Spring 2024 Catalog by Okapi

Okapi Educational Publishing | SPRING 2024 Complete Catalog | Grades PreK–5

42381 Rio Nedo, Temecula, CA 92590

ANNOUNCING PUBLICATION OF THE NEW

Now Available!

Flying Start to Literacy: Phonics™ Three developmental stages deliver explicit phonics instruction, ensuring your emerging readers’ pathway to literacy is paved with solid research and ample opportunities for application. Set: X

The Big Book of Rhymes

Set: X

Illustrated by Omar Aranda

Seventy decodable books, alphabet cards, The Big Book of Rhymes, and abundant teaching support join together to fashion this dynamic new resource. Set: X

ate

need

The Cat

Written by John Andrews Illustrated by Roberto Barrios Angelelli

Meg, Dan, and Kim

Bridges

The

What’s in the Box?

Written by John Andrews Illustrated by Lyn Stone

to Literacy: PHONICS

Flying Start

barcod

to upd

Skate Club

Legs and Wings

Snakes

Written by Bridie Dickson Photography by Michael Curtain

That Hunt

to Literacy: PHONICS

Flying Start

Written by Kerrie Shanahan

to Literacy: PHONICS

Flying Start

to Literacy: PHONICS

Written by John Andrews Illustrated by Annie White

Flying Start to Literacy: PHONICS

Written by Mae Andrews

Flying Start to Literacy: PHONICS

Written by Mae Andrews

Flying Start to Literacy: PHONICS

Order today! 866.652.7436 | Fax 800.481.5499 | Visit our online store or find your rep at myokapi.com

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

to Literacy: PHONICS

Flying Start

to Literacy: PHONICS™

Now Available!

Flying Start to Literacy NEW Phonics: 70 Decodable Readers and More! See pages 3-12.

SPRING 2024 COMPLETE CATALOG PRE-K–GRADE 5

Just Dual It!® AVAILABLE NOW

Combined Spanish-English resource bundles from our renowned literacy programs! See pages 62-72.

Flexible literacy solutions built on best-practice instruction

WELCOME TO

Okapi Professional Development TM

Okapi Educational Publishing

Engaging All Students through Good First Teaching

Flexible literacy solutions built on best-practice instruction

Let Okapi’s Professional Development Team help you and your teachers navigate the challenges of teaching in this standards-driven era without giving up the good teaching practices we know make a difference in our students’ reading and writing lives.

Dear Valued Educator, Welcome back for the Spring 2024 Semester! We hope the weeks and months ahead are fulfilling and productive ones for you. As always, Okapi Educational Publishing™ remains poised to provide you with exceptional learning resources to ignite the literacy (and biliteracy) of your students. Are you a dual language educator in search of fundamentally equitable curricula? Be sure to take note of our new Dual Language Resources section (pages 62-72). Okapi has made your job simpler by combining our English and Spanish packages into comprehensive bundles of both languages, where every title in English is matched with its counterpart in Spanish.

Your local Okapi Representative would be happy to provide you with more information and physical samples of any of our materials. Consider a conversation about your instructional goals/needs with one of our friendly and knowledgeable representatives. Find the one in your area by going to https://myokapi.com/find-a-rep/ Thank you for the work you do and for considering Design C our company!

Possible instructional strategies include (for both English-only and Dual-Language/Biliteracy classrooms):

• Research-based, classroom-tested, short or long-term professional development customized to your needs

• Small Group Reading (Grades K-2 or 3-5)

• Product implementation training – onsite and/or virtual

• Read Aloud (Grades K-2 or 3-5)

• 1-day workshops

• Shared and Interactive Reading (Grades K-2 or 3-5)

• 2-day institutes or symposiums

• Shared and Interactive Writing (Grades K-2 or 3-5)

Scan here to learn more about our distinguished consultants and the best-practice learning opportunities available to you, or visit myokapi.com/prof-dev

• Creating a Dual-Literacy or Biliteracy Program • Leadership Training for Administrators •U sing the Okapi Digital Literacy™ platform for remote, blended, or in-person instruction

ORDER FULFILLMENT & PROCESSING Note: these terms apply to the supply of print products only. For all digital product purchases, please refer to your subscription license agreement for applicable terms. to literacy – PHONICS

Flying Start

to literacy – PHONICS

Flying Start to Literacy: PHONICS focuses on:

to literacy – PHONICS

Flying Start

to literacy – PHONICS

• oral language

• vocabulary and phonics

• the use of multiple strategies to integrate phonological awareness, orthography, and morphology.

Shipping & Handling Our standard shipping and handling charges are based on a sliding scale per total amount spent, as follows: • Invoice value $100 and under – a flat charge of $10.00 applies • Invoice value between $100 and $999 – 10% of invoice value is charged • Invoice value between $1000 and $9999 – 8% of invoice value is charged • Invoice value greater than $9999, and all customers in Hawaii and Alaska, please call us at 1.866.652.7436 for an estimate. Prices are subject to change without notice. We reserve the right to substitute for any out-of-stock items. Please allow 6–8 weeks delivery for out-of-stock items. Returns Policy Any printed item purchased may be returned within 30 days for a refund, credit to a purchase order, or credit to a customer account (contingent upon initial purchase payment terms).

Sales Tax Sales Tax is applied to the subtotal, including shipping and handling, based on the state and local jurisdictions in accordance with Nexus laws. Institutions exempt from sales tax must present a valid exemption certificate at time of purchase. Applicable taxes will be added to orders from CA, IL, MA, TX, and WA, and may be added as of July 1, 2022 to orders from CO, MI, NJ, and NY. Orders may be subject to sales tax in accordance with state law unless a tax-exemption certificate can be provided. We will include any applicable sales tax in our product quotes and notify you if this applies to your purchase order. California customers: please include 8.75% California sales tax on prepaid orders shipping anywhere in the state. Sales tax rates and locations are subject to change without notice. Credit Cards Credit Card Customers: please be sure the billing address on your order is an exact match with your credit card’s billing address. We reserve the right to change these shipping and handling terms without prior notice.

We will provide a 100% refund if the printed product is returned in its original form and with the original packaging within 30 days of shipping. After 30 days, returns are allowed only for product defects or failures to comply with our published descriptions. Please contact us at 1.866.652.7436 for a return authorization. Any shortages must be identified within 30 days of shipping.

Now Available! Flying Start to literacy – Phonics

and

and Despegando hacia la lectura® are are registered trademarks of Curtain Communications Pty Ltd and EC Licensing Pty Ltd respectively and used under exclusive licence.

Okapi™ and Okapi™ Educational Publishing are registered trademarks of Okapi Educational Publishing, Inc.

and

and WorldWise: Content-based Learning™ and ExploraMundos: Aprendizaje a través del contenido™ are are trademarks of EC Licensing Pty Ltd and used under exclusive license.

Okapi Digital Literacy™ and

to literacy – Phonics

Sincerely,

The Okapi Educational Publishing Team

• Shared Reading (Grades K-2 or 3-5)

• Assessment

Flying Start to Literacy: PHONICS™ is an exciting new resource that follows a scope and sequence of skills and knowledge from common sounds of consonants and vowels to less common letter sounds. Each teaching unit supports the explicit and systematic teaching of phonological awareness, phonics, morphology, and high-utility words, and 70 decodable texts support your students along the way. Flying Start to Literacy™ is a digital platform offering subscritption-based licenses for more than 1200 student books with full instructional support. A full complement Design A of instructional tools from Flying Start to Literacy: PHONICS™, Biliteracy para todos™ downloadable instructional components, the Investigations/Investigaciones templates that expand the learning for WorldWise: Contentbased Learning™ and ExploraMundos™ at Grades 3-5, as well as the National and TEKS lesson plans for all student books. Registration is required for access. Visit our Preview Site at bit.ly/ODLDemoSite — now with all books available Design B for your review!

Okapi can provide professional development in a variety of ways, including:

and Biliteracy para todos™: Teaching for Language Connections are trademarks of EC Licensing Pty Ltd and used under exclusive license.

Biliteracy para todos

Teaching for language transfer

Biliteracy para todos

Teaching for language transfer

Biliteracy para todos

Teaching for language transfer

Biliteracy para todos Teaching for language transfer

are trademarks of Okapi Educational Publishing, Inc.

Just Dual It!® and The Power of the Pair® are trademarks of EC Licensing Pty Ltd and used under exclusive license.

Table of Contents

TABLE OF CONTENTS 3

PAGE

Flying Start to Literacy: PHONICS™ is an exciting new resource for explicit and systematic phonics instruction for young students. Includes 70 all-new decodable readers!

Flying Start

Okapi Digital Literacy™ provides access to over 1100 books and supportive instruction from all levels of Okapi’s flagship programs: Flying Start to Literacy™ • Despegando hacia la lectura ®• WorldWise: Content-based Learning™ • ExploraMundos™• Biliteracy para todos™

Lift Off to Literacy™: Using a Shared Reading Approach seamlessly transitions young readers into core literacy programs with shared reading. Develop early literacy skills through rhyme, rhythm, repetition, and highly predictable texts!

Flying Start to Literacy™ is an award-winning program that supports the systematic development of reading strategies and skills in young students. Experience The Power of the Pair ® with paired informational and narrative texts connected by the big idea that unites them.

to Literacy: PHONICS™

WorldWise: Content-based Learning™ presents core content fully aligned by grade level to the Next Generation Science Standards and C3 Social Studies Outcomes. Encourage students to approach science and social studies topics using their natural sense of inquiry.

WorldWise

™

Just Dual It!® is an easy-to-follow guide to the exciting, equitable, dual-language packages in both English and Spanish from Flying Start to Literacy™, Despegando hacia Ia lectura™, WorldWise: Content-based Learning™, and ExploraMundos™.

Content-based Learning

Biliteracy para todos™: Teaching for Language Connections is carefully crafted to deliver simultaneous biliteracy instruction targeting language, content, and translanguaging objectives. Thoughtfully selected texts will engage and inform your emergent bilinguals.

WorldWise

™

Content-based Learning

Biliteracy para todos

Teaching for language connections

Despegando hacia la lectura®: Un enfoque de lectura compartida Biliteracy todos launches young readers into literacy through shared reading in Spanish. RevisitTeachingpara for language connections familiar books again and again while students develop a love of reading that can last a lifetime.

Biliteracy para todos

Teaching for language connections

124 110 87

ExploraMundos

Despegando hacia Ia lectura® is a comprehensive, Spanish-language literacy resource program reinforced by The Power of the Pair ®. It may be fully implemented as a stand-alone Biliteracy para todos Teaching for language connections or used with Flying Start to Literacy™ for rigorous dual-language instruction. para todos ExploraMundos™: Aprendizaje a través del contenido, the Spanish-language Biliteracy Teaching for language connections counterpart to WorldWise: Content-based Learning™, encourages inquiry and questioning Biliteracy para todos while extending knowledge in science, social studies, and STEM topics. ExploraMundos Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed

Teaching for language connections

™

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Aprendizaje a través del contenido

Leveled Bookroom Collections are pre-selected with books drawn from our flagship programs. Okapi Bookrooms offer a wealth of leveled texts for small-group instruction, economically packaged to fit your budget. ALSO: Bookroom Collections for Spanish-language instruction or dual literacy! Visit our online store or find your rep at myokapi.com

ExploraMundos

Resource Selection Guide

Resource Selection Guide PRIMARY PreK–Kindergarten

PRIMARY Grades K–2

EARLY INTERMEDIATE Grades 2–3

INTERMEDIATE Grades 3–5

DIGITAL

OKAPI DIGITAL LITERACY ™

PAGE 13

FLYING START TO LITERACY: PHONICS ™

PAGE 3

ENGLISH

LIFT OFF TO LITERACY ™

PAGE 22

PAGE 22 FLYING START TO LITERACY ™

PAGE 25

PAGE 38

PAGE 40

WORLDWISE: CONTENT-BASED LEARNING ™

BILITERACY

PAGE 48

PAGE 54

PAGE 56

BILITERACY PARA TODOS ™

PAGE 73

UN ENFOQUE DE LECTURA COMPARTIDA

SPANISH

PAGE 84

PAGE 84 DESPEGANDO HACIA LA LECTURA ®

PAGE 87

PAGE 100

PAGE 102

EXPLORAMUNDOS ™

BOOKROOM

PAGE 110

PAGE 116

PAGE 118

LEVELED BOOKROOM COLLECTIONS

PAGE 125

PAGE 126

Let us help you customize a resource that matches your instructional goals AND budget. Contact us at info@myokapi.com

Order today! 866.652.7436 or fax 800.481.5499

Flying Start to Literacy: PHONICSTM

Flying Start to Literacy: An exciting new resource for explicit and PHONICS systematic phonics instruction for young students. to Literacy: PHONICS

Flying Start

to Literacy: PHONICS™

™

Flying Start to Literacy: PHONICS ™ will engage your students and support their literacy development in ways that are based on research and are both meaningful and supportive.

NEW!

All the key components of a rich Foundational Skills resource are covered. Students are encouraged to explore oral language with rhymes and chants, to build vocabulary, and to engage in phonological awareness activities. The program follows a scope and sequence of skills and knowledge from common sounds of consonants and vowels to less common lettersound patterns. Each Teaching Unit supports the explicit and systematic teaching of phonological awareness, phonics, morphology, and high-utility words. Writing instruction is included in each unit, providing opportunities for teaching letter-sound knowledge. a

STAGE ONE

Modules One, Two, and Three

Common sounds of consonants and vowels

• Teacher Resource Book • The Big Book of Rhymes • Alphabet Cards • 30 Decodable Books

STAGE TWO

Modules Four and Five

Double letters, adjacent consonants, long vowels

• Teacher Resource Book • 20 Decodable Books

STAGE THREE

Modules Six and Seven

Less common letter sounds

• Teacher Resource Book • 20 Decodable Books

z wv Flying Start to Literacy:

Phonics Stage One Teacher Resource Book Susan Hill

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u_e

ch igh

ea th ck Flying Start to Literacy:

Phonics Stage Two

Teacher Resource Book

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Phonics

Stage Three Teacher Resource Book Susan Hill

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ph o_e

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Assessment

Stage Two: Assessment task High-utility words Stage One: Assessment task 1 Beginning sounds

she

see

these

make

with

was

all

for

came

out

then

Stage Three: Assessment record 1 Phonological awareness Student record

Assessment allows for the placement of students within the program, organizing them for learning, and monitoring their progress.

Name: ______________________

Instruction

Answer

Rhyming words Say: Say yes or no: Do the words untrue, curfew, and hullabaloo rhyme?

when

have

two

too

Segment into syllables

Say: What are the syllables in the word

water

some

find

animal

eat

her

saw

down

Flying Start to Literacy: PHONICS follows an explicit and systematic phonic progression that flows seamlessly into the Flying Start to Literacy™ small group reading resource.

Remove a sound

Add a sound Say: Say the word ridge. Now, add the /b/ sound to the beginning of ridge. What is the new word?

rabbit

little

spider

other

look

after

our

how

Change a sound Say: Say the word spoil. Now, change the /s/ /p/ sounds to the /b/ sound. What is the new word?

read

bridge

boil

TOTAL

one

around

Check

yes

au–to–mo–bile automobile?

Say: Say the word bread. Now, say bread without the /b/ sound. What is left?

™

Age: _____________ Date: __________________

Have the student listen and respond to the following phonological awareness activity instructions. Record if the student responds correctly.

_______

park

Flying Start to Literacy: PHONICS Text

Okapi Educational Publishing Inc.

22 20

What and when are the students reading? Exciting, engaging decodable books provide a foundation for beginning readers as they progress to independent reading in later primary grades. The books match the teaching sequence and support the students as they put what has been learned into practice. The seventy decodable books support the letter-sound correspondences and high-utility words taught throughout the program and allow students to use their decoding and word recognition skills to develop fluency and comprehension. The student texts are 100% decodable when the sequence of instruction has been followed.

Pip, Sam, and Tim

to Literacy: PHONICS

Written by John Andrews Illustrated by Roberto Barrios Angelelli

Flying Start to Literacy: PHONICS

flying-start-to-literacy.com Visit our online store or find your rep at myokapi.com

Flying Start to Literacy: PHONICSTM

Stage One to Literacy: PHONICS

Flying Start

to Literacy: PHONICS™

Each lesson in the Stage One Units provides instruction on: • Oral language development and listening comprehension • Building a rich vocabulary • Phonological awareness: identifying and manipulating syllables and phonemes with spoken words

• Phonics: letter-sound relationships and word building

z wv

• Writing: forming lowercase and uppercase letters and words

Flying Start to Literacy:

Phonics

• High-utility words

Stage One

•C onsolidated learning activities where students can practice new knowledge and skills

Teacher Resource Book Susan Hill

The Big Book of Rhymes

u n

In Stage One—with the focus on introducing the alphabet—the decodable books are read at the end of each module.

Illustrated by Omar Aranda

• Module One’s nine letters and nine high-utility words are featured in the first set of books.

Sally Go Round the Sun Sally goSs round the sun, Sally go round the moon, Sally go round the chimney pots On a Saturday afternoon.

• Module Two’s eighteen letters and nineteen high-utility words are featured in the second set of books.

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

• The full alphabet with accompanying high-utility words are covered in Module Three’s decodable books.

sun Flying Start to Literacy: PHONICS

by Okapi Educational Publishing Inc.

MODULE ONE The Map

Pip, Sam, and Tim

Written by John Andrews Illustrated by Roberto Barrios Angelelli

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

Written by John Andrews Illustrated by Roberto Barrios Angelelli

The Cat

Tim

Flying Start to Literacy: PHONICS

Written by John Andrews Illustrated by Roberto Barrios Angelelli

Pip and the Cat

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

Tip It

The Cap

Written by John Andrews Illustrated by Roberto Barrios Angelelli

to Literacy: PHONICS

Written by John Andrews Illustrated by Roberto Barrios Angelelli

to Literacy: PHONICS

Flying Start

Flying Start to Literacy: PHONICS

The

Hit It, Sam

Written by John Andrews Illustrated by Roberto Barrios Angelelli

Hat

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

Written by John Andrews Illustrated by Roberto Barrios Angelelli

Is It My Hat?

Written by John Andrews Illustrated by Roberto Barrios Angelelli

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

MODULE TWO Meg, Dan, and Kim

The Fog

Tag Is Fun

Mom Fed Me

The Pup

On the Log

Pup in the Mud

Run, Meg, Run

The Cat Nap

It Is Hot Written by John Andrews Illustrated by Annie White

Written by John Andrews Illustrated by Annie White

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

Written by John Andrews Illustrated by Annie White

Written by John Andrews

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

Illustrated by Annie White

Written by John Andrews Illustrated by Annie White

to Literacy: PHONICS

Written by John Andrews Illustrated by Annie White

to Literacy: PHONICS

Flying Start

Flying Start to Literacy: PHONICS

Written by John Andrews Illustrated by Annie White

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

Written by John Andrews Illustrated by Annie White

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

Written by John Andrews Illustrated by Annie White

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

MODULE THREE I Like Pup

What’s in the Box?

Written by John Andrews Illustrated by Lyn Stone

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

Written by John Andrews Illustrated by Lyn Stone

The Dog in the Mud

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

Written by John Andrews Illustrated by Lyn Stone

I Can Fix It

Can We Go?

The Big Bad Fox

The Fox and the Hen

The Box

The Vet Written by John Andrews Illustrated by Lyn Stone

Written by John Andrews Illustrated by Lyn Stone

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

Written by John Andrews Illustrated by Lyn Stone

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

Written by John Andrews Illustrated by Lyn Stone

Yum, Yum to Literacy: PHONICS

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

Written by John Andrews Illustrated by Lyn Stone

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

Let us help you customize a resource that matches your instructional goals AND budget. Contact us at info@myokapi.com

Order today! 866.652.7436 or fax 800.481.5499

Written by John Andrews Illustrated by Lyn Stone

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

Flying Start to Literacy: PHONICSTM

Stage Two to Literacy: PHONICS

Flying Start

to Literacy: PHONICS™

In Stage Two, the basic structure of the lessons continues. Attention turns to:

• Double letters • Adjacent consonants • Long vowels

u_e

• Reading longer multisyllabic and compound words

• Morphology

ch igh

ea th ck Flying Start to Literacy:

Phonics

In Stage Two, the Modules Four and Five decodable books can be read at the end of each Unit. Each book contains words with the letter-sound correspondence the students have just learned.

Stage Two

Teacher Resource Book Susan Hill

Paired informational and narrative texts are introduced in Stage Two Module Four.

Run, Jack,

Run, Jack, Run!

to Literacy: PHONICS

Flying Start

Legs and Wings

Chad Is Lost

Written by Patrick Lay Illustrated by Steve Axelsen

Written by Kerrie Shanahan Illustrated by Marjory Gardner

to Literacy: PHONICS

Flying Start

Written by Patrick Lay

to Literacy: PHONICS

Legs and Run! Wings

In the Fog

A Nest For Stan

How Ants Make Nests

Written by Patrick Lay Illustrated by Steve Axelsen

Written by Bridie Dickson Photography by Michael Curtain

to Literacy: PHONICS

Written by Ann Ridley

My Dog Scamp

My Legs Are the Best! Written by Grace Fulton Illustrated by Peter Paul Bajer

Skate Club Flying Start to Literacy: PHONICS

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

to Literacy: PHONICS

Flying Start

to Literacy: PHONICS

Written by Mae Andrews

to Literacy: PHONICS

Flying Start

to Literacy: PHONICS

Written by Kerrie Shanahan

to Literacy: PHONICS

Written by Bridie Dickson Photography by Michael Curtain

This Sunny Day

Mee Mee’s Tail Written by Fraser East Illustrated by Alex Stitt

Tails to Literacy: PHONICS

Flying Start to Literacy: PHONICS

Written by Mae Andrews Illustrated by Lyn Stone

Written by Mae Andrews to Literacy: PHONICS

Flying Start to Literacy: PHONICS

Flying Start

to Literacy: PHONICS

Written by Kerrie Shanahan Illustrated by Naomi Lewis

to Literacy: PHONICS

Flying Start

Written by Grace Fulton

to Literacy: PHONICS

The Brave Tugboats

Night Is Coming

to Literacy: PHONICS

Flying Start

to Literacy: PHONICS

Written by Bridie Dickson Photography by Michael Curtain

and Hop Get Fit

Tugboats Written by Mae Andrews

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

What an Excuse! Written by Kerrie Shanahan Illustrated by Chantal Stewart

Written by Ann Ridley

y Ell

to Literacy: PHONICS

Flying Start

Rides For All

The

Skate Club

Written by Kerrie Shanahan Illustrated by Peter Paul Bajer

Tails to Literacy: PHONICS

to Literacy: PHONICS

Flying Start

MODULE FIVE

Written by Kerrie Shanahan

The

to Literacy: PHONICS

Flying Start

Dogs That Help Us Written by Kerrie Shanahan Illustrated by Chantal Stewart

-e eeng

MODULE FOUR Hop and Run

igh a−

Written by Patrick Lay Illustrated by Steve Axelsen

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

to Literacy: PHONICS

Flying Start

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

“ When I learned that [Okapi’s] Decodable Readers were going to be available, I couldn’t wait to view them. Students respond to the knowledge buildingShanahan that these Written by Kerrie

Flying Start to Literacy: PHONICS

books supply. The quality of the literature and informational texts disguise the fact that these are decodable books.”

—D. Myers, Spokane Public Schools

Flying to Literacy:

flying-start-to-literacy.com Visit our online store or find your rep at myokapi.com

Flying Start to Literacy: PHONICSTM

Stage Three to Literacy: PHONICS

Flying Start

to Literacy: PHONICS™

Stage Three focuses on less common letter sounds.

Students further build their growing bank of high-utility words. Mastering this bank of high-utility words allows students to practice their new phonetic knowledge in the context of a sentence and in a longer, connected text.

In Stage Three, the Modules Six and Seven decodable books can be read at the end of each Unit.

dge

ue tch

ow air Flying Start to Literacy:

Phonics

Stage Three Teacher Resource Book Susan Hill

eer

MODULE SIX A Pond For Frog

How to Look After Frogs

Looking For a Farm

Written by Ann Ridley Illustrated by Chantal Stewart

ks oo

ph o_ e

Looking For a Farm

Caves

Written by Kerrie Shanahan Illustrated by Meredith Thomas

At Our Farm Written by Grace Fulton Photography by Michael Curtain

to Literacy: PHONICS

Flying Start

to Literacy: PHONICS

Big Stan and Hairy Tim

That Hunt

Illustrated by Alex Stitt

to Literacy: PHONICS

Flying Start

to Literacy: PHONICS

Written by Patrick Lay

to Literacy: PHONICS

The Snake Games

Snakes

Written by Kerrie Shanahan Illustrated Alex Stitt Written by by Kerrie Shanahan

Written by Bridie Dickson Photography by Michael Curtain

Flying Start to Literacy: PHONICS

A Very Smart Bird

Monsoon

Written by Bridie Dickson Illustrated by Alex Stitt

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

to Literacy: PHONICS

Flying Start

Written by Mae Andrews

to Literacy: PHONICS

Flying Start

to Literacy: PHONICS

Written by Kerrie Shanahan

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

Written by Kerrie Shanahan Illustrated by Derek Schneider

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

MODULE SEVEN Bridges

Teaching Their Young

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

Written by Caitlin Fraser Illustrated by Marjory Gardner

and t

to Literacy: PHONICS

Flying Start

to Literacy: PHONICS

Written by Kerrie Shanahan

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

he L ost Cit y

Written by Kerrie Shanahan Illustrated by Walter Carzon

Written by Grace Fulton

to Literacy: PHONICS

Flying Start

to Literacy: PHONICS

Prince Ephram Is Lost!

