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Science/ELA: Dinosaur Extinction Theories & Expressive Language Development
Science/ELA: Dinosaur Extinction Theories & Expressive Language Development
How does an ensemble enhance their understanding of language through writing, reading, and vocal presentation?
How does an ensemble enhance their understanding of language through writing, reading, and vocal presentation?
How can we use evidence from text to support claims?
How can we use evidence from text to support claims?
As part of the new Livingston Language Initiative, the 3rd Grade participated in a literacy-based Theatre at the Core residency exploring Dinosaur Extinction Theories. Focus was on reading comprehension, independent and group writing, and descriptive language development. Teaching artists brought in several articles of source material to explore the texts' meaning and break down the vocabulary so the students could write a play with characters, conflict, and resolution. This allowed the students to realize heightened and figurative language is not something to be afraid of, but something to embrace. This process inspired a fiery sense of curiosity about words and language for most students. The residency culminated in a sharing of several short, descriptive plays, which were presented by the students with confidence and vocal clarity.
As part of the new Livingston Language Initiative, the 3rd Grade participated in a literacy-based Theatre at the Core residency exploring Dinosaur Extinction Theories. Focus was on reading comprehension, independent and group writing, and descriptive language development. Teaching artists brought in several articles of source material to explore the texts' meaning and break down the vocabulary so the students could write a play with characters, conflict, and resolution. This allowed the students to realize heightened and figurative language is not something to be afraid of, but something to embrace. This process inspired a fiery sense of curiosity about words and language for most students. The residency culminated in a sharing of several short, descriptive plays, which were presented by the students with confidence and vocal clarity.
February 2019 - April 2019
I LEARNED...
I LEARNED...
"...that trilobites, ammonites, tropical ferns, dinosaurs, and other animals went EXTINCT!" -
"...that trilobites, ammonites, tropical ferns, dinosaurs, and other animals went EXTINCT!" -
- Xavier
- Xavier
"...the dinosaurs might have died from acid rain or they might have died from a volcano."
"...the dinosaurs might have died from acid rain or they might have died from a volcano."
-- Junior
-- Junior
"...that some dinosaurs changed their bodies in order to survive."
"...that some dinosaurs changed their bodies in order to survive."
-- Vanessa M
-- Vanessa M
What do YOU think caused the extinction of the dinosaurs?
What do YOU think caused the extinction of the dinosaurs?
"I think they went extinct because of volcanoes."
"I think they went extinct because of volcanoes."
-- Jenny
-- Jenny
"I learned that an asteroid hit the land of the dinosaurs."
"I learned that an asteroid hit the land of the dinosaurs."
-- Melanie
-- Melanie
"A volcano erupted, covering the sun which made it really really COLD."
"A volcano erupted, covering the sun which made it really really COLD."
-- Stacy
-- Stacy
"Students became comfortable identifying unknown words and using strategies to discover the meaning. They also learned to use evidence to support the theories they believed ."
"Students became comfortable identifying unknown words and using strategies to discover the meaning. They also learned to use evidence to support the theories they believed ."
-- Julianna Miller, Educator
-- Julianna Miller, Educator
"Making a THEORY can help us to understand what might have happened to the dinosaurs."
"Making a THEORY can help us to understand what might have happened to the dinosaurs."
-- Junior
-- Junior
"EVIDENCE can help us if we do not yet know something."
"EVIDENCE can help us if we do not yet know something."
-- Melanie
-- Melanie
"I want to be a scientist when I grow up so that if the mystery is not solved, I can solve it!!"
"I want to be a scientist when I grow up so that if the mystery is not solved, I can solve it!!"
-- Keila
-- Keila
Angie Alva, Alexandra Ash, Julianna Miller, and Tara Webster, Educators
Angie Alva, Alexandra Ash, Julianna Miller, and Tara Webster, Educators
Carol Foose and Rachel Matusewicz, Teaching Artists
Carol Foose and Rachel Matusewicz, Teaching Artists
Hope Wilkins, Vice Principal
Nadine Sanchez, Principal
Photos by Angela Peletier
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