condensation: Water vapor changes to liquid
when it cools in the air.
During Reading
Discussion Questions
(minimum 3 questions)
•How does being “ugly” help these animals?
•What are some ways an animal may protect
itself from predators?
•What are some other animals that appear
“ugly”, but are beneficial?
•What are the three states of matter?
•What are characteristics of solid matter? Of
liquid matter? Of gas matter?
•Describe ways that matter can change states.
Give examples.
Amber Strickland EDUC
230
P K – 5 G 6 – 8 G
After Reading Assessment
to measure comprehension
-Journal Writing
-Reader’s Theater script
-Written questions
-Create a PPT slide
Students will be asked to write one paragraph
(3-5 sentences) describing what they learned
about the “ugly” animals in the book.
Students will be asked to write an essay
describing the three states of matter. They
should include characteristics of each state,
and provide examples. In addition, students
should also include the ways matter can
change states and how and why these
changes occur.
Differentiation
How will you support those
who are struggling? How
will you challenge those
who are gifted?
To help accommodate those struggling, the
book would be read aloud in sections, with
time in between each section to discuss what
was read and answer questions.
To challenge students who are gifted, they
would be asked to create their own idea of an
ugly animal and draw it. They would also be
asked to describe the animal and it’s unique
traits, and how they help the animal survive.
To help accommodate struggling students,
the teacher will provide visual aids to
demonstrate how the various states of matter
work. The teacher will also provide hands on
activities so that the student can physically
see and feel matter in different states.
To challenge gifted students, the teacher will
have them assist in leading group discussion
and challenge them with deeper questions to
have them think critically.
Benefits
for K-8 students when
teachers integrate language
Language integration helps to build a
student’s comprehension and vocabulary.
“Vocabulary and comprehension instruction
When teachers integrate language
development and literacy instruction in
middle school classes it helps them succeed
use in literacy instruction.
(1-2 paragraphs with support
from both the course textbook
and article)
supports the main goal of reading – to
understand and make meaning of text.”
(Young, Paige, and Rasinski, 2022) As
teachers use oral and language focused
activities before, during, and after reading,
students are developing and strengthening
both listening and speaking skills. Before
reading, the teacher can use Mystery Boxes
to help the students make predictions about
what they will be reading. This is a fun
activity for the students to help them get
when they are reading more complex
information. It improves their ability to
comprehend and retain the information
within the text. When oral language practice
is combined with reading activities it helps to
build a student’s vocabulary, as well as their
ability to understand the concept. Before the
class begins reading the text, the teacher can
break the class into groups, and provide each
group a mystery box containing objects of
various states of matter. The students do not
Amber Strickland EDUC
230
P K – 5 G 6 – 8 G
excited about the text. A teacher can point
out vocabulary words and specific concepts
while reading the text and guide discussions.
This increases a student’s vocabulary and
helps to strengthen comprehension, and
ultimately, retention and overall literacy
success. In addition, group discussions help
students to think outside the box.
“Discussion, when used in dialogic teaching,
develops and shifts as the conversation
continues, as different ideas are shared and
as questions naturally arise.” (West, Wright,
and Gotwals, 2021). After reading the text,
the teacher can provide an assessment by
having the student write a brief synopsis of
initially know the topic of the reading
material, but should use the items in the box
to help make predictions. The mystery box
strategy “engages learners, provides a
purpose for reading and learning, and builds
background knowledge before written text is
even introduced.” (Young, Paige, and
Rasinski, 2022) During the reading, the
teacher will review vocabulary words and
guide discussions. “To support the type of
discussion where children develop their
understanding, teachers should ensure they
are able to share their thinking, respond to
one another, and expand on their ideas in a
rigorous and authentic ways (Colley &
what they learned or using a digital tool to
create a game with questions about the text.
By encouraging active participation in
discussions and the use of writing, students
are strengthening their comprehension skills
which will assist them reading anything on
any topic!
Windschitl, 2016, as cited in West, Wright,
and Gotwals, 2021) To assess the students,
the teacher will have them write an essay
demonstrating what they have learned. Oral
language and literacy instruction allows
targeted opportunities for students who
learn in various ways to master reading
comprehension, as well as developing the
ability to express different ideas and
concepts.
Amber Strickland
EDUC 230
References
Colley, C & Windschitl, M. (2016) Rigor in elementary science students’ discourse: The role of
responsiveness and supportive conditions for talk. Science Education, 100(6), 1009-1038
West, J. M., Wright, T. S., & Gotwals, A. W. (2021). Supporting Scientific Discussions: Moving
Kindergartners’ Conversations Forward. Reading Teacher, 74(6),
https://doi.org/10.1002/trtr.1977, p. 2.
Young, C., Paige, D., & Rasinski, T. V. (2022). Artfully teaching the science of reading, 9, 16.