Written by Fraser East Illustrated by Steve Axelsen

A New Friend to Literacy: PHONICS

Flying Start to Literacy: PHONICS

Written by Bridie Dickson Photography by Michael Curtain

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

Written by Kerrie Shanahan Illustrated by Meredith Thomas

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

to Literacy: PHONICS

Flying Start

The Dance of the Blue Crane

The Ver y Bad Dog

Little Cub Is Hungry

Plants That Harm Animals

Cedrick

Little Cub Is Hungry

Written by Kerrie Shanahan

Hiking With Max Written by Mae Andrews

Written by Caitlin Fraser Illustrated by Marjory Gardner to Literacy: PHONICS

Flying Start to Literacy: PHONICS

Written by Patrick Lay Illustrated by Naomi Lewis

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

Hiking With

Let us help you customize a resource that matches your instructional goals AND budget. Contact us at info@myokapi.com

Order today! 866.652.7436 or fax 800.481.5499

to Literacy: PHONICS

Flying Start to Literacy: PHONICS

Flying Start to Literacy: PHONICSTM

Program Components to Literacy: PHONICS

Flying Start

to Literacy: PHONICS™

Teacher Resource Books Flying Start to Literacy: PHONICS™ is anchored by the Teacher Resource Books—one for each stage—that offer comprehensive, explicit, and systematic instruction divided into three modules for Stage One, and two modules each for Stages Two and Three. Each Module concludes with a review of the letter-sound correspondences taught in that Unit. Handsomely designed, with full color throughout, Teacher Resource Books are designed to be easy to follow and clear in their organization.

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Stage Three Teacher Resource Book

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STAGE ONE

Modules One, Two, and Three

Nine units and a review in Modules One and Two; eight units and a review in Module Three.

STAGE TWO

Modules Four and Five

Nine units for a specific phonic focus and a review unit per Module.

STAGE THREE

Modules Six and Seven

Nine units for a specific phonic focus and a review unit per Module.

Decodable Books

MODULE ONE

MODULE TWO

MODULE THREE

Bridges

to Literacy: PHONICS

Written by Kerrie Shanahan

MODULE FOUR

MODULE FIVE

MODULE SIX

Flying Start

Seventy titles in all—these Decodable Books have been carefully crafted to reinforce the skills presented in each module. Compelling texts with recurring groups of characters are offered for Modules One, Two, and Three. Paired informational and narrative texts are introduced in Stage Two Module Four. Teaching Notes included in every book offer invaluable support for using the texts as part of the overall instructional process.

to Literacy: PHONICS

MODULE SEVEN

The Big Book of Rhymes

Alphabet Cards

The Big Book of Rhymes is a lively, oversized collection of shareable poems, lushly illustrated in full color. It provides a rhyme for each letter of the alphabet as it is introduced. Rhymes can be used in oral language activities, phonological awareness, building vocabulary, and identifying high-utility words.

Double-sided Alphabet Cards feature a picture on one side and the picture with its letter correspondence on the reverse. Colorful, laminated, and sturdy, these cards will withstand countless hours of student interactions.

The Big Book of Rhymes Illustrated by Omar Aranda

Flying Start

to Literacy: PHONICS

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Flying Start to Literacy: PHONICSTM

Instruction to Literacy: PHONICS

Flying Start

to Literacy: PHONICS™

Flying Start to Literacy: PHONICS™ teaches phonics in a systematic and explicit process along with five other key components required for literacy development: oral language, phonological awareness, fluency, vocabulary, and comprehension.

Oral Language Development Extend oral language awareness by using letter–sound chants and rhymes focusing on the rhythm, rhyming words, clapping and clicking the syllables, hearing sounds in words, and by using varied oralreading expression, such as loud and soft/fast and slow.

Phonological Awareness Develop phonological awareness through auditory activities that focus on the sound of the letter introduced in the unit.

Vocabulary Find a word or words in the rhyme to explicitly teach to your students. Define the word using student friendly language.

Alphabet Review Progressively review letter-sound correspondences to practice retrieving information.

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Flying Start to Literacy: PHONICSTM

Teaching Units follow the same structure throughout the program. Content is appropriate for the level of the students at each stage in the program.

High-Utility Words High-utility words are useful, and many of these need to be taught explicitly. Sound–letter charts are used for explicit instruction of high-utility words.

Phonics Encourage students to connect a sound to a letter and to write the letter in uppercase and lowercase.

Consolidate Learning Activities for students (individually, in pairs, or small groups) to practice new knowledge and skills that will help them to develop accuracy and automatically when reading and writing.

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Flying Start to Literacy: PHONICSTM

What to expect from Flying Start to Literacy: PHONICS™ to Literacy: PHONICS

Flying Start

to Literacy: PHONICS™

A CLEARLY DEFINED PROGRESSION IN THE SCOPE AND SEQUENCE • The Scope and Sequence moves from simple letter-sound correspondences to more complex. • The sequence provides time for foundation skills to be established.

• Recently taught letters and sounds are carefully reviewed. • T here are ample practice and application opportunities for student accuracy and confidence.

• Clearly defined goals for each Teaching Unit (and each activity within the unit) are a feature of the program.

INSTRUCTION IN FOUNDATIONAL SKILLS: PHONOLOGICAL AWARENESS Phonological awareness is linked to the focus of each Teaching Unit—as in “Say rat.” “Now say rat without the /r/.” “Yes, at.”

PHONICS • Teaching goals for letter sounds are explicitly stated. • Words with the target letter sound occur in wordbuilding activities. • A writing activity is part of each Teaching Unit. • Practice sentences that feature the focus letter-sound provide students with opportunities to decode and practice reading words with the letters and sounds they have learned.

•M ultiple activities are used for the review and practice of the letter sounds: o Dictation of words occurs in units and reviews. o Sound–letter charts are used for multisensory learning of letter sounds. o Clear images for each letter sound can be used in activities in daily revision.

ORAL LANGUAGE Oral language involves listening comprehension and underpins reading and writing.

VOCABULARY • Vocabulary development of new words occurs in each lesson. • Vocabulary is linked to comprehension. • Vocabulary used in chants and rhymes is defined.

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Flying Start to Literacy: PHONICSTM

ABOUT THE AUTHOR Dr. Susan Hill is an Associate Professor of Early Childhood Education. An acclaimed researcher in the field of early language and literacy, she is the author of a number of books for teachers including Developing Early Literacy: Assessment and Teaching (Third Edition), research articles and chapters for the Handbook of Research on the Education of Young Children, the Handbook of Research Methods in Early Childhood Education, and Contemporary Perspectives on Research in Assessment and Evaluation in Early Childhood Education.

HIGH UTILITY WORDS • Useful words for reading and writing are taught and analyzed using sound–letter charts (orthographic mapping).

• The addition of new words and the revisiting of those already taught occurs in teaching units and decodable texts.

MORPHOLOGY AND SPELLING RULES • Word building is developed.

• Activities for building words are provided.

• Morphological awareness builds word awareness.

ASSESSMENT • Systematic reviews of content newly taught within each Teaching Unit.

• Comprehensive one-on-one Assessments are provided for each Stage.

• Further rigorous reviews are provided at the end of each Module.

• Decodable books are provided for each Module to check for decoding, fluency, and comprehension skills.

DECODABLE BOOKS • Decodable books provide practice for the phonics skills taught in each lesson.

• Comprehension questions are literal, interpretive, and evaluative.

• The books have engaging content and illustrations.

• The phonic focus is easy to identify in the decodable books, and is repeated within the book.

• From Stage Two onward, the decodable texts are paired informational and fiction books.

• The decodable books align with the scope and sequence.

• Each book has easy-to-use Teaching Notes at the back of the text.

FLUENCY • Fluency is encouraged in multiple readings of decodable books.

• Practice and accurate reading and writing of the lettersounds is essential.

• Fluency and accuracy of letter sounds and letter names is encouraged.

COMPREHENSION • Listening comprehension is emphasized.

• Content knowledge is developed in informational texts.

• Meaning-making occurs in fiction and informational texts.

• Fluency is built to support comprehension.

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Flying Start to Literacy: PHONICSTM

Packages and Pricing to Literacy: PHONICS

Flying Start

to Literacy: PHONICS™

Package Includes

Product Code

National List Price

Your Price

STAGE ONE

• Teacher Resource Book • 30 Decodable Books in six-packs • The Big Book of Rhymes • Alphabet Cards

OK FSPHST01

$1,210

$1,050

STAGE TWO

• Teacher Resource Book • 20 Decodable Books in six-packs

OK FSPHST02

$785

$690

STAGE THREE

• Teacher Resource Book • 20 Decodable Books in six-packs

OK FSPHST03

$785

$690

COMPLETE RESOURCE

• Three Teacher Resource Books • 70 Decodable Books in six-packs • The Big Book of Rhymes • Alphabet Cards

OK FSPHST01-03

$2,780

$2,295

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Stage Three Teacher Resource Book Susan Hill

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Stages One, Two and Three

FREE Downloadable Materials to Support Instruction! Essential instructional components are available for free downloading from the Okapi Digital Literacy™ platform. Helpfully organized by Stage and Module, each unit’s downloads provide everything you will need to place in students’ hands for reading, writing, and assessment.

Stage One: Assessment task 1 Beginning sounds

Stage One: Assessment task 6 Consonant-vowel-consonant words

Name: ______________________

log

but

Comments

Assessment tasks

Age: _____________ Date: ________________ __

Show Assessment task: High utility words and point to the words one at a time (from left to right). Ask the student to read each word. Record if the student reads the word correctly.

Score

High-utility words

________ / 5

Check

van

Assessment task 2 Reading words

________ / 5

Assessment task 3 High-utility words

________ / 35

Assessment task 4 Writing

________ / 10

Assessment task 5 Morphology

________ / 5

_______ / 70

Flying Start to Literacy: PHONICS Text

2025

Okapi Educational Publishing Inc.

Flying Start to Literacy: PHONICS Text

Okapi Educational Publishing Inc.

Change a sound

Say: Say the word spoil. Now, change the to the /b/ sound. What is the new word?

boil

would

should

many

/s/ /p/ sounds

_______

TOTAL

live

around

_______

gold

/35

Okapi Educational Publishing Inc.

Flying Start to Literacy: PHONICS Text

Okapi Educational Publishing Inc.

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Let us help you customize a resource that matches your instructional goals AND budget. Contact us at info@myokapi.com

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park

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Okapi Educational Publishing Inc.

could

one

too

away

bridge

how

two

Flying Start to Literacy: PHONICS Text

head read

our

water

web

zip

were

au–to–mo–bile

/b/ sound to the Say: Say the word ridge. Now, add the beginning of ridge. What is the new word?

look

have

their

automobile?

other

after

when

Check

curfew, and

Add a sound

spider

out

activity instructions.

without the Say: Say the word bread. Now, say bread /b/ sound. What is left?

little

for

TOTAL

Answer yes

Remove a sound

rabbit

all

then

lid

Say: What are the syllables in the word

down

came

ham

Rhyming words

saw

with was

net

__ Age: _____________ Date: ________________

to the following phonological awareness Have the student listen and respond Record if the student responds correctly.

Segment into syllables

eat her

make

Name: ______________________

Say: Say yes or no: Do the words untrue, hullabaloo rhyme?

animal

see these

win

Check

find

she

Student record

Instruction

High-utility words

Module Six High-utility words

Stage Three: Assessment record 1 Phonological awareness

Student record Name: ______________________

__ Age: _____________ Date: ________________

Assessment task 1 Phonological awareness

yes

Stage Two: Assessment record 3 High-utility words

Stage Two: Assessment Summary Student record

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Okapi Digital Literacy

™ Okapi Digital LiteracyTM

Unparalleled content and functionality at your fingertips! Okapi Digital Literacy™ is a digital book platform with more than 1200 student texts (Levels A–V) that enables teachers to view and share Okapi’s resources with students. In addition to title-for-title equity in English and Spanish, teachers can also access and download lesson plans for every title or paired-book duo. The complete platform provides comprehensive digital access to all of Okapi’s award-winning flagship programs, plus downloadable instructional tools for Biliteracy para todos TM:

Okapi Digital Literacy™ is the resource you need for exceptional digital delivery of content and instruction. Consider the difference these exciting features will make to your existing Learning Management System: • Access the bank of titles from any phone, computer, or tablet. • Share books with students through links you create. • Use tools to annotate and mark up texts. • Switch to the alternate language title through a simple click. • Download lesson plans.

Explore the amazing functionality of this game-changing digital platform! Visit our Preview Site to view every title of each program. Some functionalities of the platform (such as the “Share Book” feature and the downloadable lesson plans) are not activated on the Preview Site. Full functionality is available for you to experience with a Free Trial Sign-Up. bit.ly/3XiK2TY

Learn more about Okapi Digital Literacy™ by watching our full-length Introductory Video at bit.ly/46bC7Md

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Okapi Digital LiteracyTM

Exciting features and supportive instruction! Okapi Digital Literacy™ is the resource you need for exceptional digital delivery of content and instruction. Consider the difference these exciting features will make to your existing Learning Management System: • Access the bank of titles from any electronic device. • View the paired text, lesson plan, Vocabulary Starter, related Perspectives volume, or alternate language title with one simple click from each selected book. • Share books with students through links you generate. • Use the tools provided to annotate and save your marked-up texts. • Download every lesson plan for easy printing (or PDF creation) of the formative assessments and follow-up activities. Okapi Digital LiteracyTM

Okapi Digital Literacy™ is populated with more than 1200 student texts (Levels A–V), drawn from Okapi’s flagship programs: Flying Start to Literacy™ (see pages 22-47) and Despegando hacia la lectura® (see pages 84-109) are paired-text programs for small group reading instruction. English texts in Flying Start are matched title-for-title by their Spanish transadaptations in Despegando. Flying Start to LiteracyTM

Despegando hacia la lectura®

For learning aligned with Next Generation Science Standards and C3 Social Studies Outcomes, the platform also includes all student texts from WorldWise: Content-based Learning™ (see pages 48-61) and ExploraMundos™ (see pages 110-123). WorldWise: Content-based LearningTM

ExploraMundosTM

Instructional Support Instructional support includes lesson plans for each student text, providing exceptional teacher guidance for Before, During, and After Reading. Formative assessment tools and Follow-Up Activities are provided for each paired-text set. Sharing these tools with your students will be a breeze because each lesson plan is downloadable. Texas educators will be pleased to find a TEKS lesson plan option for every title or paired-book duo!

Let us help you customize a resource that matches your instructional goals AND budget. Contact us at info@myokapi.com

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Okapi Digital LiteracyTM

Digital access to over 1200 books with teaching support for every title! What Your Students Can Do Using the links provided by their teacher, students can utilize many of the same features of the platform that are available to you: • Access their books from any electronic device • Continue to enjoy this access for 30 days after receiving the link • Use the search function to locate vocabulary and topics within the text • Select and copy text to their clipboards • Use annotation tools to create, erase, and save notes

You Guide the Learning! Your students will have access only to the books you decide to share with them, allowing you to determine the focus of each whole-class or small group reading session. Using the “Share Book” feature for each title, generate a link for each book and send it to each student in your classroom; or, selectively send it to each participant of your small group. (This access will continue to be available to the students for 30 days.) Alternatively, you can simply share your screen during instruction. Easy-to-use directionals allow for forward/backward page turning and for returning to the beginning or end of the book. An Annotations Menu is available to you with every book you select, offering you countless ways of adapting texts for vibrant and interactive instruction. Underline, enclose, or circle selected portions of the text.

Create notes in a variety of colors.

Highlight and copy text to your clipboard.

Okapi Digital Literacy™ is fully compatible with and can be accessed through Clever, Schoology®, Seesaw and most other learning management systems. okapi-digital-literacy.com Visit our online store or find your rep at myokapi.com

Okapi Digital LiteracyTM

Your Online Resource Archive! Okapi Digital Literacy™ offers valuable instructional tools available for download from Okapi’s flagship programs. Our user-friendly platform allows you to access these resources anytime, anywhere, making learning convenient and flexible. Choose from among these indispensable resources. • Access the Okapi Digital Literacy™ Preview Site by going to: https://preview.okapi-digital-literacy.com/login • Click on the Resources tab to Okapi’s Online Resource Archive. • Click on the Biliteracy para todos™ tab for instructional templates in both Spanish and English. • Get full access to a wealth of online teacher support material available for downloading!

Flying Start to Literacy: PHONICS™ Printable rhymes, practice sentences, wordpicture cards, and assessments to augment your phonics instruction. Stage Three: Assessment record 1 Phonological awareness Student record Name: ______________________

task 1 Stage One: Assessment Beginning sounds

Age: _____________ Date: __________________

Stage Two: Assessment task High-utility words

Have the student listen and respond to the following phonological awareness activity instructions. Record if the student responds correctly.

Instruction

Answer

Rhyming words

yes

Say: Say yes or no: Do the words untrue, curfew, and hullabaloo rhyme?

Segment into syllables

au–to–mo–bile

Say: What are the syllables in the word automobile?

Remove a sound

read

Say: Say the word bread. Now, say bread without the /b/ sound. What is left?

Add a sound

Check

she

see

these

make

with

was

all

for

came

out

then

when

have

two

too

water

some

find

animal

her

saw

down

spider

other

bridge

Say: Say the word ridge. Now, add the /b/ sound to the beginning of ridge. What is the new word?

Change a sound

boil

Say: Say the word spoil. Now, change the /s/ /p/ sounds to the /b/ sound. What is the new word?

TOTAL

_______ 5

eat

rabbit™ little Biliteracy para todos look

after

our

how Essential instructional templates in both Spanish and English that include Vocabulary one aro und parand k Anchor Charts, Sentence Stems, Records of Biliteracy Behaviors, more! Copy this sheet for each student

Flying Start to Literacy: PHONICS

Distributed by Okapi Educational

Flying Start to Literacy: PHONICS

Publishing Inc.

Distributed by Okapi Educational

Publishing Inc.

Preview–Vista–Review Developing Biliteracy Biliteracy para todos

Teaching for language connections

Biliteracy

Target Language Spanish

Vocabulary Anchor Chart

para todos

Set 14: Level N (30)

Biliteracy

Teaching for language connections

para todos

Teaching for language connections

English

Biliteracy para todos

Español

English

Español

Teaching for language connections

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Let us help you silkcustomize a resource that matches your instructional corngoals fields AND budget. Contact us at info@myokapi.com

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tall stalks

Okapi Digital LiteracyTM

“ Okapi Digital Literacy™ has been an absolutely amazing tool in our virtual classroom to better engage students during our ELA small group sessions. My students are so excited to read the books and really enjoy utilizing the interactive annotation tools embedded in the program. It is making quite a difference in our small group sessions.” —Aquilla Jackson, Franklin Elementary

Lesson Plans Access English or Spanish lesson plans for every title, available in two versions: our National Lesson Plans or our TEKS Lesson Plans for Texas Educators.

Lesson Plans

Lesson Plan s? How do people solve problem How do they invent new things?

Fluent Plus reading stage

PERSPECTIVES

Level P (38)

Advanced Fluent reading stage Level T (50)

Contents • It’s only natural • Speak out! • Accidental inventions • A clever solution

Animals in Danger: Orangutans describes orangutans, explains why they are endangered, and examines what is being done to save them. Running words: 2,264 Text type: Report

Paired connected texts

Content vocabulary

Electric Wind: The Story of William Kamkwamba recounts the amazing story of William pieces of Kamkwamba from Malawi. He used electricity. junk to make a windmill to generate

critically endangered deforestation endangered extinct habitat illegal logging oil palm trees orphans poaching relocation programs sanctuaries seed dispersal souvenirs sustainable

often Maddie’s incredible ideas and inventions in an end badly. But when Maddie gets caught the day. emergency, her inventive idea saves

When Rani begins feeding a hungry orangutan in the rainforest, Ahmad is worried. It’s not safe in the rainforest! When Rani doesn’t return, Ahmad must overcome his fear of the rainforest to save her. Running words: 2,821 Text type: Narrative

Literary language Verbs: scurried queried startled challenged wished thrashing panicked Literary adverbs: frantically ultimately cautiously calmly bravely desperately protectively excitedly instinctively Figurative language: stomach did a flip shiver down his spine on full alert felt light and fluttery

Reading strategies Animals in Danger: Orangutans Ahmad’s Journey

Content vocabulary

determined ideas imagination inspired accidentally challenge/ing creative/ly problem-solving scientist solution invent/tions nature original persisting

• Identifying important ideas • Identifying words that describe emotion

in dialogue

Correlations with Standards Reading: Literature

Correlations with Standards Reading: Informational text from that of the author Distinguish their own point of view of a text. Reading: Foundational skills words. multisyllable Decode

Speaking and listening read or studied Come to discussions prepared, having that preparation and required material; explicitly draw on topic to explore ideas other information known about the under discussion. Language conventions when Use knowledge of language and its writing, speaking, reading, or listening.

Describe how a narrator’s or speaker’s point of view influences how events are described. Reading: Informational text Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Reading: Foundational skills Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in context and out of context.

Speaking and listening Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Language Interpret figurative language, including similes and metaphors, in context.

Investigations / Investigaciones

Writing supporting a point Write opinion pieces on topics or texts, of view with reasons.

Inquiry-driven, independent project frameworks for student use with WorldWise: Content-based Learning™ and ExploraMundos™ books at Grades 3-5.

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Okapi Digital LiteracyTM

Unparalleled Program Support– Delivered Digitally! Enhance your digital instruction with Okapi Digital Literacy’s vast archive of teaching tools. Instructional Downloads for Biliteracy para todosTM and Flying Start to Literacy: PhonicsTM

CLC RECORDS OF READING BEHAVIOR

CLC SENTENCE STEMS

Biliteracy para todos

para todos

Teaching for language

Teaching for language connections

para todos

Biliteracy

para todos connections

Teaching for language

connections

Focus of Mini-Lesson based on Standard and Set

Students’ Metalinguistic Behaviors Not aware of similarity or difference

Partially aware of similarity or difference

Evidence and teacher comments

Teaching for language

Set 1: Phonology Mini-Lesson

Partner talk

Biliteracy para todos ©

Teaching for language

Cross Linguistic Connections

Set 1: Phonology Student

Biliteracy para todos

Investigation Partner talk

Teaching for language connections

Biliteracy para todos

para todos

Teaching for language connections

Biliteracy para todos Biliteracy para todos Teaching for language connections

Biliteracy para todos ©

PVR Developing Biliteracy

Uses in English

Examples

CLC Developing Biliteracy

Set 1: Phonology Writing

Uses in Spanish stem

Biliteracy para todos ©

M1 Unit 3

Teddy bear, teddy bear, Turn around. Teddy bear, teddy bear, Touch the ground. Teddy bear, teddy bear, Go upstairs. Teddy bear, teddy bear,

Set 1 Level J (18) Before

PVR Developing Biliteracy

Biliteracy para todos ©

Guías de discusión

because and

language Vocabulary discussion

Set 1 Level J (18) Introduce

PVR Developing Biliteracy

prompts

Preview–Vista–Review . is para todos

about the book Literal

Biliteracy para todos ©

discussion prompt

tent

tomato

turtle

2021 EC Licensing Pty

Español

Ltd.

Biliteracy para todos ©

2021 EC Licensing Pty

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Ltd.

para Supersam! —pensó Sam. 7 flooding

were

Y voló hacia la casa. Había tanto humo que no podía ver ni respirar.

2021 EC Licensing Pty

Ltd.

rescue 8

fire

helicopter

Un bombero corrió hacia donde 100 words

estaba Sam y lo llevó fuera de la casa. Total

rescue

heat of

workers

the flames

Despegando hacia la lectura Supersam Cross Linguistic Connections: Grammar

Module Five Rhymes

Module Five: Unit 7 Practice sentences

Module Five: Unit 7 Word–Picture card

Unit 7

long / –l / vowel sound: i_e

♫ One, Two, Three, Four, Five One, two, three, four, five, Once I caught a fish alive. Six, seven, eight, nine, ten, Then I let it go again.

Flying Start to Literacy: PHONICS Text

Module Six: Unit 8 Practice sentences

Module Six: Unit 8 Word–Picture card

Unit 8

/oy/ diphthong: oy and oi

♫ Little Boy Blue Little Boy Blue, Come blow your horn. The sheep’s in the meadow, The cow’s in the corn.

at high tide.

Who is that boy with the oil in

his hair?

Who will join this boy and help hand out the coins? There was much joy when the seeds were put in the soil.

Where is the boy Who looks after the sheep? He’s under a haystack,

✁

EC Licensing Pty Ltd

Biliteracy para todos, Preview-View-Review Module Six Rhymes

After the hike, it was time to rest. Our drive was on a wide road. I had a big smile after our dive

Why did you let it go? Because it bit my finger so. Which finger did it bite? This little finger on the right.

Preview-Vista-Review Set 1: Level J (18) Target language Spanish To the Rescue / Supersam

Biliteracy para todos Developing Biliteracy Stage

✁

Fast asleep!

boy

Flying Start to Literacy: PHONICS Text

coin

Permission is granted to reproduce this resource for teaching purposes only.

Phonics, Stage One

Phonics, Stage Two

Phonics, Stage Three

Online Audio Book

Shared Reading selections include audio!

Movers

Movers Vocabulary Starter The Vocabulary Starter Movers supports the vocabulary used in the Flying Start to Literacy Early Emergent stage books My Toys and Getting Around.

Key vocabulary: boat bulldozer bus car plane train truck

Vocabulary Starters

Flying Start to Literacy Vocabulary Starters support the development of: • oral language • reading • writing They reflect the vocabulary needs of students in the first years of school (key vocabulary) and have direct relevance to students’ everyday lives and interests. As well, these words support curriculum, including science and social studies.

With teaching support for introducing and reusing key vocabulary words, Vocabulary Starters include:

This card can be: • read as a book; • opened up into a chart; • folded to reveal single images one at a time.

Vocabulary Starter

Flying Start to Literacy Vocabulary Starters can be used: • to introduce new vocabulary; • as a word bank – displayed opened out on a bulletin board as a writing resource; • as a stimulus for discussion, e.g. Where do these things go? When might you go on a boat?; • to support students by linking spoken and written vocabulary to clear photographs; • to build confidence using the vocabulary.

• Developing oral vocabulary • Developing reading vocabulary • Developing writing vocabulary • D eveloping oral vocabulary for English Language Learners Blackline master

Lesson Plans

Activity card For and against

My vacation Draw and write about your vacation.

Transitional reading stage

Fill in the table.

I went …

Level G (12)

Vacation activity:

Texas Essential Knowledge and Skills (TEKS) Lesson Plans I liked …

Good things about this activity

Bad things about this activity

Enjoy easy access to downloadable Texas Essential Knowledge and Skills (TEKS) lesson plans for every set of paired texts or stand-alone title on the platform. but I didn’t like …

Can the student write a simple opinion piece about a vacation experience? Can the student provide reasons for his/her point of view?

In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2014–2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice. All other rights reserved.

Key vocabulary

New: again asked back because first good just kind only put try showed want

best campfire camping catch cooked fire fish fishing lake line match night poles rained school ski/skiing sky sleeping smoke snow summer stars teacher tent top

Phonics

• Identifying the short /i/ sound as in swim • Identifying the /ch/ sound as in catch

Camping With Dad

Reading strategies

• Personal opinions • Compare and contrast: “I liked ... But I didn’t like …” • First-person narrative • Dialogue • Cross-checking using syntax: Does that sound right? • Connecting events/ideas in the story

Texas Essential Knowledge and Skills

© 2014–2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US.

Assessment

Camping With Dad tells the story of a boy’s first camping trip, where he has a great time, even though he won’t admit it to his father. Running words: 329 Text type: Narrative

High-frequency words

Text features

Summer Vacation shares a classroom conversation about the good and bad aspects of the recent summer vacation. Running words: 237 Text type: Personal narrative– opinion

Summer Vacation

because …

Developed by Eleanor Curtain Publishing

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Text: Jenny Feely Consultant: Susan Hill Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com

Phonics 1(2) (A) (iii) Demonstrate phonological awareness by distinguishing between long and short vowel sounds in one-syllable words. 1(2) (B) (ii) Demonstrate and apply phonetic knowledge by decoding words with initial and final consonant blends, digraphs, and trigraphs. Reading 1(6) (H) Synthesize information to create new understanding with adult assistance. 1(6) (I) Monitor comprehension and make adjustments such as rereading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down. 1(10) (B) Discuss how the use of text structure contributes to the author’s purpose.

Writing 1(12) (A) Dictate or compose literary texts, including personal narratives and poetry. Speaking and Listening 1(1) (A) Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses.

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uno.

Los bomberos corrían hacia la casa para rescatar a las personas que habían quedado atrapadas.

air tank

Biliteracy para todos ©

discussion prompts

sus superpoderes. Si no, perdían sus

Sam vio una casa en llamas.

bike

Español

Teaching for language connections

about the book Inferential

SC MSV

superpoderes.

Sam encontrar un J (18) Levelque Set 1:tenía trabajo pronto, así que voló a buscar

Había llamas y mucho humo.

para todos

Biliteracy para todos

trained

Set 1 Level J (18) Talking

smoke

Biliteracy

Teaching for language connections

the book discussion prompts

Error MSV

Target Language Spanish English

Pty Ltd.

EC Licensing Chart Anchor Vocabulary 2021

Biliteracy para todos ©

Biliteracy para todos

Developing Biliteracy Biliteracy

para todos

Los superhéroes tenían que tener un trabajo en el que pudieran usar

Teaching for language connections

Biliteracy

Teaching for language connections

trapped that from the book tells me

Set 1 Level J (18) Talking

PVR Developing Biliteracy

Say good night.

table

Information used E

no tenía trabajo.

and I know this because to rescue .

and _______ rescue workers The _______, _______, _______. with Super Sam because

A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, and Z. Now I know my ABCs, Next time won’t you sing with me.

tiger

Tenía un superpoder: podía volar. Sin embargo, Sam tenía un problema:

PVR ANCHOR CHARTS

Teaching for language connections

The information

Say your prayers. Teddy bear, teddy bear, Turn out the light. Teddy bear, teddy bear,

Text

English Biliteracy para todos

The story is set will be I think

2021 EC Licensing Pty Ltd.

Analysis of errors and self-corrections

Count

Page

Ltd.

Sam era un superhéroe.

. Biliteracy para todos

reading discussion prompt

Set 1 Level J (18) Academic

2021 EC Licensing Pty

because

The difference between

PVR Developing Biliteracy

♫ The ABC Song

el conocimiento previo

is similar to

2021 EC Licensing Pty Ltd.

Biliteracy para todos Teaching for language connections

Set 1 Level J (18) Activar

. I think that that In my opinion, I believe

GRAMMAR ANCHOR CHART sound. For example,

Teaching for language connections

y también están

connections

Teaching for language

In English, the vowels a, e, i, o, u have a _____ and a _____ sound. But in Spanish, the vowels a, e, i, o, u have only _____ ______.

Biliteracy

Teaching for language connections

connections

is about.

Date:

todos Biliteracy para connections

PVR Developing Biliteracy

CLC ANCHOR CHARTS

Module One Alphabet songs

Module One Letter–Picture cards

connections

Los trabajadores de rescate Biliteracy para todos trabajadores de rescate Los . para

Teaching for language

2021 EC Licensing Pty Ltd.

Biliteracy para todos, Cross Linguistic Connections

Teddy Bear, Teddy Bear

para todos

Biliteracy para todos

connections

CLC Developing Biliteracy

the student to tell you what the book

Name:

Biliteracy

connections

Biliteracy para todos

Mastery aware of similarity or difference

CLC Developing Biliteracy

Module One Rhymes

Set 1: Level J (18)

Biliteracy para todos

Teaching for language

Level of Language Phonology Morphology Grammar Syntax

In English, the letters a, e, and o have a _____ vowel _____ in the words _____, _____, and _____. In English, the letters a and o have a _____ vowel _____ in the words _____ and _____. In Spanish, the letters a, e, i, o, u have _____ sound.

Anchor Charts, Sentence Stems, Records of Biliteracy Behaviors, and other essential components for the program are organized for your convenience for each CLC or PVR lesson.

connections

Teaching for language

Record of Reading Behaviors

Supersam Guided reading level J (18)

Read the title to the student. Ask

Biliteracy

Teaching for language

In English _______ has a _______ vowel sound, but _______ has a _______ vowel sound. In Spanish, the letter _______ has only _______ sound and _______ .

Teaching for language connections

Biliteracy para todos

connections

Biliteracy para todos

Teaching for language connections

Biliteracyname: para todos Student

Date of observation

para todos

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Developing Biliteracy

1: Phonology

Biliteracy

connections

Teaching for language

Biliteracy para todosof Biliteracy Behaviors Record

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Developing Biliteracy Set

para todos

Teaching for language

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Biliteracy

Teaching for language

Biliteracy

Biliteracy Teaching for language connections

PVR SENTENCE STEMS

Cross Linguistic Conne

Cross Linguistic Connections Teaching for language connections

Biliteracy Teaching for language connections

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Flying Start to Literacy: PHONICS Text

Okapi Digital LiteracyTM

Subscription Options Okapi Digital LiteracyTM is offered to you through one-year licenses expiring on June 30, 2024. These licenses cover use by your entire school building. District and multi-year licenses are also available. Your digital license is contingent upon purchase of printed materials. As such, you will see throughout this catalog an option for combining your print and digital purchase at a bundled price. Be sure to ask about a prorated license for the balance of this school year! Purchase options include the following: • Unrestricted Platform Access (more than 1200 student texts with all instructional support) • Selected Programs (for example, only Flying Start to Literacy™) • Targeted Developmental Reading Stages (for example, Levels A–M)

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NUMBER OF TITLES

406 72 40 40 40 40 48 54 36 36

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English-Language Resources for Grades Pre-K & Up Our stellar lineup of literacy programs has at their core a solid base in literacy research, adherence to best teaching practice, and the ease-of-implementation that will have your classrooms experiencing real and lasting achievement!

For Phonics to Literacy: PHONICS

Flying Start to Literacy: PHONICS™ is an exciting and stimulating program that will engage your students and support their literacy development. Content is organized into three stages that follow a scope and sequence of skills and knowledge – from simple through to complex. Engaging decodable texts follow the same sequence, and are scaffolded for independent practice of newly learned skills.

Turn to pages 3–12 for more about Flying Start to Literacy: PHONICS™

For Shared Reading TM

Launch young readers into literacy through rhyme, rhythm, repetition, and highly predictable texts. Enjoy reading together and revisiting familiar books again and again while students develop a love of reading that can last a lifetime. Also Available in Spanish! See page 84 for details

See pages 22–24 for more on award-winning Lift Off to Literacy™

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Flying Start to Literacy’s paired narrative and informational texts, which are linked by tightly connected ideas, work as paired texts should— reading one text enhances understanding of the other. Experience the difference that The Power ® of the PairWorldWise can make in your students’ reading achievements! Beginning at Level N*, Okapi has built on the paired-text concept with Perspectives (Levels N–V), an additional volume of short, point of view texts exploring the issues raised in the paired texts.

WorldWise

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Content-based Learning

Also Available in Spanish! See page 87 for details

See pages 25–47 for the entire span of developmental reading stages of our award-winning Flying Start to Literacy™

For Content-based Literacy WorldWise

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Content-based Learning

Give your students a flying start to content-based literacy with WorldWise: Content-based Learning TM, a high interest, informational literacy resource that encourages inquiry and questioning while extending knowledge in STEM and social studies topics linked to the standards.

Also Available in Spanish! See page 110 for details

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*Levels indicated by letters are Okapi’s unique measurements, comparable to the Guided Reading levels of Fountas and Pinnell. Numerical levels in parentheses align with DRA/EDL. For Lexile Levels, click on the Correlations tab at our web site, or contact your Okapi representative for further details.

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Lift Off to LiteracyTM

Lift Off to Literacy

™

Using a Shared Reading Approach Develop early literacy skills through rhyme, rhythm, repetition, and highly predictable texts! Your students will: • enjoy reading together and revisiting familiar books again and again • begin to recognize and read high-frequency words • build knowledge of key vocabulary • understand conventions of print.

Can you spy with your little eye, fairy tale characters passing by ?

• use rhyme, rhythm and repetition in the narrative titles

Look in and out and here and there. Look up and down and everywhere.

• introduce science and mathematics concepts in the informational texts • link to the Vocabulary Starters.

Can

yo u f

ind?

FS US ITW In the Fairy Tale Woods page.indd 2-3

17/12/15 2:53 PM

Small Books Small-book versions of the Big Books extend the shared reading experience. Using the Reading Pen for audio support, students listen and read along.

Vocabulary Starters • Sturdy, laminated cards with seven folding panels • Unambiguous, full-color photographs introduce key vocabulary words • Back of cards provide a variety of suggestions for introducing and reusing new words

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Grades PreK–1

Lift Off to Literacy: Using a Shared Reading Approach

Lesson Plan

Shape match You will need: two copies of the shape cards below, scissors Cut out the shape cards. Join with a friend. Place all the shape cards face down. Take turns to turn over two cards. If the shapes match, keep the pair.

Early Emergent reading stage Levels A & B Set: In the World

✂

I Spy Shapes How many shapes can you spy? This informational text invites the reader to find shapes in the world around them. Readers will love to look and find the shapes hidden in the illustrations, as they read along with the rhyming text.

♥

Easy-to-follow lesson plan cards are provided for each Big Book. These plans include explicit instruction to guide teachers through multiple readings of the text.

★

© 2016 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US.

In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2016 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

educational publishing

Return to the book on multiple occasions, inviting the students to join in. Encourage them to take increasing responsibility for reading the text to themselves. Select the focus for subsequent lessons based on your students’ strengths and needs.

Oral vocabulary circle heart rectangle shapes square star triangle

High-frequency words

Phonemic awareness

a are as be for have I of the to was you

Key concepts • There are different types of shapes. • Shapes are all around us.

Second reading of the book

Point out different shapes, such as a rectangular book, a square table, a clock that is round like a circle, and so on.

Read the book a second time to the students. Encourage them to join in as you read. Say: This time when I read the book I want you to join in with reading the words. I will point to each word and you help me read them.

Show the front cover of the shared book I Spy Shapes. Say: In Informational texts K.RI.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. Foundational skills K.RF.1d Recognize and name all upper- and lowercase letters of the alphabet.

Text: Kerrie Shanahan Consultants: Susan Hill & Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com

Introducing the book

Say: Look around the room. What shapes can you see?

Links with State Standards

Developed by Eleanor Curtain Publishing

okapi

Returning to the book

Vocabulary

All other rights reserved.

THIS FILE IS NOT ARTWORK - Please use this file for position only

Lesson Plan Cards and Program Overview

Lift Off to LiteracyTM

Activity card

Writing this book we will find lots of shapes in the pictures. K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which Invite a student to come to the book and point to the title. they name what they are writing about and supply some Say: Yes, this is the title of the book. The title is I Spy Shapes. information about the topic. Speaking and listening K.SL.1a Follow agreed-upon rules for discussions. Language K.L.4b Use the most frequently occurring inflections and affixes as a clue to the meaning of an unknown word. Read the book to the students with very few stops along the

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FS US ITW I Spy Shapes.indd 1-2

When revisiting the book, there are suggestions for modeling and teaching specific foundational skills. These skills include:

After reading, say: Can anyone see a square shape that we didn’t notice last time we looked at this picture? Invite students to point out the newly discovered shapes. Continue reading the book in this manner.

way. Read using expression and rhythm to highlight the rhyming nature of the book.

If appropriate, complete the retelling activity on the inside back cover of the shared book.

Read pages 2 and 3 to the students. Invite students to point 27/10/15 3:05 PM out shapes they can see in the picture.

Talking about the book

Read pages 4 and 5. Say: There are lots of things in this picture that are square-shaped. Have a look and find some. Remember a square has four sides that are all the same length.

Invite students to respond to the book and to talk about their thinking.

Allow time for the students to study the picture. Choose two or three students to come to the book one at a time and point out two or three squares they can see. Continue reading the book in this fashion.

•phonics

•oral language

• fluency

•print concepts

•modeled writing

Ask: How many syllables or beats are in this word? Let’s clap the word. Clap once as you say the word square. Say: Square has one syllable. Repeat with the other words on the shape chart.

Phonics Turn to the chart on page 16. Cover the letter “h” at the beginning of the word heart. Say: This word says heart. What sound do you hear at the beginning of the word? Let’s all say that /h/ sound. Ask: What letter do you expect to see at the beginning of the word heart? Remember this letter makes the /h/ sound. After the students make predictions, uncover the letter “h.” Say: This is the letter “h.” It makes the /h/ sound in the word heart.

Ask: What can you tell me about squares? Circles? Star-shaped things? How are rectangles and squares similar? How are they different? What makes a triangle a triangle? What new things did you find out about shapes? What other shapes do you know? Could these shapes have been in the book?

Use the last page of the book to review the shapes words. Draw one heart shape on a chart. Ask: How many hearts can you see? Write the word heart under the shape. Add two heart shapes to the chart. Say: How many shapes can you see? I need to write to show there are more shapes. Watch while I write the word heart. When there is more than one of something, we often add “s” to the word. Repeat with the word star.

Fluency Reread the book. Say: I am going to read the book fluently and clearly. After I read each page I will choose some students to read along with me. Read pages 2 and 3, and then choose two students to reread the text with you. Continue reading the book in this manner.

Print concepts Show the students I Spy Shapes and say: Let’s see what we know about this book. Ask: Where is the front cover? Where is the title? Where is the name of the author and the illustrator? Where do I begin reading? Where is the first word on this page?

Writing – Modeled Cut out a shape such as a circle. Stick the shape onto a chart. Say: I am going to write about this shape. I will write a sentence that says This is a circle. Think aloud as you write. Say: The first word in the sentence is This. It begins with a capital “T.” I will write it here. Now I need to write the word is. It is spelled with an “i” then an “s.” I will leave a gap and then write the word a. Now I need to write the name of the shape – circle. Invite a student to come to the chart and point to each word as they read the sentence. Students could then cut out their own shape, stick it onto a piece of paper, and write a sentence about it.

THIS FILE IS NOT ARTWORK - Please use this file for position only

• phonemic awareness

Introduce each page before reading. For example, on pages 4 and 5, say: This page is all about squares. Let’s read the words. Read the words slowly so that the students can join in with you.

First reading of the book

Turn to the chart on page 16. Say: Let’s explore these shape words. Point to the word square on the chart. Say: This word says square. Let’s count the letters in the word – 1, 2, 3, 4, 5, 6. Ask: What words sound like square? Draw out that words such as hair, fair, and stare rhyme with square.

Extending oral language

ELL support

Independent practice

Encourage students to talk about the shapes they know. Support students by ensuring they know the names of the shapes in the book. Look at each shape, name it and talk about its features. Say: This is a square. A square has four straight sides. Each side is the same length. Use the Flying Start to Literacy Vocabulary Starter Shapes to discuss shapes. Show and talk about the labeled photographs.

Select students to listen and read along to I Spy Shapes independently. Provide each student with a small book and a reading pen. Encourage students to listen and read along from start to finish and then to revisit their favorite pages.

FS US ITW I Spy Shapes.indd 3-4

27/10/15 3:06 PM

P rogram Overview includes Research Base, Standards Alignment, Progress Assessment, Scaffolding Tips, and more.

Reading Pens for po

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• enable readers to listen and follow text, reinforcing key vocabulary and foundational skills

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• encourage listening and reading enjoyment

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• are durable, safe and easy to use

• provide encouragement and motivation for students who need additional support

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The Reading Pens are preloaded with recordings of all 18 Lift Off to LiteracyTM titles. Touch the tip of the pen to the cover of a small-book version, then to any page, and hear that page read aloud. The pens:

• are excellent support for English Language Learners. The link between Lift Off to Literacy TM Shared Reading books and Vocabulary Starters will enable your students to be familiar with the content and vocabulary of the paired texts at levels A and B of the Flying Start to Literacy TM program. When appropriate, they can move on to this next stage of the Flying Start to Literacy TM program for explicit reading instruction.

FOCUS ON

Rich language input and explicit literacy instruction give young English Learners a strong lift off to reading in English.

ENGLISH LEARNERS

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Lift Off to LiteracyTM

Lift Off to Literacy

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Packages and Pricing

IS NOT

In the World Topic Set OK FSSR2000

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• 1 Program Guide • 1 Classroom Storage Box se use RK - Plea

• 6 Lesson Plan Cards • 6 Vocabulary Starters • 4 Reading Pens

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Topic Sets Include: • 6 Big Books • 36 Small Books

for po sition

only

TOPIC SETS National List Price: $551 / Your Price: $525 Per Set

Living Things Topic Set OK FSSR3000

Spotty Sam

Sharing Fruit

I Spy Shapes

The Road

Which Pet Is Best?

The Silliest Scarecrow

Into the Tent

What a Mess!

In the Fairy Tale Woods

John McBee

A Pizza for Bear

What Lives Here?

My Dog Rags

Grandma’s Favorite Things

Hullabaloo

Squeaky’s BIG Adventure

Little Arabella Miller

What Do Animals Do at the Zoo?

Lift Off to Literacy TM Shared Reading | Three Complete Topic Sets | OK FSSR1300 • 18 Big Books (1 each of 18 titles) • 108 Matching Small Books (6 each of 18 titles) • 18 Lesson Plan Cards (1 each of 18 cards) • 18 Vocabulary Starters (1 for each title) • 12 Reading Pens • 3 Program Overview Guides

National List Price $1,628 | Your Price $1,550 Combine digital access with your print purchase! Digital access to all Lift Off to Literacy from July 2023-June 2024 (Print + Digital) Your Price $1,975 | OD FSSR1300

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Grades K–5 • Levels A–V (1–50)*

™

The Award-Winning K–5 Literacy Resource Program Overview Flying Start to Literacy™ is an award-winning, highly flexible classroom resource that scaffolds students from shared reading to small group reading and ultimately to independence through best teaching practice and a solid grounding in reading research. F lying Start to Literacy™ nurtures students across nine developmental reading stages (Early Emergent through Advanced Fluent) by its innovative use of thoughtfully linked pairs of books. Each of these pairs (one narrative and one informational) are connected by their shared high-frequency words, content vocabulary, and— especially—the big idea that unites them.

Flying Start to Literacy™ supports the systematic development of reading strategies and skills in beginning and developing readers: • key vocabulary acquisition

• high-frequency words This compelling structure provides countless opportunities for students to make connections while thinking and talking their way purposefully through texts. • text complexity

m Animals

y Starter

Flying Start to LiteracyTM

Flying Start to Literacy

• text types • phonics and phonemic awareness

Paired Texts

• fluency and comprehension • the links between reading and writing

Levels A–V

• assessment for instruction.

Farm Animals The Vocabulary Starter Farm Animals supports the vocabulary used in the Flying Start Early Emergent stage books Looking at You and Animals on the Farm.

Key vocabulary: cow duck goat horse pig rooster sheep

Developing reading vocabulary

Developing writing vocabulary

Getting started

Writing sentences

Encourage students to sit facing a partner and tell each other what they know about one or more of the photographs on the Vocabulary Starter. Ask students to report to the class about one thing they learned from their partner and one thing they would like to learn more about.

Introduce the word on each card. Point to the photograph and ask: What is this? Can you see the word “cow”? Ask students to look at the word. What do you notice about this word?

Flying Start to Literacy Vocabulary Starters support the development of: • oral language • reading • writing They reflect the vocabulary needs of students in the first few years of school (key vocabulary) and have direct relevance to students’ everyday lives and interests. As well, these words support curriculum, including science and social studies. This card can be: • read as a book; • opened up into a chart; • folded to reveal single images one at a time. Flying Start to Literacy Vocabulary Starters can be used: • to introduce new vocabulary; • as a word bank – displayed opened out on a bulletin board as a writing resource; • as a stimulus for discussion, e.g. Where might you see these animals? Why do these animals live on farms?; • to support students by linking spoken and written vocabulary to clear photographs; • to build confidence using the vocabulary.

Word lists Ask: What kind of animals can be farm animals? Could a donkey be a farm animal? Could a tiger be a farm animal? Why do farm animals live on farms? Discuss words that can be used to describe each of the animals on the Vocabulary Starter. Write a list of these words on the board. What is a baby cow called? What is a male cow called? Repeat with the other animals on the card. Make a list showing the terms for the adult and juvenile form of each animal.

Sentence starter Students could play a game of “I went to the farm”. To play, students take it in turns to say: I went to a farm and I saw a … (name of animal) and it was … (short statement about the animal). For example: I went to a farm and I saw a sheep, and it was eating grass. The next student repeats what the first student said and adds a new sentence about another animal, e.g. Then I saw a cow and it was being milked. Keep playing to see who can remember the most animals without making a mistake.

Draw out information about:

Use the words from the Vocabulary Starter as a writing resource. Have students write about and draw farm animals. Encourage the students to refer to the Vocabulary Starter to support their writing.

These activities are designed for students who are just beginning to learn English. What can you see?

Point to the picture of the cow. Say: I can see a cow. Turn to a student and ask: What can you see? This student points to the next picture on the Vocabulary Starter and says: I can see a pig. What can you see? Continue in this way until all students have had a turn. Ask the students to join in saying What can you see? and to clap the “I can see a ...” pattern.

Shared Reading and Levels A–B Have students make a model farm using plasticine, craft sticks, and plastic farm animals. Encourage students to add labels and write signs for their farm. Take photographs of the farms and use these to make a class book. Students can work in pairs to write the text for the book.

• word shape; • number of letters; • first letter (e.g. Whose name has the same first letter?); • other words that sound like the word. Repeat with other words.

Developing oral vocabulary for English Language Learners

Vocabulary Starters

Developing oral vocabulary Getting started

Vocabulary Starter

Spelling

First letters Mask the key vocabulary words on the Vocabulary Starter using sticky notes. Ask: What letter do you expect to see at the beginning of “rooster”? Unmask to check. Ask: What does this word say?

Matching words and pictures Use the Blackline master to make two-sided cards with pictures on one side and words on the other. Place the cards word-side up in the middle. Have students take turns to find and read a designated word. When the student has read the word card he/she turns it over to check he/she has matched the correct word to the picture. Continue until all pictures are revealed.

Singing Sing “Old MacDonald had a farm”. Change the animal card to change the song. Have students take turns pointing to the words as the song is sung.

Students could play the game “Farm animal bingo” in small groups. To play, each student should write two of the words from the Vocabulary Starter on a piece of paper. Encourage students to check their spelling against the Vocabulary Starter. Shuffle the picture cards (made from the Blackline master) and turn over the first card. Any student who has written the turned-over word on their paper checks it off. The first student to check off both words wins. For the next game students must write different words.

Make a word

Animal noises

Extend the Vocabulary Starter. Have the student take turns making a noise that one of the animals would make. Ask the other students to point to the matching picture and say the name of the animal. Alternatively, one student could point to one animal, saying its name to cue the other students in the group to respond with the appropriate animal noise.

What can a cow do? Ask: What can a cow do? Model a response: A cow can eat grass. A cow can moo. Invite each student to choose an animal and say what it can do. The other students could add to what is said about each animal.

In pairs, students could play the game “Make a word”. Put letter tiles or magnetic letters in a cloth bag. Students take turns to take a letter from the bag. The first student to make one of the words from the Vocabulary Starter wins.

© 2009–2014 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. Purchasers of this book may have certain rights under applicable copyright law to copy parts of this book. Purchasers must make the necessary enquiries to ascertain whether, and to what extent, they have any such right in the jurisdiction in which they will be using the book. All other rights reserved.

Developed by Eleanor Curtain Publishing Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com

Perspectives

www.flying-start-to-literacy.com

Point of View Texts at Levels N–V 30/04/14 11:18 AM

Lesson Plan Cards

Take-Home Books

Shared Reading and Levels A–V

Levels A–P

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Grades K–5 • Levels A–V (1–50)*

Flying Start to LiteracyTM

Flying Start to Literacy

™

Small Group Reading Instruction Flying Start to Literacy™ Lesson Plan Cards: • provide practical, systematic, and easy-toimplement instructional plans • integrate (at the beginning reading stage) oral language, comprehension, phonemic awareness, phonics, vocabulary development, fluency, and writing • include ongoing assessment and follow-up activities • support ELL instruction with a highlighted section in every lesson plan • offer assurance that instructional goals are being met, with standards links on the front of every card.

Before Reading • Activate prior knowledge through a variety of engaging suggestions • Introduce challenging or unfamiliar vocabulary • Focus on reading strategies specific to the book

During Reading • Monitor and support each student’s reading • Revisit specific reading strategies as needed

Reading Strategies Monitoring reading strategies

• Guide students as they apply these strategies

After Reading • Use discussion prompts to encourage collaborative conversations about the book • Ask students to return to the text for evidence to support their responses • Provide positive feedback on students’ use of the lesson’s reading strategies

Returning to the Book • Develop fluency with modeling, paired practice, and independent re-reading

• Work with words through a variety of suggestions for building phonemic awareness and reinforcing phonics • Connect reading and writing with teacher modeling and prompts for student practice

Synthesizing the Pair • Discussion prompts encourage students to consider the pair’s “big idea” • Reproducible Activity Cards offer creative suggestions for exploring the topic further • Blackline Masters provide opportunities for ongoing assessment

Let us help you customize a resource that matches your instructional goals AND budget. Contact us at info@myokapi.com

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Grades K–5 • Levels A–V (1–50)*

FOCUS ON ENGLISH LEARNERS

Flying Start to LiteracyTM

Paired fiction and informational texts, photographic Vocabulary Starters, and English Learner instructional support bring reading success for ELs at all levels.

Close reading of texts

Vocabulary development

Writing using evidence from the text

Online Program Support! Scope & Sequences, Running Records, Assessment Checklists, and MORE available online at flyingstarttoliteracy.com/teacher-resources

Also Available in Spanish! See page 87 for details

Watch the Program Overview video!

Complete Resource | Nine Reading Stages, Levels A–V (1–50)* • 2040 Paired-Text Student Books (6 copies each of 340 titles) • 252 Perspectives Texts (6 copies each of 42 titles) • 170 Paired-Text Lesson Plan Cards (1 for each pair of titles) • 42 Perspectives Lesson Plan Cards (1 for each title) • 876 Take-Home Books (6 copies each of 146 titles) • 24 Vocabulary Starters • 19 Storage Boxes

Price without Shared Reading: OK FSAVK520-NOSR National List Price: $17,771 |Your Price $16,925 Combine digital access with your print purchase! Digital access to all Flying Start stages from July 2023-June 2024 (Print + Digital) Your Price $19,895 | OD FSAVK520

With Lift Off to LiteracyTM (shared reading) included: OK FSAVK520 National List Price: $19,819 |Your Price $18,875 Combine digital access with your print purchase! Digital access to all Flying Start stages plus Shared Reading from July 2023-June 2024 (Print + Digital) Your Price $22,270 | OD FSAVK520+SR

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Guided Reading Levels A–B (1–2)*

Flying Start to LiteracyTM

Early Emergent Reading Stage Paired, Connected Texts at This Stage: • Establish a full range of concepts about print • Introduce common stems and vocabulary • Introduce the first 26 high-frequency words • Focus on phonemic awareness and phonics • Build comprehension and fluency through a range of reading strategies.

Online Program Support! Scope & Sequences, Running Records, Assessment Checklists, and MORE available online at flyingstarttoliteracy.com/teacher-resources Look Inside the Book! Review digital samples of books and lesson plans at myokapi.com/digital-samples

U nique to the Early Emergent Stage – a Vocabulary Starter is provided for each pair of titles. It introduces the written form of key vocabulary through unambiguous, labeled photographs. Suggestions for introducing and reusing vocabulary words are included on the back of each Vocabulary Starter.

Also Available in Spanish! See page 90 for details

Let us help you customize a resource that matches your instructional goals AND budget. Contact us at info@myokapi.com

Order today! 866.652.7436 or fax 800.481.5499

• 288 Student Books (6 copies each of 48 titles) • 24 Lesson Plan Cards (1 for each pair of titles) • 24 Vocabulary Starters (1 for each pair of titles) • 144 Take-Home Books (6 copies each of 24 titles) • 2 Storage Boxes

Early Emergent Reading Stage National List Price (Print Only)

OK FSEE1018 $2,294 | Your Price $2,185

Flying Start to LiteracyTM

BOXED CLASSROOM SET

Guided Reading Levels A–B (1–2)*

Combine digital access with your print purchase! OD FSEE1018 Digital access to this stage from (Print + Digital)| Your Price $2,515 July 2023-June 2024

Early Emergent Reading Stage 12-Packs | Levels A–B (1–2)* | $86.00 per package 12-Packs include 6 copies of each paired text plus lesson plan card and Vocabulary Starter. (National List Price: $90.30 per package)

Guided Reading Level A (1)*

Guided Reading Level B (2)*

My Body / Here I Am! The Body Vocabulary Starter OK FSEE1250-12

What Shape Can You See? / Shapes Around Us / Shapes Vocabulary Starter OK FSEE1270-12

On My Bike / Can You Go Here? Position Vocabulary Starter OK FSEE1310-12

At Grandpa’s House / Cakes for Sale At School Vocabulary Starter OK FSEE1330-12

I Look at the Fruit / Eating Fruit Fruit Vocabulary Starter OK FSEE1290-12

What’s at the Beach? / A Day at the Beach At the Beach Vocabulary Starter OK FSEE1370-12

The Dress-up Box / Going Shopping Clothes Vocabulary Starter OK FSEE1350-12

What’s the Weather Today? / I Like the Weather / The Weather Vocabulary Starter OK FSEE1430-12

Pets at Home / My Pet Pets Vocabulary Starter OK FSEE1010-12

Hide and Seek / My Birthday My Family Vocabulary Starter OK FSEE1030-12

Looking at You / Animals on the Farm Farm Animals Vocabulary Starter OK FSEE1130-12

Look at Me Play / The Playground Playground Vocabulary Starter OK FSEE1150-12

Me / Dogs Doing Things Vocabulary Starter OK FSEE1050-12

In My Neighborhood / People Who Help Me People Who Help Us Vocabulary Starter OK FSEE1390-12

At the Store / Things I Like Shopping Vocabulary Starter OK FSEE1170-12

A Day at the Zoo / Look at My Dog Feelings Vocabulary Starter OK FSEE1450-12

In the Garden / Wow! Look at That Mini Beasts Vocabulary Starter OK FSEE1070-12

My Toys / Getting Around Movers Vocabulary Starter OK FSEE1090-12

Fish / Come and Look! Colors Vocabulary Starter OK FSEE1190-12

My Family and Me / Can You Do This? I Like to … Vocabulary Starter OK FSEE1210-12

Where Are the Animals? / Animals at the Zoo / Zoo Animals Vocabulary Starter OK FSEE1110-12

Animal Babies / What Can You See? Baby Animals Vocabulary Starter OK FSEE1410-12

What Did You Do? / Going Places Places I Go Vocabulary Starter OK FSEE1230-12

Making Soup / The Vegetable Garden Vegetables Vocabulary Starter OK FSEE1470-12

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Guided Reading Levels C–D (3–6)*

Flying Start to LiteracyTM

Emergent Reading Stage Paired, Connected Texts at This Stage: • Revisit key vocabulary

Lots of animals have legs. This zebra has legs.

• Revisit and extend high-frequency words • Build comprehension and fluency through a range of reading strategies

But some animals do not have legs.

• Introduce phonologically regular vocabulary (all words with short vowels).

“I like to dig,” said Turtle. “I will dig a big nest. I will dig down, down, down.”

Online Program Support! Scope & Sequences, Running Records, Assessment Checklists, and MORE available online at flyingstarttoliteracy.com/teacher-resources

Look Inside the Book! Review digital samples of books and lesson plans at myokapi.com/digital-samples

Also Available in Spanish! See page 92 for details

Let us help you customize a resource that matches your instructional goals AND budget. Contact us at info@myokapi.com

Order today! 866.652.7436 or fax 800.481.5499

• 240 Student Books (6 copies each of 40 titles) • 20 Lesson Plan Cards (1 for each pair of titles) • 120 Take-Home Books (6 copies each of 20 titles) • 2 Storage Boxes

Emergent Reading Stage National List Price (Print Only)

OK FSEM2000 $1,759 | Your Price $1,675

Flying Start to LiteracyTM

BOXED CLASSROOM SET

Guided Reading Levels C–D (3–6)*

Combine digital access with your print purchase! Digital access to this stage from OD FSEM2000 July 2023-June 2024 (Print + Digital) | Your Price $2,005

Emergent Reading Stage 12-Packs | Levels C–D (3–6)* | $78.00 per package 12-Packs include 6 copies of each paired text plus lesson plan card. (National List Price: $81.90 per package)

Guided Reading Level C (3)*

My Horse / The Car Race OK FSEM2250-12

Winners / Rabbit and Fox OK FSEM2010-12

The Fruit Store / Bananas Are Best OK FSEM2270-12

In the Forest / Finding Food OK FSEM2030-12

Big Brothers / Cat and Mouse OK FSEM2050-12

Guided Reading Level C (4)*

Looking for Animals / Where Is Frog? OK FSEM2290-12

The Big Box / Pirate Sam OK FSEM2070-12

Amazing Animal Parts / Turtle Is Stuck OK FSEM2310-12

The Fog Came In / Lost in the Fog OK FSEM2090-12

At Grandpa’s Farm / A New Farm for Cow OK FSEM2110-12

Guided Reading Level D (6)*

Look at My Clothes / Where Is My Mother? OK FSEM2330-12

What Do Bats Eat? / Big Bat’s Lunch OK FSEM2350-12

Ant Nests / Where Is My Nest? OK FSEM2130-12

Lots of Legs / The Best Legs OK FSEM2150-12

My Camp Journal / A Monkey in the Camp OK FSEM2170-12

Turtles / A Home for Turtle OK FSEM2370-12

Let’s Do the Monkey Bop / Little Monkey’s Dance OK FSEM2390-12

What Am I? / Tad Grows Up OK FSEM2190-12

Spiders / A Good Trap OK FSEM2210-12

On the Move / Grandpa’s Car OK FSEM2230-12

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Guided Reading Levels E–F (8–10)*

Flying Start to LiteracyTM

Early Reading Stage Paired, Connected Texts at This Stage: • Revisit key vocabulary • Revisit and extend high-frequency words • Carefully introduce new, phonologically regular vocabulary • Build comprehension and fluency through a range of reading strategies.

Lesson Plans 2

Early reading stage

acts you know about caterpillars.

Level F (10)

Amazing Caterpillars provides information about how some caterpillars defend themselves from predators. Running words: 127 Text type: Report

High-frequency words

In Caterpillars For Lunch, Bird is tired of eating worms so he decides to eat caterpillars instead. However, after the caterpillars taste bad, sting him, or scare him away, Bird decides that worms are better after all. Running words: 139 Text type: Narrative

Key vocabulary

New: away cannot eat keep

animals bad black caterpillars eyes green hide leaf red safe snake spikes spit/s sting/s taste/s yuk yum

Phonics

• Breaking words into syllables • Identifying words with the /y/ sound

Text features

• Summary chart • Labeled photographs • Simple and compound sentences

Amazing Caterpillars Caterpillars For Lunch

• Cross-checking using syntax: Does that sound right? • Rereading to comprehend text

Reading strategies

Common Core State Standards Reading literature 1.RL.3 Describe characters, settings, and major events in a story, using key details. Informational texts 1.RI.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Foundational skills 1.RF.3b Decode regularly spelled one-syllable words.

ty Ltd.

leanor Curtain Publishing

y san Hill erek Schneider a through Hong Kong the USA by onal Publishing Inc. 2-7436 499 yokapi.com com

Writing 1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Speaking and listening 1.SL.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. Language 1.L.1g Use frequently occurring conjunctions.

t-to-literacy.com

29/04/14 12:47 PM

Also Available in Spanish! See page 94 for details

Let us help you customize a resource that matches your instructional goals AND budget. Contact us at info@myokapi.com

Order today! 866.652.7436 or fax 800.481.5499

• 240 Student Books (6 copies each of 40 titles) • 20 Lesson Plan Cards (1 for each pair of titles) • 120 Take-Home Books (6 copies each of 20 titles) • 2 Storage Boxes

Early Reading Stage National List Price (Print Only)

OK FSEA3000 $1,759 | Your Price $1,675

Flying Start to LiteracyTM

BOXED CLASSROOM SET

Guided Reading Levels E–F (8–10)*

Combine digital access with your print purchase! Digital access to this stage from OD FSEA3000 July 2023-June 2024 (Print + Digital) | Your Price $2,005

Early Reading Stage 12-Packs | Levels E–F (8–10)* | $78.00 per package 12-Packs include 6 copies of each paired text plus lesson plan card. (National List Price: $81.90 per package)

Guided Reading Level E (8)*

Insects / Where Are the Grapes? OK FSEA3010-12

Squid / Big Squid and Little Squid OK FSEA3030-12

The Great Cake Bake-off / A Cake for Cuddles OK FSEA3250-12

Super Dogs / Nosey Saves the Day! OK FSEA3270-12

The Plum Tree / My Tree OK FSEA3050-12

When the Sun Comes Up / When the Sun Is Going Down OK FSEA3070-12

Our Spot / Where Can We Play? OK FSEA3090-12

Looking After Your Frogs / Frog’s New Pond OK FSEA3110-12

Charlie and the Crocodiles / Don’t Eat Me! OK FSEA3290-12

Big Homes, Little Animals / Tiff Leaves Home! OK FSEA3310-12

Guided Reading Level F (10)*

Bat Rescue / Sally and the Bats OK FSEA3130-12

Teach Me How / Little Cub OK FSEA3150-12

Keep Safe at the Beach / Sally’s Beach Rescue OK FSEA3330-12

Amazing Caterpillars / Caterpillars for Lunch OK FSEA3350-12

The Jump Rope Team / The Fun Run OK FSEA3170-12

Animals That Need Mud / Mud, Mud, Mud! OK FSEA3190-12

Keeping Safe / Looking for Lunch OK FSEA3210-12

Big Ships Need Tugboats / The Tugboat Team OK FSEA3230-12

Looking After Ostrich Chicks / Father Ostrich and the New Chicks OK FSEA3370-12

Rides for Everyone / At the Fun Park OK FSEA3390-12

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Guided Reading Levels G–H (12–14)*

Flying Start to LiteracyTM

Transitional Reading Stage Paired, Connected Texts at This Stage: • Increase the complexity of language structures • Revisit and extend high-frequency words • Carefully introduce new, phonologically regular vocabulary • Further develop comprehension and fluency through a range of reading strategies.

Also Available in Spanish! See page 96 for details

Let us help you customize a resource that matches your instructional goals AND budget. Contact us at info@myokapi.com

Order today! 866.652.7436 or fax 800.481.5499

• 240 Student Books (6 copies each of 40 titles) • 20 Lesson Plan Cards (1 for each pair of titles) • 120 Take-Home Books (6 copies each of 20 titles) • 2 Storage Boxes

Transitional Reading Stage National List Price (Print Only)

OK FSTR4000 $1,759 | Your Price $1,675

Flying Start to LiteracyTM

BOXED CLASSROOM SET

Guided Reading Levels G–H (12–14)*

Combine digital access with your print purchase! Digital access to this stage from OD FSTR4000 July 2023-June 2024 (Print + Digital) | Your Price $2,005

Transitional Reading Stage 12-Packs | Levels G–H (12–14)* | $78.00 per package 12-Packs include 6 copies of each paired text plus lesson plan card. (National List Price: $81.90 per package)

Guided Reading Level G (12)*

What’s for Breakfast? / The King’s Breakfast OK FSTR4010-12

The Skating Club / Elly Goes Skating OK FSTR4030-12

Insect Hunt / Getting Rid of Insects OK FSTR4250-12

A Frog in a Pond / Too Cold for Frog OK FSTR4270-12

Hiking / Maddy and the Prince OK FSTR4050-12

Clever Tails / The Monkey’s Tail OK FSTR4070-12

Creepers and Climbers / Growing Watermelons OK FSTR4090-12

Making Friends / The Blue Crane OK FSTR4110-12

Summer Vacation / Camping with Dad OK FSTR4290-12

Manta Rays / The Ray Who Wanted to Fly OK FSTR4310-12

Guided Reading Level H (14)*

Insect Eaters / I’m Hungry OK FSTR4130-12

Animals in Caves / There’s Gold in That Cave OK FSTR4150-12

Fantastic Bridges / Jack the Explorer and the Hidden City OK FSTR4330-12

Caring for a Baby Monkey / Baby Squirrel Rescue OK FSTR4350-12

The Wreck of the Maitland / The Great Paddleboat Race OK FSTR4170-12

Sea Otters and the Kelp Forest / The Luck of the Sea Otters OK FSTR4190-12

Monsoon Rain / The Wise Bird OK FSTR4210-12

No More Trash / The Rock of Killeen OK FSTR4230-12

Hurricane Scrapbook / Where Is Coco? OK FSTR4370-12

What Do Plants Need? / The Great PumpkinGrowing Contest OK FSTR4390-12

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Guided Reading Levels I–J (16–18)*

Flying Start to LiteracyTM

Early Fluent Reading Stage Paired, Connected Texts at This Stage: • Support sustained reading with chapter books • Increase the conceptual load • Increase complexity of language structures • Include less common letter combinations in the vocabulary • Develop comprehension and fluency through a range of reading strategies.

Also Available in Spanish! See page 98 for details

Let us help you customize a resource that matches your instructional goals AND budget. Contact us at info@myokapi.com

Order today! 866.652.7436 or fax 800.481.5499

• 240 Student Books (6 copies each of 40 titles) • 20 Lesson Plan Cards (1 for each pair of titles) • 120 Take-Home Books (6 copies each of 20 titles) • 2 Storage Boxes

Early Fluent Reading Stage National List Price (Print Only)

OK FSEF5000 $2,048 | Your Price $1,950

Flying Start to LiteracyTM

BOXED CLASSROOM SET

Guided Reading Levels I–J (16–18)*

Combine digital access with your print purchase! Digital access to this stage from OD FSEF5000 July 2023-June 2024 (Print + Digital) | Your Price $2,280

Early Fluent Reading Stage 12-Packs | Levels I–J (16–18)* | $89.00 per package 12-Packs include 6 copies of each paired text plus lesson plan card. (National List Price: $93.45 per package)

Guided Reading Level I (16)*

Animal Smells / Angus Cleans Up OK FSEF5010-12

Motorcycles / A New Job for Stan OK FSEF5250-12

Sticky and Dangerous Plants / Looking After Scotty OK FSEF5030-12

When Lions Hunt / Rory’s Dance OK FSEF5270-12

Amazing Snakes / The Snake Olympics OK FSEF5050-12

Ouch! That Hurts / That’s Not Funny, Charlie! OK FSEF5290-12

Living Near a Volcano / Volcano Alert! OK FSEF5070-12

Flamingos / Ruby in the Middle OK FSEF5310-12

Nadif’s New Life / Gasari’s Herd OK FSEF5090-12

Message Sent / Saving Dad OK FSEF5110-12

Guided Reading Level J (18)*

My Soccer Journal / The Leaping Lions OK FSEF5130-12

To the Rescue / Super Sam OK FSEF5330-12

Fun Food to Make and Eat / The Queen’s New Chef OK FSEF5150-12

Surviving in the Frozen Forest / How Moose Learned to Swim OK FSEF5350-12

Deep in the Sea / A Deep Sea Adventure OK FSEF5170-12

You Can Make a Difference! / Save the Sea Otters! OK FSEF5370-12

Cleaning Up Our Wetland / The Baby Swans OK FSEF5190-12

Desert Elephants / Brother Elephant OK FSEF5390-12

Ice Swimmers / The Lucky Fishing Hat OK FSEF5210-12

Robots Today, Robots Tomorrow / Robots Run Wild OK FSEF5230-12

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Guided Reading Levels K–M (20–28)*

Flying Start to LiteracyTM

Fluent Reading Stage Paired, Connected Texts at This Stage: • Support sustained reading with chapter books • Increase the conceptual load • Increase the complexity of language structures • Include less common letter combinations in the vocabulary • Develop comprehension and fluency through a range of reading strategies.

Also Available in Spanish! See page 100 for details

Let us help you customize a resource that matches your instructional goals AND budget. Contact us at info@myokapi.com

Order today! 866.652.7436 or fax 800.481.5499

• 288 Student Books (6 copies each of 48 titles) • 24 Lesson Plan Cards (1 for each pair of titles) • 144 Take-Home Books (6 copies each of 24 titles) • 2 Storage Boxes

Fluent Reading Stage National List Price (Print Only)

OK FSFL6000 $2,441 | Your Price $2,325

Flying Start to LiteracyTM

BOXED CLASSROOM SET

Guided Reading Levels K–M (20–28)*

Combine digital access with your print purchase! Digital access to this stage from OD FSFL6000 July 2023-June 2024 (Print + Digital) | Your Price $2,655

Fluent Reading Stage 12-Packs | Levels K–M (20–28)* | $89.00 per package 12-Packs include 6 copies of each paired text plus lesson plan card. (National List Price: $93.45 per package)

Guided Reading Level K (20)*

Guided Reading Level L (24)*

Guided Reading Level M (28)*

Amazing Gardens / The Giant’s Garden OK FSFL6010-12

Basketball Basics / Alex Stands Tall OK FSFL6250-12

Animals That Store Food / A Tale of Two Squirrels OK FSFL6090-12

Meerkats at Work / Anwar, the Very Bright Meerkat OK FSFL6330-12

Body Works / The Mystery Trip OK FSFL6170-12

Polar Bears and the Arctic Sea Ice / Atka’s Ice Adventure OK FSFL6410-12

Polar Bears / A Bear Called Trouble OK FSFL6030-12

Animal Show-offs / The Too-tight Tutu OK FSFL6270-12

I Am an Inventor / Gabby’s Fast Ride OK FSFL6110-12

Protect the Oceans: Act Locally / The Kingdom of Bloom OK FSFL6350-12

Built by Hand / Dr. Zardos and the Mind Stone OK FSFL6190-12

Hummingbirds / The Kiss of a Hummingbird’s Wing OK FSFL6430-12

Looking After Tide Pools / The Smart Little Crab OK FSFL6050-12

Surviving the Flood / The Great Flood of Dusty Plains OK FSFL6290-12

The Right Tools for the Job / Arnold Saves the Day OK FSFL6130-12

My Faraway Home / The Last Lighthouse Keeper OK FSFL6370-12

Living in Space / Space Camp OK FSFL6210-12

The Great Railroad Race / The Legend of Jimmy Drake OK FSFL6450-12

Driver Ants / Killer Ants OK FSFL6070-12

A Long Day at the River / The Crocodile and the Plover OK FSFL6310-12

The First Flight / The Balloon Adventure OK FSFL6150-12

Designed for Speed / The Sleeping Prince OK FSFL6390-12

Marathon Journal / The Marathon Man OK FSFL6230-12

Frost / The Smallest Smudger OK FSFL6470-12

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Guided Reading Levels N–V (30–50)*

“ Learners will love the selection of short, authentic texts: posters, photographs, vox pops, interviews, arguments, personal recounts, reports, and primary source documents. And, teachers will love the resulting bursts of language, deep thinking, and powerful persuasive writing.“

Flying Start to LiteracyTM

Paired Texts and Perspectives

—Linda Hoyt, Series Consultant

CONCEPT SETS BUILD UNDERSTANDING OF KEY ISSUES Leveled texts partner with Perspectives collections to build and extend students’ understanding of timely concepts.

Issue: Disappearing Rainforests Paired Texts Lesson Plan:

N T CO L L A B O R AT I O N

S T U D E N T I N Q U I RY

STUDE

Sequence • Exploring Vocabulary • Establishing Strategy Focus • Reading with Teacher Support • Working with a Partner • Quick Writing • Talk About the Book • Vocabulary Reflection • Strategy Reflection

Informational

Narrative

Persuasive

Perspectives Lesson Plan:

Sequence • Inquiry • Independent Partner Work • Thinking and Talking Circles • Reading Closely • Writing a Persuasive Argument

Through the teaching and learning model embedded in the lesson plans, students build a metacognitive understanding of their own learning process.

FOCUS ON ENGLISH LEARNERS

Perspectives texts develop English Learners’ oral language, critical thinking, writing skills, and ability to express opinions and ideas.

Let us help you customize a resource that matches your instructional goals AND budget. Contact us at info@myokapi.com

Order today! 866.652.7436 or fax 800.481.5499

Guided Reading Levels N–V (30–50)*

Everything you love about Flying Start to Literacy …

Flying Start to LiteracyTM

Beginning with the Fluent Plus stage, we continue our award-winning formula of pairing a narrative text with an informational text, both connected by the same big idea. Informational texts present the big ideas around a concept. They go beyond readers’ personal experiences and include a range of features including primary sources that support the text.

Visiting the workplace Shrimp peelers and oyster shuckers In Louisiana, Hine met four-year-old Mary who worked by her mother’s side shucking two pots of oysters a day. The dirty, rough oyster shells cut her hands and made them bleed. In South Carolina, Hine photographed young shrimp peelers. Some young workers started work as early as 5:00 am and worked Rosie, a seven-year-old oyster shucker who works all day and has been shucking oyster for two years.

for four hours before going to school. Their hands

were sore, swollen, and sometimes bleeding from the acid in the shrimp shells. At night the workers soaked

Mickey no longer felt scared going down in the cage each

“Miss Prentice asked about you when I saw her today,”

morning. Still, he couldn’t say he liked the darkness or

Mam said.

the constant creaking of the wooden beams overhead or

“Book learning doesn’t mean much when you’re a miner.

the booming explosions that shook him to the soles of his

It’s experience that counts.”

feet. The blasting explosions always made Mickey think of his dad, and filled him with dread that the tunnel where he stood would collapse. But there had been no cave-ins all week, and he and Zeke were hauling ten wagons of coal a day. Every night he washed off the coal

chemical compound) to toughen them up. The acid from the shrimp shells was so strong that it ate through their leather shoes and their metal buckets. Oyster shuckers, Josie, 6, Bertha 6, and Sophia 10.

▼

N arrative texts reflect the big ideas through their characters and plots. They feature plots with subplots, non-sequential treatment of time, and a range of literary devices.

their swollen and bloody fingers in water and alum (a

FS US Gr5 Lewis Hine Man with a camera pages.indd 18-19

21/03/17 11:50 AM

“Your dad always wanted you to get an education.” Mickey sighed. “Mam, I know how to read, and all the other drivers make fun of me for it. He doesn’t tell her that one of them, Joe, calls him School Boy.

dust with soap. When he had been in school, Mickey only had to wash on Saturday, but now that he worked in the mine, he had to wash every day.

L esson Plans for the pair encourage higher-level thinking and provide opportunities for students to write in response to both the text and to their collaborative conversations.

…plus Perspectives—short, point of view texts exploring the issues raised by the big ideas in the paired texts. Extend students’ thinking with additional views of the issues introduced in the paired texts. P erspectives contain short texts in a magazinestyle format and include posters, arguments, discussions, letters, and visual images.

P erspectives Lesson Plans engage and support students in critical discussions, and in recognizing different points of view. Performance task cards provide opportunities to demonstrate comprehension. *Levels indicated by letters are Okapi’s unique measurements, comparable to the Guided Reading levels of Fountas and Pinnell. Numerical levels in parentheses align with DRA/EDL. For Lexile Levels, click on the Correlations tab at our web site, or contact your Okapi representative for further details.

flying-start-to-literacy.com Visit our online store or find your rep at myokapi.com

Guided Reading Levels N–P (30–38)*

Flying Start to LiteracyTM

Fluent Plus Reading Stage Paired, Connected Texts at This Stage: • Support sustained reading with chapter books • Increase the use of more specialized and technical language • Use literary language • Encourage drawing inferences from the text. Perspectives Texts at This Stage: • Present issues related to the paired texts • Introduce the thinking and talking circle to promote deep discussion • Promote close reading.

Informational

Narrative

Lesson Plans

ard

er home

salamanders to create the perfect home for a ut the things a salamander would need in its ppy. Draw and label your salamander and the vivarium below.

Fluent Plus reading stage Level N (30)

Amazing Salamanders is a report that describes salamander characteristics such as habitat, food, how they stay safe, and how they grow and change. Running words: 1,037 Text type: Report

In Salamander Surprise! one girl believes her dog is the best pet and is jealous when interest is shown in an “ugly salamander.” But a brave act makes her realize that all pets are precious.

Content vocabulary

amphibians carnivores gills glands larvae lungs metamorphosis mucus nervous system nocturnal oxygen predator prey poison salamanders species vivarium

Phonics

• Identifying “i” making the /e/ sound as in technique, unique • Identifying “eous” making the “schwa” vowel as in gorgeous behaviors Earth Europe gorgeous guilty half jealous larvae laughed neighbor palm technique tongues unique weigh weirdest

Irregularly spelled words

Running words: 1,585 Text type: Narrative

Persuasive

Text structures and features Amazing Salamanders

• Contents page, introduction, conclusion, glossary • Fact files, photographs with captions, diagrams with labels

Salamander Surprise!

• First-person narrative with dialogue • Contents page, chapter headings

Reading strategies

• Using diagrams to confirm information in the text • Self-correcting to maintain the meaning of the text

Perspectives Lesson Plans help you engage and support students in critical discussions, assist them in recognizing different points of view, and write persuasively from their own perspectives.

Common Core State Standards Reading literature 3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Informational texts 3.RI.4 Determine the meaning of general academic and domain specific words and phrases in a text relevant to Grade 3 topic or subject matter. Foundational skills 3.RF.3a Identify and know the meaning of the most common prefixes and derivational suffixes.

! © 2014 EC Licensing Pty Ltd. Developed by Eleanor Curtain Publishing Text: Kerrie Shanahan Consultants: Susan Hill and Jenny Feely Designed by Derek Schneider Printed and bound in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com

Writing 3.W.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. Speaking and listening 3.SL.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Language 3.L.1c Use abstract nouns.

5/8/14 10:56 AM

Also Available in Spanish! See page 104 for details

Let us help you customize a resource that matches your instructional goals AND budget. Contact us at info@myokapi.com

Order today! 866.652.7436 or fax 800.481.5499

•216 Student Books (6 copies each of 36 titles) •18 Paired-Text Lesson Plan Cards (1 for each pair of titles) •108 Perspectives Books (6 copies each of 18 titles) •18 Perspectives Books Lesson Plan Cards (1 for each title) •108 Take-Home Books (6 copies each of 18 titles) •3 Storage Boxes

Fluent Plus Reading Stage National List Price (Print Only)

OK FSFP7019 $2,909 | Your Price $2,770

Flying Start to LiteracyTM

BOXED CLASSROOM SET

Guided Reading Levels N–P (30–38)*

Combine digital access with your print purchase! Digital access to this stage from OD FSFP7019 July 2023-June 2024 (Print + Digital) | Your Price $3,100

Fluent Plus Reading Stage 18-Packs | Levels N–P (30–38)* | $144 per package 18-Packs include 6 copies of each paired text, 6 copies of the Perspectives book, and 2 lesson plan cards. (National List Price: $151.20 per package)

Guided Reading Level N (30)*

Guided Reading Level O (34)*

Amazing Salamanders / Corn Crazy / Deadly Venom: Killer or Salamander Surprise! / The Great Corn Invention / Cure? / The Stubborn Owning a Pet: What Should Food: What’s Good? What’s Princess / Dangerous You Think About? Bad? Animals: What Do You Need to Know? OK FSFP7010-18 OK FSFP7030-18 OK FSFP7090-18

Food Rescue / The King of Saving Wild Wolves / Wolf Secret / Waste / Stop Wasting Food!: The Big, Bad Wolf: How Can True or False? We Do It? OK FSFP7070-18 OK FSFP7050-18

Famous Finds / The Lost Tomb / What Is Treasure?: What Do You Value? OK FSFP7250-18

Working in the Wild / The Goodmans Go Camping! / Wildlife in the City: Why Should We Protect It? OK FSFP7270-18

The Question of Water / Ming Saves the Day / Water: The Key to Life OK FSFP7130-18

Guided Reading Level P (38)*

Riding the Waves / Wipe-out! / Being Brave: What Does It Mean? OK FSFP7110-18

Incredible Underground Homes / The Wild Caves / Places People Live: When Is a Home a Home? OK FSFP7170-18

Wildfires / A Hard Choice / Fire: Friend or Foe? OK FSFP7190-18

Seasons in the Kelp Forest / Thunder Cave / Planet Ocean: How Important Is It? OK FSFP7150-18

We Must Protect Old-Growth Forests / Dan’s Trees / Trees: Why Do We Need Them? OK FSFP7210-18

Under the Ice / Professor Valdor and the Giant Laser / Setting Goals: What’s Important? OK FSFP7230-18

Dragons / Dragon Tales / Nature’s Red Flags / Scary Stories: Bring Back the Frogs! / Mini The Scarier the Better? Beasts: The Good, the Bad, and the Ugly OK FSFP7310-18 OK FSFP7290-18

Electric Wind: The Story The Plastic Plague / of William Kamkwamba / The Plastic-free Challenge / Marvelous Maddie / Plastic: Helpful or Harmful? Thinking Outside the Box: What OK FSFP7330-18 Does It Mean? OK FSFP7350-18

flying-start-to-literacy.com Visit our online store or find your rep at myokapi.com

Guided Reading Levels Q–S (40)*

Flying Start to LiteracyTM

Advanced Fluent Reading Stage Levels Q–S Paired, Connected Texts at This Stage: • Support sustained reading with chapter books • Increase the use of more specialized and technical language • Use literary language • Encourage drawing inferences from the text. Perspectives Texts at This Stage: • Provide essential questions to promote purposeful reading • Promote recognizing different points of view • Include a variety of short, authentic texts • Encourage collaborative conversations • Extend learning through performance tasks.

Informational

Narrative

Persuasive

Perspectives Lesson Plans help you engage and support students in critical discussions, assist them in recognizing different points of view, and write persuasively from their own perspectives.

Online Program Support! Scope & Sequences, Running Records, Assessment Checklists, and MORE available online at flyingstarttoliteracy.com/teacher-resources

Look Inside the Book! Review digital samples of books and lesson plans at myokapi.com/digital-samples

Also Available in Spanish! See page 106 for details

Let us help you customize a resource that matches your instructional goals AND budget. Contact us at info@myokapi.com

Order today! 866.652.7436 or fax 800.481.5499

•144 Student Books (6 copies each of 24 titles) •12 Paired-Text Lesson Plan Cards (1 for each pair of titles) •72 Perspectives Books (6 copies each of 12 titles) •12 Perspectives Books Lesson Plan Cards (1 for each title) •2 Storage Boxes

Advanced Fluent Q–S Reading Stage National List Price (Print Only)

OK FSAF8020 $2,074 | Your Price $1,975

Flying Start to LiteracyTM

BOXED CLASSROOM SET

Guided Reading Levels Q–S (40)*

Combine digital access with your print purchase! Digital access to this stage from OD FSAF8020 July 2023-June 2024 (Print + Digital) | Your Price $2,305

Advanced Fluent Q–S Reading Stage 18-Packs | Levels Q–S (40)* | $162.00 per package 18-Packs include 6 copies of each paired text, 6 copies of the Perspectives book, and 2 lesson plan cards. (National List Price: $170.10 per package)

Guided Reading Level Q (40)*

Guided Reading Level R (40)*

Guided Reading Level S (40)*

What Makes a Champion? / Swim Like a Fish / Playing Competitive Sports: Is Competition Good for Children? OK FSAF8010-18

HeroRATs / Clever Ratty / Putting Animals to Work: What Are the Issues? OK FSAF8030-18

Polio: A Frightening Disease First-time Visitors / Clean Energy / Our Active Earth / / Dance On! / Odysseus and the Cyclops A New Geyser Erupts / Surviving the Earthquake / / Hazardous Adventures: Preventing Diseases: What Living in Dangerous Places: The Impact of Climate Are the Issues? At What Cost? Change: Why Clean Energy What Are Matters the Issues? OK FSAF8070-18 OK FSAF8050-18 OK FSAF8110-18 OK FSAF8090-18

Behind the Scenes at the Zoo / So Far from Home / Animals in Captivity: The Good and the Bad OK FSAF8130-18

Get Me to School! / The Sky Ladder / An Education: A Right or a Privilege? OK FSAF8150-18

The Mighty Mississippi / River Boy / Sharing the River: What Are the Issues? OK FSAF8170-18

What’s the Attraction? / Rescue at Blue Canyon / Vacation Destinations: Are They Overloved? OK FSAF8190-18

Protecting the People of the Arrow / Outsiders! / Uncontacted People: Should We Leave Them Alone? OK FSAF8210-18

Exploring Space / Ocean Rescue / Space Exploration: Is It Worth It? OK FSAF8230-18

flying-start-to-literacy.com Visit our online store or find your rep at myokapi.com

Guided Reading Levels T–V (50)*

Flying Start to LiteracyTM

Advanced Fluent Reading Stage Levels T–V Paired, Connected Texts at This Stage: • Motivate readers with rich content • Support active engagement in reading • Integrate reading, writing, listening, and speaking • Stimulate critical thinking through reading closely. Perspectives Texts at This Stage: • Provide essential questions to promote purposeful reading • Promote recognizing different points of view • Include a variety of short, authentic texts • Encourage collaborative conversations

Informational

Narrative

• Extend learning through performance tasks.

Persuasive

Perspectives Lesson Plans help you engage and support students in critical discussions, assist them in recognizing different points of view, and write persuasively from their own perspectives.

Online Program Support! Scope & Sequences, Running Records, Assessment Checklists, and MORE available online at flyingstarttoliteracy.com/teacher-resources

“That’s terrible!” Rani shook her head and frowned. “I know,” sighed Ahmad’s dad. “And worse still, I heard one of the farmers say that if the orangutans keep destroying his crops, he would have to shoot them.” “That CAN’T happen!” Rani jumped to her feet. “We must help! Why don’t we feed the orangutans?” “That would make the problem worse, Rani,” said her

Look Inside the Book! Review digital samples of books and lesson plans at myokapi.com/digital-samples

“Orangutans coming into the village is a big problem,”

dad. “The orangutans would rely on people for food, and

said Rani’s dad sadly.

ultimately for survival. They would start coming into the village all the time and would eat more and more of the

“What do you mean?” queried Rani.

village crops.”

“Well, parts of the rainforest were destroyed to make way for

“And that would make the farmers really angry!” added

the plantation,” continued Rani’s dad. “The orangutans lost

Ahmad’s dad.

much of their home and now it’s difficult for them to find food so they come to the village and eat the village crops.”

“Well, it’s not fair!” Rani stormed out of the house.

*****

Also Available in Spanish! See page 108 for details 6

Let us help you customize a resource that matches your instructional goals AND budget. Contact us at info@myokapi.com

Order today! 866.652.7436 or fax 800.481.5499

Advanced Fluent T–V Reading Stage National List Price (Print Only)

OK FSAF9020 $2,074 | Your Price $1,975

Flying Start to LiteracyTM

BOXED CLASSROOM SET

Guided Reading Levels T–V (50)*

Combine digital access with your print purchase! Digital access to this stage from OD FSAF9020 July 2023-June 2024 (Print + Digital) | Your Price $2,305

Advanced Fluent T–V Reading Stage 18-Packs | Levels T–V (50)* | $162.00 per package 18-Packs include 6 copies of each paired text, 6 copies of the Perspectives book, and 2 lesson plan cards. (National List Price: $170.10 per package)

Guided Reading Level T (50)*

Discovering the Lost Animals in Danger: World / Exploring GalápaOrangutans / gos / Natural Wonders Ahmad’s Journey / of the Disappearing Rainforests: World: How Do We What Are the Issues? Protect Them? OK FSAF9010-18 OK FSAF9030-18

Animal Partnerships / Honey Hunters / Living Together: Which Creature Benefits? OK FSAF9130-18

Restoring Coral Reefs / Colorful Coral / Ecosystems in Trouble: What Should We Save? OK FSAF9150-18

Guided Reading Level U (50)*

Guided Reading Level V (50)*

Fighting for Children’s Rights / A Dollar a Day / Children and Work: What Are the Issues? OK FSAF9050-18

The Camera Doesn’t Lie! / The Scoop / Caught on Camera: The Power of Photography OK FSAF9070-18

Living in Harsh Environments / Into the Desert / Living with the Weather: What Are the Challenges? OK FSAF9090-18

The Mystery of the Pyramids / King for a Week / Archaeological Treasures: Who Owns Them? OK FSAF9110-18

Leading the Way / An Unlikely Leader / What Makes a Leader?: What Are the Issues? OK FSAF9170-18

Living with Robots / Milo and the Robots / Robots: Helpful or Harmful? OK FSAF9190-18

Privacy and the Internet / Tagged! / Watching Every Move You Make: Privacy vs. Security OK FSAF9210-18

Back from Extinction / The Return of the Woolly Mammoth / Extinction Is Forever: Or is It? OK FSAF9230-18

flying-start-to-literacy.com Visit our online store or find your rep at myokapi.com

WorldWise: Content-based LearningTM

Guided Reading Levels A–V (1–50)*

WorldWise

™

Content-based Learning

WorldWise: Content-based Learning

™

Links to Next Generation Science Standards and C3 Social Studies Outcomes

Program Overview WorldWise: Content-based Learning™ is a high-interest informational literacy program that encourages inquiry and questioning while extending knowledge in science, social studies, and a range of STEM topics. A stand-alone addition to Flying Start to Literacy™ using the same best-practice instruction, WorldWise: Content-based Learning™ creates a powerful and effective learning culture.

WorldWise

™

Content-based Learning

WorldWise: Content-based LearningTM features: • Content to engage readers • Diversity of the world students live in • Graphic devices and striking photographs to support the content • Research opportunities with Find Out More, Think About..., and Did You Know? Students will develop strategies and skills needed to read informational texts across a range of text types while simultaneously learning to become informational text writers.

WorldWise: Content-based LearningTM is highly versatile, teaching reading strategies at the same time as teaching science and social studies concepts. Lesson plan cards for each book establish a reading focus for the text with explicit links to the NGSS and C3 Standards. With any WorldWise: Content-based LearningTM text, students are learning standards-linked content as they learn to read. Why will your students love WorldWise: Content-based LearningTM? • Engaging photography and meaningful graphics • Varying topics for every interest • Current events that relate to children’s experiences while broadening their perspectives • Field tested by kids just like them! Watch the Program Overview video! Let us help you customize a resource that matches your instructional goals AND budget. Contact us at info@myokapi.com

Order today! 866.652.7436 or fax 800.481.5499

WorldWise: Content-based LearningTM

Guided Reading Levels A–V (1–50)*

Program Components Student Books WorldWise: Content-based Learning™ provides students with gradually increasing challenges. 174 titles linked to Grades K–5 Curriculum Standards cover natural, physical, and earth science, as well as social studies topics relevant to each grade level. WorldWise: Content-based Learning™ texts introduce and revisit themes and concepts across the reading stages and build on initial concepts with increasing complexity.

Lesson Plan Cards WorldWise: Content-based Learning™ lesson plan cards support teachers in creating an active learning environment, in which all students know how to use content area reading strategies to think within and beyond any given text. Each card identifies the connection to state standards for informational texts as well as to one or more of the science or social studies standards. Educators can easily integrate these other content areas into their literacy block. WorldWise

WorldWise

™

Content-based Learning

WorldWise

Content-based Learning

Investigations

Investigations The Land

Investigations are inquiry-driven, independent project templates for students to use after reading any of the books at Grades 3-5. Investigations are available online only, with your purchase of the corresponding print products. See page 17 for complete details.

Where I Live

WorldWise

Content-based Learning

Written by Mary-Anne Creasy

WorldWise

Content-based Learning

Complete Package | Grades K–5, Levels A–V (1–50)* | OK WWAVK500 • 1,044 Student Books (6 each of 174 titles) • 174 Lesson Plan Cards (1 for each title) • 10 Storage Boxes

FOCUS ON ENGLISH LEARNERS

National List Price: $9,188 |Your Price $8,750 Combine digital access with your print purchase! Digital access to all WorldWise: Content-based LearningTM stages from July 2023-June 2024 (Print + Digital) Your Price $10,370 | OD WWAVK500

WorldWise: Content-based Learning TM develops English Learners’ STEM and social studies content literacy and academic language for school success.

worldwise-reading.com Visit our online store or find your rep at myokapi.com

WorldWise: Content-based LearningTM

Guided Reading Levels A–D (1–6)*

WorldWise: Content-based Learning

WorldWise

™

Content-based Learning

Supports Grade K Next Generation Science Standards and C3 Social Studies Outcomes Texts at This Stage:

WorldWise

™

• Establish Learning a full range of concepts Content-based about print • Build comprehension and fluency through a range of reading strategies • Introduce academic vocabulary specific to science and social studies • Reinforce key vocabulary and concepts with picture glossaries. WorldWise

Activity card WorldWise

™

Lesson Plan

Content-based Learning

Level B (2)

Xxxxxxxxx

Stripes reports on a range of animals that have stripes. The animals come in different shapes and sizes, and they live both on land and in water. Their stripes help them to blend in with their environment. Running words: 63 Informational text type: Report

WorldWise

Content-based Learning

Next Generation Science Curriculum link

• ESS3.A Natural resources

Key concept

• Some animals have stripes that help them to blend in with their environment. Content vocabulary butterfly, caterpillar, fish, pig, snake, tiger, zebra

Text features

• Picture summary • Photographs Reading strategy

• Reading left to right with a return sweep

Links to Language Arts Standards Reading: Informational text

Writing

With prompting and support, identify the main topic and retell key details of a text.

Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Reading: Foundational skills Count, pronounce, blend, and segment syllables in spoken words.

Speaking and listening Continue a conversation through multiple exchanges. Language Sort common objects into categories to gain a sense of the concepts the categories represent.

Let us help you customize a resource that matches your instructional goals AND budget. Contact us at info@myokapi.com

Order today! 866.652.7436 or fax 800.481.5499

WorldWise: Content-based LearningTM

BOXED CLASSROOM SET

Guided Reading Levels A–D (1–6)* Levels A–D (1–6)* Reading Stage National List Price (Print Only)

•180 Student Books (6 copies each of 30 titles) •30 Lesson Plan Cards (1 for each title) •1 Storage Box

OK WWGK0000 $1,402 | Your Price $1,335

Combine digital access with your print purchase! Digital access to this stage from OD WWGK0000 July 2023-June 2024 (Print + Digital) | Your Price $1,605

6-Packs | Levels A–D (1–6)* | $43.00 per package 6-Packs include 6 copies of the book plus lesson plan card. (National List Price: $45.15 per package)

Next Generation Science: Grade K Outcomes

Big Animals A (1) OK WWGK0010-6

Flowers A (1) OK WWGK0020-6

Plants in My Garden A (1) OK WWGK0030-6

What Lives Here? A (1) OK WWGK0040-6

Going Fast B (2) OK WWGK0070-6

Stripes B (2) OK WWGK0080-6

Can We Play Today? B (2) OK WWGK0090-6

Feeding Time at the Zoo B (2) OK WWGK0100-6

Food for All C (3) OK WWGK0130-6

In the River C (3) OK WWGK0140-6

Making Things Move C (3) OK WWGK0150-6

Cleaning Up C (3) OK WWGK0160-6

The Weather Changes C (4) OK WWGK0190-6

Using Rocks C (4) OK WWGK0200-6

Food for My Pets C (4) OK WWGK0210-6

What Can They Make? C (4) OK WWGK0220-6

In the Hot Sun D (6) OK WWGK0250-6

What’s Inside the Eggs? D (6) OK WWGK0260-6

Look at Us Go! D (6) OK WWGK0270-6

A Storm Is Coming D (6) OK WWGK0280-6

C3 Social Studies: Grade K Outcomes

I Like to Play A (1) OK WWGK0050-6

Places in My Neighborhood A (1) OK WWGK0060-6

This Is My Family B (2) OK WWGK0110-6

Can We Go Now? C (4) OK WWGK0240-6

In Sam’s Yard D (6) OK WWGK0290-6

People in Our Community D (6) OK WWGK0300-6

Shopping with Dad B (2) OK WWGK0120-6

Playing Together C (3) OK WWGK0170-6

Our Favorite Fruit C (3) OK WWGK0180-6

Our Favorite Places C (4) OK WWGK0230-6

*Levels indicated by letters are Okapi’s unique measurements, comparable to the Guided Reading levels of Fountas and Pinnell. Numerical levels in parentheses align with DRA. For Lexile Levels, click on the Correlations tab at our web site, or contact your Okapi representative for further details.

worldwise-reading.com Visit our online store or find your rep at myokapi.com

WorldWise: Content-based LearningTM

Guided Reading Levels E–J (8–18)*

WorldWise: Content-based Learning

WorldWise

™

Content-based Learning

Supports Grade 1 Next Generation Science Standards and C3 Social Studies Outcomes Texts at This Stage:

WorldWise

™

Content-based • IntroduceLearning text features such as chapters, quotes, and captions

• Build comprehension and fluency through a range of reading strategies • Expand the use of academic vocabulary specific to science and social studies. WorldWise

Activity card WorldWise

™

Lesson Plan

Content-based Learning

Level E (8)

Xxxxxxxxx

Seeds on the Move explains how seeds move from the plant they grow on to a new place, so that they can grow into a new plant. It outlines how seeds can be moved by wind, by animals, and by water. Running words: 158 Informational text type: Explanation

WorldWise

Content-based Learning

Next Generation Science Curriculum link

• LS1.A: Structure and function Key concepts

• Many plants grow from seeds. • Different seeds have features that help them to move to a new place to grow. • Seeds can be moved by the wind, by animals, and by water. Content vocabulary animal, blows, float, grow, move, plants, seed, stick, water, wind

Text features

• Headings and sub-headings • Photographs and photographic flow chart • Diagram Reading strategy

• Identifying the main idea

Links to Language Arts Standards Reading: Informational text

Writing

Identify the main topic and retell key details of a text.

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Reading: Foundational skills Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Speaking and listening Ask questions to clear up any confusion about the topics and texts under discussion. Language Use verbs to convey a sense of past, present, and future.

Also Available in Spanish! See page 114 for details

Let us help you customize a resource that matches your instructional goals AND budget. Contact us at info@myokapi.com

Order today! 866.652.7436 or fax 800.481.5499

WorldWise: Content-based LearningTM

BOXED CLASSROOM SET

Guided Reading Levels E–J (8–18)* •216 Student Books (6 copies each of 36 titles) •36 Lesson Plan Cards (1 for each title) •1 Storage Box

Levels E–J (8–18)* Reading Stage National List Price (Print Only)

OK WWG11000 $1,675 | Your Price $1,595

Combine digital access with your print purchase! Digital access to this stage from OD WWG11000 July 2023-June 2024 (Print + Digital) | Your Price $1,865

6-Packs | Levels E–J (8–18)* | $43.00 per package 6-Packs include 6 copies of the book plus lesson plan card. (National List Price: $45.15 per package)

Next Generation Science: Grade 1 Outcomes

Seeds on the Move E (8) OK WWG11010-6

Wings E (8) OK WWG11020-6

Looking at the Sky E (8) OK WWG11030-6

Hear This! E (8) OK WWG11040-6

Eyes F (10) OK WWG11070-6

Amazing Plants F (10) OK WWG11080-6

Using Color F (10) OK WWG11090-6

Wheels F (10) OK WWG11100-6

Animal Close-Ups G (12) OK WWG11130-6

The Right Feet G (12) OK WWG11140-6

Looking in Mirrors G (12) OK WWG11150-6

Summer Days Winter Days G (12) OK WWG11160-6

In the Treetops H (14) OK WWG11190-6

Dangerous Plants H (14) OK WWG11200-6

Hungry, Cold, or Scared H (14) OK WWG11210-6

Weird and Wonderful Sea Animals H (14) OK WWG11220-6

Amazing Sea Lizards I (16) OK WWG11250-6

Mushrooms and Toadstools I (16) OK WWG11260-6

Shark Attack! I (16) OK WWG11270-6

Alike but Different I (16) OK WWG11280-6

Looking After Their Young J (18) OK WWG11310-6

How Spiders Catch Their Food J (18) OK WWG11320-6

Tunnels J (18) OK WWG11330-6

Shadows and Shade J (18) OK WWG11340-6

Saving Water H (14) OK WWG11230-6

The Children’s Farm H (14) OK WWG11240-6

C3 Social Studies: Grade 1 Outcomes

When I Was Sick E (8) OK WWG11050-6

Who Is First? E (8) OK WWG11060-6

Parades F (10) OK WWG11110-6

Saving Up F (10) OK WWG11120-6

Helping Helena I (16) OK WWG11290-6

Old Cans and Cars I (16) OK WWG11300-6

First Steps on the Moon J (18) OK WWG11350-6

Saving Our Rivers J (18) OK WWG11360-6

The Land Around Us G (12) OK WWG11170-6

Classroom Animals G (12) OK WWG11180-6

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WorldWise: Content-based LearningTM

Guided Reading Levels K–M (20–28)*

WorldWise

™

Content-based Learning

WorldWise: Content-based Learning

™

Supports Grade 2 Next Generation Science Standards and C3 Social Studies Outcomes Texts at This Stage:

WorldWise • Provide language structures of Content-based Learning appropriate complexity ™

• Introduce less familiar content • Introduce specialized and technical language • Present a range of text types, and graphic devices such as diagrams, maps, and tables • Encourage research opportunities with Think About..., Find Out More and Did You Know?

Online Program Support! For Writing Templates, Curriculum Outcomes and MORE, go to worldwise-reading.com/ teacher-resources Look Inside the Book! Review digital samples of books and lesson plans at myokapi.com/digital-samples Also Available in Spanish! See page 116 for details Let us help you customize a resource that matches your instructional goals AND budget. Contact us at info@myokapi.com

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WorldWise: Content-based LearningTM

BOXED CLASSROOM SET

Guided Reading Levels K–M (20–28)* •216 Student Books (6 copies each of 36 titles) •36 Lesson Plan Cards (1 for each title) •2 Storage Boxes

Levels K–M (20–28)* Reading Stage National List Price (Print Only)

OK WWFL6000 $1,916 | Your Price $1,825

Combine digital access with your print purchase! Digital access to this stage from OD WWFL6000 July 2023-June 2024 (Print + Digital) | Your Price $2,095

6-Packs | Levels K–M (20–28)* | $49.00 per package 6-Packs include 6 copies of the book plus lesson plan card. (National List Price: $51.45 per package)

Next Generation Science: Grade 2 Outcomes

A River’s Journey K (20) OK WWFL6010-6

Cracking, Sinking, and Bubbling Over K (20) OK WWFL6020-6

Heating and Cooling: How Do Things Change? K (20) OK WWFL6030-6

How Do Plants Grow Here? K (20) OK WWFL6040-6

Killer Plants K (20) OK WWFL6050-6

Making Work Easy K (20) OK WWFL6060-6

Saving the Oceans K (20) OK WWFL6070-6

Why We Need Rainforests K (20) OK WWFL6080-6

Amazing Lifetimes L (24) OK WWFL6130-6

Deserts of the World L (24) OK WWFL6140-6

Monster Machines L (24) OK WWFL6150-6

Robots L (24) OK WWFL6160-6

Sharing Our Yard L (24) OK WWFL6170-6

Side by Side L (24) OK WWFL6180-6

Summer in Antarctica L (24) OK WWFL6190-6

Weather L (24) OK WWFL6200-6

Animals of the African Grasslands M (28) OK WWFL6250-6

Bridges M (28) OK WWFL6260-6

Champions of the Animal World M (28) OK WWFL6270-6

Disappearing Ice M (28) OK WWFL6280-6

Majestic Mountains M (28) OK WWFL6290-6

Silkworms M (28) OK WWFL6300-6

The Changing Shape of the Land M (28) OK WWFL6310-6

What Is It? M (28) OK WWFL6320-6

Reach for the Sky L (24) OK WWFL6230-6

Skyscrapers and Elevators L (24) OK WWFL6240-6

C3 Social Studies: Grade 2 Outcomes

Eleanor Roosevelt K (20) OK WWFL6090-6

Let’s Vote! K (20) OK WWFL6100-6

Making Our Cities Green K (20) OK WWFL6110-6

We Got Tickets! K (20) OK WWFL6120-6

A City Grows M (28) OK WWFL6330-6

By Land, Sea, and Air M (28) OK WWFL6340-6

The Port M (28) OK WWFL6350-6

When Disaster Strikes M (28) OK WWFL6360-6

Could You Live Here? Ponchos, Parkas, and L (24) Baseball Caps OK WWFL6210-6 L (24) OK WWFL6220-6

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WorldWise: Content-based LearningTM

Guided Reading Levels N–P (30–38)*

WorldWise

™

Content-based Learning

WorldWise: Content-based Learning

™

Supports Grade 3 Next Generation Science Standards and C3 Social Studies Outcomes Texts at This Stage:

WorldWise • Increase the conceptual load with less Content-based Learning familiar content ™

• Increase the use of more specialized and technical language • Increase the range of text and language features.

Online Program Support! For Writing Templates, Curriculum Outcomes and MORE, go to worldwise-reading.com/ teacher-resources WorldWise

Look Inside the Book! Review digital samples of books and lesson plans at myokapi.com/digital-samples

WorldWise

™

Content-based Learning

WorldWise

Content-based Learning

Investigations

Also Available in Spanish! See page 118 for details

The Land

Extend the Learning with Investigations!

Where I Live

See page 17 for more details.

WorldWise

Content-based Learning

Written by Mary-Anne Creasy

WorldWise

Content-based Learning

Let us help you customize a resource that matches your instructional goals AND budget. Contact us at info@myokapi.com

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WorldWise: Content-based LearningTM

BOXED CLASSROOM SET

Guided Reading Levels N–P (30–38)*

•144 Student Books (6 copies each of 24 titles) •24 Lesson Plan Cards (1 for each title) •2 Storage Boxes

Levels N–P (30–38)* Reading Stage National List Price (Print Only)

OK WWFP7000 $1,418 | Your Price $1,350

Combine digital access with your print purchase! Digital access to this stage from OD WWFP7000 July 2023-June 2024 (Print + Digital) | Your Price $1,620

6-Packs | Levels N–P (30–38)* | $55.00 per package 6-Packs include 6 copies of the book plus lesson plan card. (National List Price: $57.75 per package)

Next Generation Science: Grade 3 Outcomes

Animal Parents N (30) OK WWFP7010-6

The Weather Today N (30) OK WWFP7020-6

Busy Highways O (34) OK WWFP7030-6

The Animal Kingdom P (38) OK WWFP7040-6

Everything Moves P (38) OK WWFP7050-6

Going, Going, Gone? P (38) OK WWFP7060-6

Caring for Animals N (30) OK WWFP7070-6

Looking After Our World N (30) OK WWFP7080-6

The Coral Reef O (34) OK WWFP7090-6

Plants: The Key to Life O (34) OK WWFP7100-6

Keeping Well P (38) OK WWFP7110-6

Monarch Butterflies: The Long Migration P (38) OK WWFP7120-6

Animal Lifetimes N (30) OK WWFP7130-6

The Land Where I Live N (30) OK WWFP7140-6

Amazing Animal Survivors O (34) OK WWFP7150-6

Bicycles by Design O (34) OK WWFP7160-6

Animals and Their Ancestors P (38) OK WWFP7170-6

Finding Our Way P (38) OK WWFP7180-6

C3 Social Studies: Grade 3 Outcomes

New Country, New Life O (34) OK WWFP7190-6

The Long Journey: Matthew Henson P (38) OK WWFP7200-6

My Neighborhood N (30) OK WWFP7210-6

What Is Work? O (34) OK WWFP7220-6

Tell Me a Story N (30) OK WWFP7230-6

Then and Now: Four Generations of My Family O (34) OK WWFP7240-6

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WorldWise: Content-based LearningTM

Guided Reading Levels Q–S (40)*

WorldWise

™

Content-based Learning

WorldWise: Content-based Learning

™

Supports Grade 4 Next Generation Science Standards and C3 Social Studies Outcomes Texts at This Stage:

WorldWise • Motivate readers with rich content Content-based Learning ™

• Increase the use of more specialized and technical language • Encourage drawing inferences from the text.

Also Available in Spanish! See page 120 for details

Extend the Learning with Investigations! See page 17 for more details.

Let us help you customize a resource that matches your instructional goals AND budget. Contact us at info@myokapi.com

Order today! 866.652.7436 or fax 800.481.5499

WorldWise: Content-based LearningTM

BOXED CLASSROOM SET

Guided Reading Levels Q–S (40)* Levels Q–S (40)* Reading Stage National List Price (Print Only)

•144 Student Books (6 copies each of 24 titles) •24 Lesson Plan Cards (1 for each title) •2 Storage Boxes

OK WWAF8000 $1,549 | Your Price $1,475

Combine digital access with your print purchase! Digital access to this stage from OD WWAF8000 July 2023-June 2024 (Print + Digital) | Your Price $1,745

6-Packs | Levels Q–S (40)* | $61.00 per package 6-Packs include 6 copies of the book plus lesson plan card. (National List Price: $64.05 per package)

Next Generation Science: Grade 4 Outcomes

Don’t Throw It Away! Q (40) OK WWAF8010-6

That’s a Good Idea! Q (40) OK WWAF8020-6

Solving Problems: Dams, Bridges, and Canals R (40) OK WWAF8040-6

It’s All About Energy S (40) OK WWAF8050-6

Our Moving Earth S (40) OK WWAF8060-6

Animal Shelters Q (40) OK WWAF8070-6

Animal Architects R (40) OK WWAF8080-6

Nature’s Rooming House Shells on Their Backs Exploring Caves R (40) R (40) R (40) OK WWAF8110-6 OK WWAF8100-6 OK WWAF8090-6

Living with the Tides S (40) OK WWAF8120-6

Awesome Oceans Q (40) OK WWAF8130-6

Talented Animals Q (40) OK WWAF8140-6

Wild, Wild Weather Adventures in Wild Places S (40) Q (40) OK WWAF8160-6 OK WWAF8150-6

From Me to You R (40) OK WWAF8030-6

How Animals Communicate S (40) OK WWAF8170-6

Our Bodies S (40) OK WWAF8180-6

C3 Social Studies: Grade 4 Outcomes

Helping Hands Q (40) OK WWAF8190-6

Heroes R (40) OK WWAF8200-6

Places We Call Home Q (40) OK WWAF8210-6

What Makes a City? R (40) OK WWAF8220-6

Against the Odds S (40) OK WWAF8230-6

Your Rights S (40) OK WWAF8240-6

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WorldWise: Content-based LearningTM

Guided Reading Levels T–V (50)*

WorldWise

™

Content-based Learning

WorldWise: Content-based Learning

™

Supports Grade 5 Next Generation Science Standards and C3 Social Studies Outcomes Texts at This Stage:

WorldWise • Motivate readers with rich content Content-based Learning ™

• Support active engagement in reading • Integrate reading, writing, listening and speaking • Stimulate critical thinking through reading closely.

Extend the Learning with Investigations!

Also Available in Spanish! See page 122 for details

See page 17 for more details.

Let us help you customize a resource that matches your instructional goals AND budget. Contact us at info@myokapi.com

Order today! 866.652.7436 or fax 800.481.5499

WorldWise: Content-based LearningTM

BOXED CLASSROOM SET

Guided Reading Levels T–V (50)* Levels T–V (50)* Reading Stage National List Price (Print Only)

•144 Student Books (6 copies each of 24 titles) •24 Lesson Plan Cards (1 for each title) •2 Storage Boxes

OK WWAF9000 $1,549 | Your Price $1,475

Combine digital access with your print purchase! Digital access to this stage from OD WWAF9000 July 2023-June 2024 (Print + Digital) | Your Price $1,745

6-Packs | Levels T–V (50)* | $61.00 per package 6-Packs include 6 copies of the book plus lesson plan card. (National List Price: $64.05 per package)

Next Generation Science: Grade 5 Outcomes

How Do Plants Survive? U (50) OK WWAF9010-6

The Salmon Stream U (50) OK WWAF9020-6

Yellowstone: A Unique Ecosystem U (50) OK WWAF9030-6

Animals and Us V (50) OK WWAF9040-6

Saving the Amazon River V (50) OK WWAF9050-6

The Earth, the Sun, and the Moon V (50) OK WWAF9060-6

Guiding Lights T (50) OK WWAF9070-6

Rock Snot, Cane Toads, and Other Aliens T (50) OK WWAF9080-6

Powerful Ideas: John Muir U (50) OK WWAF9090-6

Science for the People U (50) OK WWAF9100-6

Time Detectives U (50) OK WWAF9110-6

From Hunter-Gatherers to Farmers V (50) OK WWAF9120-6

Sharing the Environment T (50) OK WWAF9130-6

The Wandering Albatross T (50) OK WWAF9140-6

Wetlands U (50) OK WWAF9150-6

Climate Change V (50) OK WWAF9160-6

Deserts V (50) OK WWAF9170-6

How Water Shapes the Land V (50) OK WWAF9180-6

C3 Social Studies: Grade 5 Outcomes

Who Are You? T (50) OK WWAF9190-6

Money: Where Does It Come From? V (50) OK WWAF9200-6

Living Away from It All T (50) OK WWAF9210-6

News Travels Quickly U (50) OK WWAF9220-6

Arctic People T (50) OK WWAF9230-6

High Up T (50) OK WWAF9240-6

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Just Dual It!

Dual-Language Resources

Okapi’s title-for-title publishing commitment means that—regardless of the instructional approach you’ve adopted—your emerging bilinguals will be assured of exciting and equitable resources in both English and Spanish. To simplify your selection of dual-language resources, we have combined both languages into cost-effective bundles by program, by stage, and by selected program components. We invite you to browse the following pages to customize your next dual-language order.

For Shared Reading TM

WorldWise

Rhyme, rhythm, repetition, and highly predictable texts—with allowances made for the differences between languages— offer you opportunities to revisit (and co-visit) familiar texts again and again.

For Small Group Instruction WorldWise

™

Content-based Learning

Spreading across nine developmental reading stages—from Early Emergent to Advanced Fluent—more than 300 paired texts in each language work as paired texts are meant to work, with one text enhancing understanding of the other.

For Content-based Literacy WorldWise

™

Content-based Learning

Develop content literacy in two languages with these essential resources fully aligned with Next Generation Science Standards and C3 Social Studies Outcomes. Contact your local Okapi sales representative to learn more about the range of dual-language resources available from us. Dual-language leveled bookroom collections can be found on pages 124-127.

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Dual-Language Resources Dual-Language Resources

Dual-Language Resources COMPLETE PROGRAMS Combined Flying Start to Literacy™ and Despegando hacia la lectura® Complete Programs Nine Reading Stages, Levels A—V (1—50)* Product Code

National List Price

Without Shared Reading

$32,545 $30,995

OK DLAVK520-NOSR

Your Price

Product Code

National List Price

With Shared Reading

$35,606 $33,910

OK DLAVK520

Your Price

STAGE-LEVEL BOXED SETS Combined Flying Start to Literacy™ and Despegando hacia la lectura® Boxed Classroom Sets (Each complete stage—boxed for your convenience with six copies of each title, lesson plan cards for each pair, take-home books, Perspectives for Levels N-V, and vocabulary starters for Early Emergent)

Shown: Advanced Fluent, T-V

Product Code

National List Price

Your Price

Product Code

National List Price

Your Price

Early Emergent Emergent Early Transitional Early Fluent

$4531 $3491 $3491 $3491 $4032

$4315 $3325 $3325 $3325 $3840

Fluent Fluent Plus Advanced Fluent Q-S Advanced Fluent T-V

$4778 $5665 $4090 $4090

$4550 $5395 $3895 $3895

OK DLEE1018 OK DLEM2000 OK DLEA3000 OK DLTR4000 OK DLEF5000

OK DLFL6000 OK DLFP7019 OK DLAF8020 OK DLAF9020

Visit our online store or find your rep at myokapi.com

Dual-Language Resources

Dual-Language Resources SHARED READING Combined Flying Start to Literacy™ and Un enfoque de lectura compartida Complete Resource or Topic Sets

Shown: In the World Set

Shown: En el mundo Set

Product Code

Complete Resource Lift Off to Literacy™ / Un enfoque de lectura compartida

National List Price

OK DLSR1300

$3255

Your Price

$3100

Product Code

Topic Set My Family & Me / Mi familia y yo Topic Set In the World / En el mundo Topic Set Living Things / Seres vivos

National List Price

Your Price

OK DLSR1000

$1103

$1050

OK DLSR2000

$1103

$1050

OK DLSR3000

$1103

$1050

VOCABULARY STARTERS Combined Flying Start to Literacy™ and Despegando hacia la lectura® Vocabulary Starters

Early Emergent Vocabulary Starter Set (48 Vocabulary Starter Cards) Farm Animals

Farm Animals

Developing oral vocabulary

The Vocabulary Starter Farm Animals supports the vocabulary used in the Flying Start Early Emergent stage books Looking at You and Animals on the Farm.

Key vocabulary: cow duck goat horse pig rooster sheep

Developing writing vocabulary

Getting started

Writing sentences

Introduce the word on each card. Point to the photograph and ask: What is this? Can you see the word “cow”? Ask students to look at the word. What do you notice about this word?

Use the words from the Vocabulary Starter as a writing resource.

Word lists

Flying Start to Literacy Vocabulary Starters support the development of:

Ask: What kind of animals can be farm animals? Could a donkey be a farm animal? Could a tiger be a farm animal? Why do farm animals live on farms?

• oral language • reading • writing They reflect the vocabulary needs of students in the first few years of school (key vocabulary) and have direct relevance to students’ everyday lives and interests. As well, these words support curriculum, including science and social studies. This card can be:

Discuss words that can be used to describe each of the animals on the Vocabulary Starter. Write a list of these words on the board. What is a baby cow called? What is a male cow called? Repeat with the other animals on the card. Make a list showing the terms for the adult and juvenile form of each animal.

Sentence starter

• read as a book; • opened up into a chart; • folded to reveal single images one at a time. Flying Start to Literacy Vocabulary Starters can be used: • to introduce new vocabulary; • as a word bank – displayed opened out on a bulletin board as a writing resource; • as a stimulus for discussion, e.g. Where might you see these animals? Why do these animals live on farms?; • to support students by linking spoken and written vocabulary to clear photographs; • to build confidence using the vocabulary.

Vocabulary Starter

Developing reading vocabulary

Vocabulary Starter

Students could play a game of “I went to the farm”. To play, students take it in turns to say: I went to a farm and I saw a … (name of animal) and it was … (short statement about the animal). For example: I went to a farm and I saw a sheep, and it was eating grass. The next student repeats what the first student said and adds a new sentence about another animal, e.g. Then I saw a cow and it was being milked. Keep playing to see who can remember the most animals without making a mistake.

Draw out information about: • word shape; • number of letters; • first letter (e.g. Whose name has the same first letter?); • other words that sound like the word. Repeat with other words.

Have students write about and draw farm animals. Encourage the students to refer to the Vocabulary Starter to support their writing. Have students make a model farm using plasticine, craft sticks, and plastic farm animals. Encourage students to add labels and write signs for their farm. Take photographs of the farms and use these to make a class book. Students can work in pairs to write the text for the book.

Spelling

Singing Sing “Old MacDonald had a farm”. Change the animal card to change the song. Have students take turns pointing to the words as the song is sung.

Make a word

Developing oral vocabulary for English Language Learners

Animales de granja

These activities are designed for students who are just beginning to learn English. What can you see? Point to the picture of the cow. Say: I can see a cow. Turn to a student and ask: What can you see? This student points to the next picture on the Vocabulary Starter and says: I can see a pig. What can you see? Continue in this way until all students have had a turn. Ask the students to join in saying What can you see? and to clap the “I can see a ...” pattern.

National List Price

Your Price

OK DLEE1018-AOVS

$378

$360

Animales de granja The Vocabulary Starter Animales de granja supports the vocabulary used in the Despegando hacia la lectura Early Emergent stage books Te miro and Animales de la granja.

Despegando hacia la lectura Vocabulary Starters support the development of: • oral language • reading • writing They reflect the vocabulary needs of students in the first few years of school (key vocabulary) and have direct relevance to students’ everyday lives and interests. As well, these words support curriculum, including science and social studies. © 2009–2014 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US.

This card can be:

Purchasers of this book may have certain rights under applicable copyright law to copy parts of this book. Purchasers must make the necessary enquiries to ascertain whether, and to what extent, they have any such right in the jurisdiction in which they will be using the book.

• read as a book; • opened up into a chart; • folded to reveal single images one at a time.

All other rights reserved.

Despegando hacia la lectura Vocabulary Starters can be used: Developed by Eleanor Curtain Publishing Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com

Vocabulary Starter

www.flying-start-to-literacy.com

US Farm Animals vocab starter.indd 5-7

Developing oral vocabulary

Developing reading vocabulary

Developing writing vocabulary

Blackline master: Animales de granja

Vocabulary Starter

Key vocabulary: vaca pato cabra caballo cerdo gallo oveja

Animal noises Extend the Vocabulary Starter. Have the student take turns making a noise that one of the animals would make. Ask the other students to point to the matching picture and say the name of the animal. Alternatively, one student could point to one animal, saying its name to cue the other students in the group to respond with the appropriate animal noise.

Product Code

• to introduce new vocabulary; • as a word bank – displayed opened out on a bulletin board as a writing resource; • as a stimulus for discussion, (e.g. ¿Dónde puedes ver estos animales? ¿Por qué estos animales viven en granjas?); • to support students by linking spoken and written vocabulary to clear photographs; • to build confidence using the vocabulary.

Getting started

Writing sentences

Introduce the word on each card. Point to the photograph and ask: ¿Qué es esto? ¿Puedes ver la palabra “vaca”? Ask students to look at the word. What do you notice about this word?

Use the words from the Vocabulary Starter as a writing resource.

Word lists Ask: ¿Qué tipo de animales pueden ser animales de granja? ¿Un burro podría ser un animal de granja? ¿Un tigre podría ser un animal de granja? ¿Por qué los animales de granja viven en granjas? Discuss words that can be used to describe each of the animals on the Vocabulary Starter. Write a list of these words on the board. ¿Cómo se llama una vaca bebé? ¿Cómo se llama una vaca macho? Repeat with the other animals on the card. Make a list showing the terms for the adult and juvenile form of each animal.

Sentence starter Students could play a game of “Fui a la granja”. To play, students take it in turns to say: Fui a una granja y vi un/una... (nombre del animal), y estaba... (breve enunciado sobre el animal). For example: Fui a una granja y vi una oveja, y estaba comiendo pasto. The next student repeats what the first student said and adds a new sentence about another animal, e.g. Luego vi una vaca, y estaba siendo ordeñada. Keep playing to see who can remember the most animals without making a mistake.

Draw out information about: • word shape; • number of letters; • first letter (e.g. ¿El nombre de quién tiene la misma inicial?); • other words that sound like the word. Repeat with other words.

First letters Mask the key vocabulary words on the Vocabulary Starter using sticky notes. Ask: ¿Qué letra esperas ver al principio de la palabra “gallo”? Unmask to check. Ask: ¿Qué dice esta palabra?

Singing Sing “El viejo MacDonald tenía una granja”. Change the animal card to change the song. Have students take turns pointing to the words as the song is sung.

vaca

caballo

gallo

Spelling

pato

oveja

Students could play the game “Bingo de animales de granja” in small groups. To play, each student should write two of the words from the Vocabulary Starter on a piece of paper. Encourage students to check their spelling against the Vocabulary Starter. Shuffle the picture cards (made from the Blackline master) and turn over the first card. Any student who has written the turned-over word on their paper checks it off. The first student to check off both words wins. For the next game students must write different words.

cerdo © 2015 EC Licensing Pty Ltd. Este trabajo está protegido por la ley de derechos de autor de los EE. UU., y en virtud de las convenciones internacionales de derechos de autor, se aplica en las jurisdicciones en las que se publica. Quienes compren este libro pueden tener ciertos derechos para copiar partes de él según la ley vigente sobre derechos de autor. Los compradores deben realizar las averiguaciones necesarias en la jurisdicción en que lo usarán para determinar si tienen esos derechos y su alcance. Todos los demás derechos reservados.

cabra

Desarrollado por Eleanor Curtain Publishing

30/04/14 11:18 FS B2AM SPANISH Farm Animals VS.indd 5-7

Combined Flying Start to Literacy™ and Despegando hacia la lectura® Intro-packs (Six sets of paired-text 6 packs with full instructional support)

Early Emergent Emergent Early Transitional Early Fluent

Product Code

National List Price

Your Price

OK DLEE1000-ST OK DLEM2000-ST OK DLEA3000-ST OK DLTR4000-ST OK DLEF5000-ST

$988 $903 $903 $903 $1034

$940 $860 $860 $860 $985

Fluent Fluent Plus* Advanced Fluent Q-S* Advanced Fluent T-V*

Product Code

National List Price

Your Price

OK DLFL6000-ST OK DLFP7019-ST OK DLAF8000-ST OK DLAF9000-ST

$1034 $1097 $1013 $1013

$985 $1045 $965 $965

*Fluent Plus = 4 pairs with Perspectives |*Advanced Fluent = 3 pairs with Perspectives

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Diseñado por Derek Schneider Impreso en China por Colorcraft Ltd, Hong Kong Distribuido en los EE. UU. por Okapi Educational Publishing Inc. Teléfono: 866-652-7436 Fax: 800-481-5499 Correo electrónico: info@myokapi.com www.myokapi.com www.flyingstarttoliteracy.com

15/08/14

INTRO-PACKS

es una marca comercial de EC Licensing Pty Ltd en los EE.UU.

Make a word In pairs, students could play the game “Forma una palabra”. Put letter tiles or magnetic letters in a cloth bag. Students take turns to take a letter from the bag. The first student to make one of the words from the Vocabulary Starter wins.

Dual-Language Resources Dual-Language Resources

LESSON PLAN SETS Combined Flying Start to Literacy™ and Despegando hacia la lectura® Lesson Plan Sets (One copy of each lesson plan card) Lesson Plans

Lesson Plans

Vocabulary

ency words

Vocabulary Starter

on the people This book reports who do in the neighborhood in that help us a range of jobs different ways. 29 Running words: Text type: Report

High-frequency words and can did go I in is like my not said the this to

as • Hearing and the /f/ sound pronouncing • Hearing and

Text features

• Photographs (page 16) • Word bank

pronouncing

the /d/ sound

as in doctor in firefighter

Reading strategies

Lesson Plans

on the page

words • Finding text to solve unknown • Using pictures

Arts Standards

Language s to English writing to Writing dictating, and name of drawing, in which they Use a combination lanatory texts l text questions information compose informative/exp Reading: Informationa ask and answer and supply some and support, writing about what they are With prompting in a text. about the topic. about key details skills and, with listening letter-sound Speaking and Reading: Foundational things, and events of one-to-one Fluent people, places, basic knowledge sound or many reading stage Describe familiar additional detail. Demonstrate the primary support, provide es by producing prompting and correspondenc for each consonant. of frequent sounds Level K (20)Language of the most drawing on knowledge words phonetically, Spell simple relationships. sound-letter on Animal Show-offs reports attention to animals that attract find a mate, or protect territory, scare away other animals. Running words: 607 Text type: Report

Content vocabulary

Phonics Text features

Animal Show-offs

Correlations with

with long vowels.

Reading literature describe the K.RL.7 With prompting and support, the story in which relationship between illustrations and they appear. Informational texts describe the K.RI.7 With prompting and support, the text in which relationship between illustrations and they appear. Foundational skills initial, medial vowel, K.RF.2d Isolate and pronounce the (consonantand final sounds (phonemes) in three-phoneme vowel-consonant, or CVC) words.

Reading strategies

Correlations with State Standards Reading literature 1.RL.6 Identify who is telling the story at various points in a text. Informational texts 1.RI.7 Use the illustrations and details in a text to describe its key ideas. Foundational skills 1.RF.2a Distinguish long from short vowel sounds in spoken single-syllable words.

Lesson Plan

strengthen writing as needed. Speaking and listening for discussions. K.SL.1a Follow agreed-upon rules

Writing 1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Speaking and listening 1.SL.1a Follow agreed-upon rules for discussions. Language 1.L.1e Use verbs to convey a sense of past, present, and future.

Lesson Plan

Language K.L.2b Recognize and name end punctuation.

How 1.RF.4a doRead weon-level helptext with purpose and understanding. uncontacted people?

brayed bugling chattered mobs antlers attack bowerbirds mate meerkat/s elk galloped gnu curtseyed dancer threatened tutu shrieked territory pufferfish roaring

Levels Q–S (40)

Level O (34)

by “oar” as in roar /or/ sound made • Identifying the true /oo/ sound as in moon, • Identifying the • Contents page headings and sub-headings • Chapters with and index • Summary chart

The Too-tight Tutu

headings • Chapters with • Full-color illustrations • Repetitive refrain

Reading strategies

from fact boxes • Integrating information motives about characters’ • Making inferences

List of articles

The Question of Water discusses the water cycle, how people get water, and its uses. It explores waste water and how to ensure we have enough fresh water in the future.

In Ming Saves the Day, people suddenly start getting sick in Ming’s village. Ming finds out that it is because their limited water supply is polluted. But when she finds a freshwater spring, the village once again has a clean, fresh water supply.

Content vocabulary

bacteria droplets drought evaporate filters fresh water germs ice lakes rivers streams survive water vapor wetlands

Writing introduce the pieces in which they 2.W.1 Write opinion state an opinion, are writing about, topic or book they use linking words support the opinion, a concluding supply reasons that and reasons, and provide to connect opinion statement or section. Speaking and listening sentences when appropriate 2.SL.6 Produce complete requested detail in order to provide to task and situation or clarification. Language words connections between 2.L.5a Identify real-life and their use.

Reading: Foundational skills Read grade-level text with purpose and understanding. Writing Write opinion pieces on topics or texts, supporting a point

My Soccer

• Lending a hand • We can see you! • The last of his tribe • The Sentinelese: Keep out!

Paired connected texts

Deep in the jungle of Brazil lives a tribe known as the People of the Arrow. Read about the expedition that set out to discover where they live, so that this area can be protected and these people can continue to live their traditional lifestyle.

Maya and Jumi live in a remote jungle and have no contact with the outside world. When they see “outsiders” approaching their village, they are afraid … but also a little curious. When the “outsiders” come even closer, the tribe takes action to protect itself, and Jumi and Maya must help.

Content vocabulary

Reading: Informational text Explain how an author uses reasons and evidence to support particular points in a text. Reading: Foundation skills Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

of view with reasons.

Writing Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Speaking and listening Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Language Choose words and phrases to convey ideas precisely.

Journal

The Leaping

• Journal entries

Lions

• Dialogue • Illustrations

Reading strategies

Lesson Plan Correlation

s with State

Writing 1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Speaking and listening

Las aparecen en Los niños que me ayudan, presentan personas que que los las personas a los lectores comunidad. ayudan en su 26 Running words: narrative Text type: Personal

Contents • Childhood lost • Kids fight back • We, the Children of America … • Chocolate from children • Family helpers or child

(first person,

ency words

High-frequ a al el la las

mira miro

Phonics with a date

support the

text

de las personas Este libro habla y que tienen que nos rodean que nos ayudan diversos trabajos

High-frequency words

Mi caballo La carrera de autos

Reading strategies

words • Finding text to solve unknown • Using pictures

Reading strategies

Lesson Plans

Standards s with State writing to Writing dictating, and name of drawing, in which they Use a combination lanatory texts l text questions information compose informative/exp Reading: Informationa ask and answer and supply some and support, writing about what they are With prompting in a text. about the topic. about key details skills and, with listening letter-sound Speaking and Reading: Foundational things, and events of one-to-one Fluent people, places, basic knowledge sound or many reading stage Describe familiar additional detail. Demonstrate the primary support, provide es by producing prompting and correspondenc for each consonant. of frequent sounds Level K (20)Language of the most drawing on knowledge words phonetically, Spell simple relationships. sound-letter de impresionar Animales que tratan que llaman trata sobre animales su la atención para proteger pareja territorio, encontrar animales. o ahuyentar a otros Running words: 625 Text type: Report

Content vocabulary

Reading literature describe the relationship K.RL.7 With prompting and support, in which they appear. between illustrations and the story Informational texts describe the relationship K.RI.7 With prompting and support, which they appear. between illustrations and the text in Foundational skills initial, medial vowel, K.RF.2d Isolate and pronounce the (consonantand final sounds (phonemes) in three-phoneme vowel-consonant, or CVC) words.

bramidos ataca aullaron bailarina amenazado/s astas reverencia ñu pareja galopó hizo una chillaban colonias rugido suricata/s rebuznaban ruge pez globo pergoleros territorio tutú wapití

– “mp” and “mb” • “Regla de ortografía” as in tutú de la palabras agudas” • “Reglas de acentuación

Phonics Text features

When his father dies, eleven-year-old Mickey has to leave school and start work in a coal mine to support his family. He faces many challenges underground in the dark.

Animales que tratan impresionar El tutú ajustado

Standards

OK DLEE1018-AOLP OK DLEM2000-AOLP OK DLEA3000-AOLP OK DLTR4000-AOLP OK DLEF5000-AOLP OK DLFL6000-AOLP OK DLFP7019-AOLP

with long vowels.

National List Price

Your Price

$394 $326 $326 $326 $326 $389 $289

$375 $310 $310 $310 $310 $370 $275

Mantenerse a salvo en la playa El rescate de Sara en la playa

index Summary chart and • Contents page; headings and sub-headings • Chapters with illustrations headings; Full-color • Chapters with

La cola de Mono

Reading literature 1.RL.6 Identify who is telling the story at various points in a text. Informational texts 1.RI.7 Use the illustrations and details in a text to describe its key ideas. Foundational skills 1.RF.2a Distinguish long from short vowel sounds in spoken single-syllable words.

Writing 1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Speaking and listening 1.SL.1a Follow agreed-upon rules for discussions. Language 1.L.1e Use verbs to convey a sense of past, present, and future.

Lesson Plan

Writing from adults, respond K.W.5 With guidance and support peers and add details to to questions and suggestions from strengthen writing as needed. Speaking and listening for discussions. K.SL.1a Follow agreed-upon rules Language K.L.2b Recognize and name end punctuation. Fluent Plus reading stage

or clarification. Language words connections between 2.L.5a Identify real-life and their use.

List of articles

En Ming salva al pueblo, la gente del pueblo se enferma de repente y Ming descubre que es porque la poca agua que tienen está contaminada. Pero cuando él encuentra un manantial de agua dulce, el pueblo vuelve a tener una fuente de agua dulce y limpia.

Content vocabulary

agua dulce arroyo bacteria estanque evaporar filtro germen gotita humedal lago recurso río sequía sobrevivir vapor de agua

Reading: Foundational skills Read grade-level text with purpose and understanding. Writing Write opinion pieces on topics or texts, supporting a point

Content vocabulary

Muy adentro en la jungla de Brasil vive una Maya y Jumi viven en una jungla remota y no tienen tribu que se conoce como el pueblo flechero. contacto con el mundo exterior. Cuando ven “intrusos” Lean sobre la expedición que se organizó que se acercan a su aldea, sienten miedo… pero también para descubrir dónde viven, con el objeto un poco de curiosidad. Cuando los “intrusos” se acercan, de protegerlos y que estas personas puedan la tribu toma medidas para protegerse, y Jumi y Maya continuar con su estilo de vida tradicional. deben ayudar.

fútbol

Reading strategies

Correlation

s with State

• Journal entries

Valientes

Lesson Plan

Writing 1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Speaking and listening

Standards

Reading literature 2.RL.6 Acknowledge characters, including differences in the points of view of by speaking each character in a different when reading dialogue aloud. voice for Informationa l texts 2.RI.2 Identify the main topic well as the focus of a multiparagrap of specific paragraphs h text as Los niños Foundational y el trabajo: within the text. skills 2.RF.3d ¿Hay Decodeuna respuesta words with sencilla? common prefixes and suffixes.

• ¡Mantente alejado! • Dar una mano • ¡Los vemos! • El último de su tribu • Los sentineleses: ¡fuera de aquí!

Paired connected texts

Content vocabulary

of view with reasons.

Text features

Mi diario de

1.SL.6 Produce complete sentences when appropriate to task and situation. Advanced Fluent Language reading stage 1.L. 1b Use common, proper, and possessive nouns. Levels T–V (50)

List of texts • La infancia perdida • Los niños se defienden • Nosotros, los niños de los Estados Unidos • Chocolate que proviene de manos infantiles • ¿Ayudantes de sus padres

• Dialogue;

with a date

illustrations support the text • Recognizing and using text features (journal) • Using a range of problem-solvin g strategies

Writing 2.W.2 Write informative/ex planatory texts introduce a topic, use facts in which they and definitions and provide a concluding to develop points, statement or Speaking and section. listening 2.SL.5 Create audio recordings drawings or of stories or other visual displays to stories poems; add experiences when appropriate or recounts of and feelings. to clarify ideas, thoughts, Language 2.L.4a Use sentence-level context as a of a word or clue to the phrase.

meaning

o niños granjeros?

Paired connected

texts

La lucha por los derechos de los niños: La historia de Lewis Hine describe el trabajo de Lewis Hine, que tomó fotografías de niños trabajando en condiciones terribles y las utilizó para ayudar a cambiar las leyes sobre el trabajo infantil.

Cuando murió su papá, Mike tenía 11 años y tuvo que dejar la escuela y empezar a trabajar en una mina de carbón para mantener a su familia. Enfrentó muchos retos bajo tierra.

Content vocabulary

Correlations with Standards

Speaking and listening Explain their own ideas and understanding in light of the discussion. Language Choose words and phrases for effect.

pelota celebrar vitorearon aplaudieron en forma amigos entrenador partidos gol rápido perezosos parque goles portero rodillas pases patio de juegos juego/juegos abdominales equipo entrenar árbitro entrenarse correr saltos ganar practiqué ganado anoté ganamos • Identifying the soft sound of “g” when “ue” – /g/ as followed by in juguemos and “ui” or seguimos • Identifying the /rr/ sound (spelled “rr”) (spelled “r”) and the /r/ sound as in corrieron

Phonics

story

• Reading an index • Reading direct speech and punctuation

antropólogo aislado asimilarse cultura cultural dron esclavizado ético FUNAI idioma imágenes inmunidad indígena jarawa mashco-piro población punta de flecha remoto sen-tinelés sociedad tribu no contactada

de agua hielo

Correlations with Standards Reading: Informational text Use information gained from illustrations and the words in a text to demonstrate understanding of the text.

Key vocabulary felino ramas pinzas cocodrilo beber comer peces alimentos insectos selva ratones mono serpiente cola agua ballena gusano escaparse escapar derriba derribar • Identifying the soft /g/ sound spelled “gui” as in aguijón • Spelling rule: Regla ortográfica de “m antes de b”

• Some labeled photographs • Photographic index • Dialogue • Illustrations support and extend the

Correlations with State Standards

Reading literature

1.RL.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Informational texts

1.RF.4apodemos Read on-level text ¿Cómo with purpose and understanding. ayudar a pueblos no contactados?

Levels Q–S (40)

• Datos sobre el agua dulce • Formas de ahorrar agua • ¡Di lo que piensas! • ¡El agua limpia salva vidas!

Mi diario de fútbol se trata de un niño que se une a Los Leones Valientes un equipo de se trata de un fútbol. Las entradas en su equipo de leones diario cuentan que piensan cómo tan el equipo se entrena que son buenos jugando duro, mejora al fútbol que sus necesitan habilidades y no se divierte mucho. molestarse en practicar. Running words: Running words: 526 496 Text type: Personal Text type: Narrative narrative

Los Leones

1.RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. Foundational skills

Advanced Fluent reading stage

Paired connected texts

El problema del agua habla sobre el ciclo del agua, cómo consigue agua la gente y para qué se usa. Explora el agua residual y cómo nos aseguramos de tener suficiente agua dulce en el futuro.

Reading strategies

Lesson Plan

El agua: ¿Es la clave de la vida?

Level O (34)

from fact boxes • Integrating information motives about characters’ • Making inferences

Phonics

Level J (18)

La cola de Mono es una historia acerca de un mono que no está feliz con su cola. Él intercambia colas con varios animales hasta que se da cuenta de que, después de todo, su cola es la mejor. Running words: 341 Text type: Narrative

Text features Colas inteligentes

Correlations with State Standards

• Repetitive refrain

New: gran cerca al lado de que estas usar usan usa quiero quiso queremos

• Numbered steps with explanations • Summary list • Simple and compound sentences • Cross-checking using visual cues: Does that look right? • Cross-checking using meaning: Does that make sense?

Reading strategies

• Matching one to one • Recognizing some high-frequency words

State Standards

Reading literature who, what, such questions as 2.RL.1 Ask and answer understanding how to demonstrate where, when, why, and text. of key details in a Informational text to locate key use various text features 2.RI.5 Know and in a text efficiently. facts or information Foundational skills words spelled two-syllable 2.RF.3c Decode regularly

Reading: Informational text Analyze multiple Writing accounts of the same event or topic, noting important similarities Write opinion pieces and differences in on topics or texts, the point of view they represent. supporting a point of view with reasons and information. Reading: Foundational Speaking and listening skills Use combined knowledge Review the key ideas of all letter-sound expressed and draw correspondences, conclusions in light of information and syllabication patterns, knowledge gained and morphology read accurately unfamiliar from the discussions. to Language multisyllabic words in context and out of context. Expand, combine, and reduce sentences for meaning, reader/ listener interest, and style.

Product Code

Reading strategies

Correlations with

Text features middle positions

as in mi, montar

• Photographs support the text • Illustrations support and extend the text

Contents

El león ve a una bailarina por misteriosa y se desespera tutú rosado encontrarla. Usa su es ella. para averiguar quién Running words: 665 Text type: Narrative

High-frequency words

• Recognizing words with the sound /n/ in different positions

lodo montar

• Identifying the /m/ sound in initial and

Correlations with State Standards

Correlation

Early Fluent reading stage

Colas inteligentes es un informe acerca de cómo algunos animales usan sus colas para ayudarse a obtener alimento. Running words: 299 Text type: Report

• Identifying the /ʝ/ sound as in playa

agua anaranjado auto/s caballo correr saltó sobre rojo tronco verde

• Identifying the /j/ sound as in rojo Text features

•

Content vocabulary

Lesson Pla

Level G (12)

within the word

Phonics

• Photographs (page 16) • Word bank

Key vocabulary playa compañero cerca banderas ayuda/ayudar mantenerse a salvo lugar permanece nadar indican agua ola/olas

Phonics

Key vocabulary

y en es gusta mi no dijo el este

Text features

High-frequency words New: busca si al en conozcas sabes mira o personas jugaba donde

Vocabulary

maestro/a agente estilista veterinario/a bombero dentista en doctor, la /d/ como el sonido de pronunciar • Escuchar y en bombero. la /b/ como dentista. el sonido de Escuchar y pronunciar

texts

Fighting For Children’s Rights: The Story of Lewis Hine describes Lewis Hine’s work taking photographs of children working in terrible conditions, and how he used them to help change child labor laws.

La carrera de autos trata sobre tres autos que compiten en una carrera a campo a través. Running words: 75 Text type: Personal narrative

Key vocabulary de policía doctor/a

on the page

abolition agriculture industry bondage compulsory declaration immigrants inalienable dependence employer income industrial endowed inherent labor laws regulations slavery manufacturing pesticides petitions

Correlations with

Vocabulary Starter

distintas. de maneras 26 Running words: Text type: Report

farmers?

Paired connected

correr y saltar. Running words: 53 Text type: Report

Vocabulary

• Recognizing and using text features (journal) • Using a range of problem-solvin g strategies

Standards

Reading literature 2.RL.6 Acknowledge characters, including differences in the points of view of by speaking each character in a different when reading dialogue aloud. voice for Informationa l texts 2.RI.2 Identify the main topic well as the focus of a multiparagrap of specific paragraphs h text as Foundational Children skills and work:within the text. 2.RF.3d Decode words is there a with commonanswer? simple prefixes and suffixes.

1.SL.6 Produce complete sentences when appropriate to task and situation. Advanced Fluent Language reading stage 1.L. 1b Use common, proper, and possessive nouns. Levels T–V (50)

The Leaping Lions is about a team lions who think of they are too good at soccer to bother training. Running words: 529 Text type: Narrative

ball celebrate cheered clapped goal goalie coach fast fit friends games kicked knee jumps lazy playground leaping park pouncing practiced pass running sit-ups push-ups referee skills team train won • Identifying the soft and hard sounds • Identifying of the letter the /oo/ sound “g” as in push

Text features

the story

• Reading an index • Reading direct speech and punctuation

Correlations with Standards

Speaking and listening Explain their own ideas and understanding in light of the discussion. Language Choose words and phrases for effect.

Early Emergent (48 Lesson Plan Cards) Emergent (40 Lesson Plan Cards) Early (40 Lesson Plan Cards) Transitional (40 Lesson Plan Cards) Early Fluent (40 Lesson Plan Cards) Fluent (48 Lesson Plan Cards) Fluent Plus (36 Lesson Plan Cards)

Content vocabulary

Phonics

anthropologists arrowheads assimilate culture/al drone images enslaved ethical FUNAI immunity indigenous isolated/tion Jarawa languages Mashco-Piro native population remote Sentinelese society tribes uncontacted

ponds resources

Correlations with Standards Reading: Informational text Use information gained from illustrations and the words in a text to demonstrate understanding of the text.

Key vocabulary cat branches claws crocodile drink eat fish food insects jungle mice monkey snake tail water whale worm

• Identifying “e” making the long /i/ sound as in lie, tries • Identifying “tch” making the /ch/ sound • Some labeled photographs • Photographic index • Dialogue • Illustrations support and extend

• Stay away!

• Fresh water facts • Water-saving choices • Speak out! • Clean water saves lives!

Paired connected texts

En este libro, se describen las diferentes actividades que una jinete y su caballo pueden hacer, como

Level A (1)

Correlations with State Standards

Reading literature

1.RL.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Informational texts

1.RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. Foundational skills

Advanced Fluent reading stage

Water: The key to life?

Early Emergent reading stage

My Soccer Journal is about a boy who joins a soccer team. His journal entries tell how the team trains hard, improves their skills, and has lots of fun. Running words: 577 Text type: Personal narrative

as in catch, switched

Clever Tails The Monkey’s Tail

Writing from adults, respond K.W.5 With guidance and support peers and add details to to questions and suggestions from

Fluent Plus reading stage

Phonics

Level J (18)

The Monkey’s Tail is a story about a monkey who is not happy with his tail. He switches tails with lots of animals until he realizes that his tail is the best one after all. Running words: 320 Text type: Narrative

Text features

• Cross-checking using visual cues: Does that look right? • Cross-checking using meaning: Does that make sense?

Reading strategies

Contents

dancer Lion sees a mysterious find her. and is desperate to tutu to find He uses her pink out who she is. Running words: 664 Text type: Narrative

High-frequency words

New: away back big him near next over than these use want(ed)

• Numbered steps with explanations • Summary list • Simple and compound sentences

Sally’s Beach Rescue

• Matching one to one • Recognizing some high-frequency words

State Standards

• Recognizing words with the consonant blend /sw/ as in swim • Isolating the medial sound /i/ in one-syllable words

Text features Keep Safe at the Beach

middle positions

as in mud, jump

• Photographs support the text • Illustrations support and extend the text

Correlations with State Standards

Correlation

Phonics

orange

• Identifying the /m/ sound in initial and • Identifying the /j/ sound as in jump

My Horse The Car Race

Clever Tails is a report on how some animals use their tails to help them get food. Running words: 294 Text type: Report

such as swim

car green horse jump/ed log mud over red ride run water

Text features

Phonics

Reading strategies

Key vocabulary

Phonics

officer teacher police vet hairdresser firefighter dentist

Key vocabulary beach buddy close flags help keep safe spot stay swim/ swimming tell water wave/s

Vocabulary

Key vocabulary doctor

I look at the

High-frequ

High-frequency words New: find if into know looked or people played where

PERSPECTIVES

community. 36 Running words: narrative Text type: Personal I) (first person,

PERSPECTIVES

in People Who The children readers to Help Me introduce the help them in people who

The Car Race is about three cars that race each other in a cross-country race. Running words: 79 Text type: Personal narrative

En El rescate de Sara en la playa, Sara y la abuela van a la playa a nadar. En lugar de eso, ellas ayudan a salvar a un niño que está en peligro en el agua. Running words: 209 Text type: Narrative

PERSPECTIVAS

This book describes the different things a rider and her horse can do, such as run and jump. Running words: 54 Text type: Report

Level A (1)

Mantenerse a salvo en la playa da instrucciones sobre lo que hay que hacer para nadar sin correr riesgos en la playa. Running words: 126 Text type: Procedure

Level C (3) Early Fluent reading stage

PERSPECTIVES

Early Emergent reading stage

Transitional reading stage

Emergent reading stage

Level G (12)

In Sally’s Beach Rescue, Sally and Grandma go to the beach for a swim. Instead, they help to save a boy who has gotten into trouble in the water. Running words: 201 Text type: Narrative

PERSPECTIVAS

Keep Safe at the Beach gives directions about what you need to do to swim safely at the beach. Running words: 134 Text type: Procedure

Level C (3)

Level F (10)

Les

Transitional reading stage

Emergent reading stage

Early reading stage

son Plans

Lesson Pla

Level F (10)

Les

Lesson Plans

Early reading stage

PERSPECTIVAS

Lesson Plans son Plans

Correlations with

abolición contar declaración dependencia empleador esclavitud industria agrícola industrial ingreso inalienable inherente inmigrantes obligatoria pesticidas fábricas leyes normas peticiones trabajo

Standards

National List Price

Your Price

$215

$205

$194

$185

$194

$185

$194

$185

$194

$185

National List Price

Your Price

OK DLFP7019-PAOS

$268

$255

OK DLAF8020-AOS

$389

$370

OK DLAF8020-PAOS

$215

$205

OK DLAF9020-AOS

$389

$370

OK DLAF9020-PAOS

$215

$205

Product Code

Fluent Plus Perspectives /Perspectivas (36 Lesson Plan Cards) OK DLFP7019-PAOLP Advanced Fluent Q-S (24 Lesson Plan Cards) OK DLAF8020-AOLP Advanced Fluent Q-S Perspectives / Perspectivas (24 Lesson Plan Cards) OK DLAF8020-PAOLP Advanced Fluent T-V (24 Lesson Plan Cards) OK DLAF9020-AOLP Advanced Fluent T-V Perspectives / Perspectivas (24 Lesson Plan Cards) OK DLAF9020-PAOLP

CLASSROOM LIBRARY ADD-ON SETS Combined Flying Start to Literacy™ and Despegando hacia la lectura® Classroom Library Add-On Sets (One copy of each student text)

Product Code

Early Emergent (96 Student Books) Emergent (80 Student Books) Early (80 Student Books) Transitional (80 Student Books) Early Fluent (80 Student Books) Fluent (96 Student Books) Fluent Plus (72 Student Books)

OK DLEE1018-AOS OK DLEM2000-AOS OK DLEA3000-AOS OK DLTR4000-AOS OK DLEF5000-AOS OK DLFL6000-AOS OK DLFP7019-AOS

National List Price

Your Price

Product Code

$578 $478 $478 $478 $567 $683 $541

$550 $455 $455 $455 $540 $650 $515

Fluent Plus Perspectives / Perspectivas (36 Student Books) Advanced Fluent Q-S (48 Student Books) Advanced Fluent Q-S Perspectives / Perspectivas (24 Student Books) Advanced Fluent T-V (48 Student Books) Advanced Fluent T-V Perspectives / Perspectivas (24 Student Books)

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Dual-Language Resources

Dual-Language Resources COMPLETE PROGRAMS Combined WorldWise: Content-based Learning™ and ExploraMundos™ Complete Programs (Six Reading Levels, A—V (1—50)*

WorldWise: Content-based Learning™ / ExploraMundos: Aprendizaje a través del contenido™ Levels A–V Set

Product Code

National List Price

Your Price

OK WEAVK500

$18,008

$17,150

BOXED CLASSROOM SETS Combined WorldWise: Content-based Learning™ and ExploraMundos™ Boxed Classroom Sets by Stage (Each complete stage—boxed for your convenience with six copies of each title plus lesson plan cards)

Shown: Levels N-P (Grade 3)

Levels A-D (Grade K Standards) Levels E-J (Grade 1 Standards) Levels K-M (Grade 2 Standards)

Shown: Levels N-P (Grade 3) Product Code

National List Price

Your Price

OK WEGK0000 OK WEG11000 OK WEFL6000

$2793 $3045 $3476

$2660 $2900 $3310

Levels N-P (Grade 3 Standards) Levels Q-S (Grade 4 Standards) Levels T-V (Grade 5 Standards)

Product Code

National List Price

Your Price

OK WEFP7000 OK WEAF8000 OK WEAF9000

$2636 $2919 $2919

$2510 $2780 $2780

National List Price

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PRIMARY & INTERMEDIATE SETS Combined WorldWise: Content-based Learning™ and ExploraMundos™ Primary & Intermediate Boxed Classroom Sets

Product Code

WorldWise: Content-based Learning™ / ExploraMundos: Aprendizaje a través del contenido™ Levels A–M Primary Set OK WEAMK200

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CLASSROOM LIBRARY ADD-ON SETS Combined WorldWise: Content-based Learning™ and ExploraMundos™ Classroom Library Add-On Sets (One copy of each student text)

Grade K (60 Student Books) Grade 1 (72 Student Books) Grade 2 (72 Student Books)

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LESSON PLAN SETS Combined WorldWise: Content-based Learning™ and ExploraMundos™ Lesson Plan Sets (One copy of each lesson plan card) WorldWise WorldWise ExploraMundos ExploraMundos

Activity card

WorldWise

™

Lesson Plan

Content-based Learning

Activity card ™

WorldWise Learning Content-based

Lesson Plan Xx

This book introduces natural habitat. Running words: 35

Level A (1)

Xxxxxxxxx

Level F (10)

Xxxxxxxxx

WorldWise

Content-based Learning

• D2.Geo.5.K-2 Describe how human

C3 Social Studies Curriculum

activities affect the cultural and environmental

Key concepts

• People celebrate by holding parades. • Parades are part of many cultures. cultural, and religious events. • Parades are held to celebrate seasonal,

Next Generation

• ESS3.A Natural Key concepts

Science Curriculum

Content vocabulary

moon, moon dragon, drums, flowers, food, fun, candles, cherry trees, children, dance, sing, street night, parades, people, pizza, sausages,

link

resources

• Holding an election is one way to choose a person to represent a group. • Giving everyone in a group one vote is a fair way

Content vocabulary

class representative, council, elected,

alligator, bear, elephant,

giraffe,

Activity card

Reading strategy

Reading: Informational text

Lesson Plan

Writing Reading: Informational text introduce the topic or Write opinion pieces in which they the questions to help determine or clarify state an opinion, supply Ask and answer ™ name the book they are writing about, text. some sense of closure. WorldWise meaning of words and phrases in a a reason for the opinion, and provide Content-based Learning Reading: Foundational skills Speaking and listening body, including by looks at the systems in the human events with relevant two-syllable words following basic patterns Our Bodies Describe people, places, things, and and digestive S (40) Level Decode circulatory, respiratory, clearly. the skeletal, nervous, breaking the words into syllables. details, expressing ideas and feelings and purpose of teeth, systems. It also examines the structure Xxxxxxxxx Language and the body’s senses. skin, hair, nails, Writing present, and future. and writing to dictating, Use verbs to convey a sense of past, of drawing, they name Informational text types: Use a combination natory texts in which compose informative/expla Report/Explanation/Recount some information about and supply what they are writing

Links to Language

Arts Standards

text Reading: Informational questions support, ask and answer With prompting and in a text. about key details skills Reading: Foundational in print. are separated by spaces Understand that words

Content-based Learning

Use frequently occurring

nouns and verbs.

Text features

• Text boxes, glossary of Reading

WorldWise

Content-based Learning

Next Generation Science Curriculum

links

• LS1.A Structure and function • LS1.D Information processing Key concepts

have specific roles

• The body has different systems that to keep a person healthy • The body’s systems work together energy for the body to use • Bodies need fuel to convert into

Reading strategy

• Synthesizing visual and written

and domaingeneral academic meaning ofprotected Determine the by copyright law, and under work is 4 topic © 2010 EC Licensing Pty Ltd. This is which a itgrade the jurisdictions relevantin to applicable in a intext conventions, phrases copyright or internationalwords specific a registered Start to Literacy” and Star device is published. The trademark “Flying Licensing Pty Ltd in the US. of EC area. trademark subject or parts of this applicable copyright law to copy In addition to certain rights under the of those sections of this work displaying work, the purchaser may make copies of copies Ltd”, provided that: (a) the number footnote: “© 2010 EC Licensing Pty for its reasonably required by the purchaser made does not exceed the number and are only made by means of photocopying teaching purposes; (b) those copies copies are transmitted by any means; (c) those are not further copied or stored or clearly hire or loan; and (d) every copy made not sold, hired, lent or offered for sale, shows the footnote copyright notice.

to examine a topic and Write informative/explanatory texts convey ideas and information clearly.

Arts Standards

text Reading: Informational questions support, ask and answer With prompting and in a text. about key details skills Reading: Foundational in print. are separated by spaces Understand that words

Speaking and Listening Speak in complete Developed by sentences Eleanor Curtain when appropriate to task Publishing situation inText: and Kerrieto order Shanahan and Lyn provide Reggett requested Consultants: Susan detail or clarification. Hill and Jenny Feely Designed by Derek Schneider Language Printed and bound in Hong Kong Distributed in the USA

by Okapi Educational Use sentence-level Publishing Inc. context Phone: 866-652-7436 as a clue to the meaning or phrase. Fax: 800-481-5499 of a word

explain their own ideas Review the key ideas expressed and discussion. Publishing of the Curtain light Eleanor Developed byin and understanding Language

Text: Kerrie Shanahan and Lyn Reggett Feely Consultants: Susan Hill and Jenny Designed by Derek Schneider Printed and bound in Hong Kong Distributed in the USA by Okapi Educational Publishing Inc.

Key concepts

general Acquire and use accurately grade-appropriate words and phrases, including 866-652-7436 domain-specific Phone: academic and Fax: 800-481-5499 or states of being those that signal precise actions, emotions, Email: info@myokapi.com www.myokapi.com

basic to a particular topic. and that are www.flying-start-to-literacy.com

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

All other rights reserved.

Grade K (60 Lesson Plan Cards) Grade 1 (72 Lesson Plan Cards) Grade 2 (72 Lesson Plan Cards)

Determine the of general academic and domain© 2010 EC Licensing Ptymeaning Ltd. This work is protected by copyright law, and under international copyright conventions, specific words and phrases applicable jurisdictions in inathe in which it is text published. The trademark “Flying relevant Start to Literacy” and Star device is to a grade 5 topic a registered trademark of EC Licensing Pty Ltd in the US. or subject area.

have specific roles

• Diagrams, tables, text boxes, illustrations, Reading strategy

• Synthesizing visual and written

applicable copyright law to copy In addition to certain rights under the of those sections of this work displaying work, the purchaser may make copies of copies Ltd”, provided that: (a) the number footnote: “© 2010 EC Licensing Pty for its reasonably required by the purchaser made does not exceed the number and are only made by means of photocopying teaching purposes; (b) those copies copies are transmitted by any means; (c) those are not further copied or stored or clearly hire or loan; and (d) every copy made not sold, hired, lent or offered for sale, shows the footnote copyright notice.

bound in Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499

Writing

to examine a topic and Write informative/explanatory texts convey ideas and information clearly.

Expand, combine, Email: info@myokapi.com and reduce sentences for meaning, reader/ www.myokapi.com listener interest, and style. www.flying-start-to-literacy.com

With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

by Okapi Educational Use sentence-level Publishing Inc. context Phone: 866-652-7436 as a clue to the meaning or phrase. Fax: 800-481-5499 of a word Email: info@myokapi.com www.myokapi.com

www.flying-start-to-literacy.

com

Content vocabulary

átomo, campo magnético, desviar, diatomea, eje, energía, erosión, erupción solar, estratosfera, estrella, Fahrenheit, fotosíntesis, fundido, generador, gravedad, infrarrojo, magma, magnetosfera, mancha solar, manto, mesosfera, meteorito, orbitar, ozono, partícula, planeta, plasma, punto caliente, sistema solar, sobretensión, telescopio, termosfera, troposfera, tormenta solar, ultravioleta, viento solar

sidebars, captions, glossary

Text features

• Diagrams, flow chart, map, text boxes, illustrations,

information

Reading strategy

captions, sidebars, glossary

and diagrams

Links to Language Arts Standards

Links to Language Arts Standards and domaingeneral academic meaning ofprotected Determine the by copyright law, and under work is 4 topic © 2010 EC Licensing Pty Ltd. This is which a itgrade the jurisdictions relevantin to applicable in a intext conventions, phrases copyright or internationalwords specific a registered Start to Literacy” and Star device is published. The trademark “Flying Licensing Pty Ltd in the US. of EC area. trademark subject or parts of this

parts of this copies of those sections footnote: “© 2010 of this work displaying EC Licensing Pty Ltd”, provided that: the made does not exceed (a) the number the number reasonably teaching purposes; required by the purchaser of copies (b) those copies are for its only made are not further copied or stored or transmitted by means of photocopying and not sold, hired, lent by any means; or offered for sale, hire or loan; and (d) (c) those copies are shows the footnote every copy made clearly copyright notice. All other rights reserved.

recipe, glossary

the temperature of Earth. The relationship between the sun/earth is necessary for our survival • Learning more helps us understand how life on earth is possible

• Synthesizing information from maps, photos,

Informational Reading: Literacy Lesson Plans Start to Flying

Italian words, map,

• The sun/Earth/moon all have properties/locations/movements that can be observed • The sun provides light/heat necessary to maintain

and diagrams

Speaking and Listening

is arriving in a new

Text features

• Text boxes, glossary of

Reading strategy La Tierra, el Sol y la Luna habla de la importante relación • Making connections científica que existe entre el Sol, la Tierra y la Luna y explica por qué el Sol y la Luna son cruciales para la vida en la Tierra. Links to Language Arts Standards Informational text types: Flying Start to Literacy Explanation/Procedure Lesson Plans Xx / Reading: Informational Xx © 2010 EC Licensing Pty Ltd. text © 2010 EC Licensing Pty Ltd. This work Use information international is protected by copyright copyright conventions, gained law, and under from applicable published. The trademark inillustrations the jurisdictions in and text toofdemonstrate “Flying Start to Literacy” which itthe is words in a trademark and Star device is EC Licensing Pty understanding a registered Ltd in the US. of the text. In addition to certain rights under applicable Writing work, copyright law to copy the purchaser may make

links

else and immigrating

Palabras del tema: emigrar, genealogista, generación, historia, Palabras en italiano: inmigrar al mare, bolognese, brodo, budino, buon gnocchi, in mezzo, appetito, canzoni, la barchetta, pinsa, ciao, crostoli, polenta, titole, tombola

Follow agreed-upon rules for discussions.

Language

Use a known root word as a clue to the meaning of an unknown word with the same root.

Key concepts

vena, vesícula

Text features

captions, sidebars, glossary

how culture influences the way people modify and adapt to their how environmental and cultural characteristics places or regions influence population

a country to live somewhere

country to live

Content vocabulary

Speaking and listening

• PS1.A Structure and properties of matter • PS2.B Types of interactions • PS3.D Energy in chemical processes and everyday life • ESS1.A The universe and its stars • ESS1.B Earth and the solar system • ESS2.A Earth materials and systems • ESS3.C Human impacts in Earth systems

carbono, energía, cartílago, célula, dermis, dióxido de aparato digestivo, arterias, articulación, nervio óptico, hormona, jugo gástrico, lente, músculo, epidermis, esqueleto, glándula, hígado, sistema nervioso, pulso, pupila, queratina, retina, saliva, nutriente, órgano, oxígeno, páncreas,

Come to discussions prepared, having read or studied required material; Developedexplicitly by Eleanor Curtain Publishing draw on that preparation and Text: Kerrie Shanahan and Lyn Reggett other information known Consultants: Susan Hillabout and Jennythe Feelytopic to explore ideas Designed by Derek Schneider under discussion. Printed and Language

Aprendizaje a través del contenido

• The body has different systems that to keep a person healthy • The body’s systems work together energy for the body to use • Bodies need fuel to convert into

sistema respiratorio, tendón, tráquea,

Writing

ExploraMundos

links

Curriculum

environments

distribution in specific

Next Generation Science Curriculum

atoms, axis, deflected, diatoms, energy, erosion, Fahrenheit, generators, gravity, hot spots, infrared, magma, magnetic field, magnetosphere, mantle, mesosphere, meteorites, molten, orbit, ozone, particles, photosynthesis, planet, plasma, power surge, solar flares, solar storm, solar system, solar wind, star, stratosphere, sunspots, telescopes, thermosphere, troposphere, ultraviolet

In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2010 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

C3 Social Studies

links • D2.His.2.3–5 Compare life in specific time periods to life today • D2.Geo.4.3–5 Explain

• D2.Geo.6.3-5 Describe Key concepts

• Our community is made up of a diverse range of cultural groups • These cultural groups have made significant contributions to our • Emigrating is leaving society

Lesson Plan Xx

• LS1.A Structure and function • LS1.D Information processing

Links to Language Arts Standards Speaking and Listening

™

Aprendizaje

nouns and verbs.

com

Text features

• Diagrams, flow chart, map, text boxes, illustrations,

ExploraMundos

Aprendizaje

get in order to seek help, Ask and answer questions not understood. something that is information, or clarify Use frequently occurring

Ayer y hoy explora las experiencias y la historia de cuatro generaciones de una familia que emigró a un nuevo país. Un miembro de cada generación comparte su historia. Se presenta vocabulario en italiano en todo el libro.

Informational text types: Recount/Proced ure

del contenido

group.

voto

Activity card

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. a través del contenido Reading: Foundational skills

Know and apply grade-level phonics and word analysis skills in decoding words. Writing Level V (50) Write opinion pieces in which they introduce the topic or book Xxxxxxxxx they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement or section.

ExploraMundos a través del contenido

about the topic. Speaking and listening

Language

Email: info@myokapi.com www.myokapi.com

www.flying-start-to-literacy.

Content vocabulary

Reading strategy

Links to Language Arts Standards Informational Reading: Literacy Lesson Plans Start to Flying

™

Content vocabulary

sidebars, captions, glossary

information

Lesson Plan

Writing Reading: Informational text introduce the topic or Write opinion pieces in which they state an opinion, supply name the book they are writing about, text. some sense of closure. meaning of words and phrases in a a reason for the opinion, and provide Reading: Foundational skills Speaking and listening cuerpo humano, los sistemas del patterns by relevant Nuestro cuerpo estudia things, and events with multi-syllable words following basic people, places, y Describe nervioso, S (40) circulatorio, respiratorio Level Decode incluyendo el óseo,expressing clearly. ideas and feelings breaking the words into syllables. details, y el propósito de digestivo. También examina la estructura Xxxxxxxxx la piel, el pelo, las uñas y los sentidos. los dientes,Language Writing present, and future. and writing to dictating, Use verbs to convey a sense of past, of drawing, they name Informational text types: Use a combination natory texts in which compose informative/expla Report/Explanation/Recount some information about and supply what they are writing or clarify the ExploraMundos Ask and answer questions to help determine

the temperature of Earth. The relationship between the sun/earth is necessary for our survival • Learning more helps us understand how life on earth is possible

• Synthesizing information from maps, photos,

Writing

With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

Reading: Informational text

Links to Language Arts Standards

as a word

il mare,

• The sun/Earth/moon all have properties/locations/movements that can be observed • The sun provides light/heat necessary to maintain

gallbladder, dermis, digestive system, energy, epidermis, arteries, carbon dioxide, cartilage, cells, system, nutrients, optic keratin, lens, liver, muscle, nervous gastric juices, glands, hormones, joints, skeleton, tendon, pupil, respiratory system, retina, saliva, nerve, organ, oxygen, pancreas, pulse, trachea, veins

• Diagrams, tables, text boxes, illustrations,

Activity card

Reading strategy

• Identifying a word

de grupo, representar, volante, votar,

Correlations to State Standards

guides, recipe, glossary

Links to Language

© 2010 EC Licensing Pty international copyright Ltd. This work is protected by copyright conventions, applicable law, and under published. The trademark in the jurisdictions “Flying Start to Literacy” in which it is trademark of EC and Star device is Licensing Pty Ltd a registered in the US. In addition to certain rights under applicable work, the purchaser copyright law to copy may make copies parts of this of those sections footnote: “© 2010 of this work displaying EC Licensing Pty Ltd”, provided that: the made does not exceed (a) the number the number reasonably teaching purposes; required by the purchaser of copies (b) those copies are for its only made are not further copied or stored or transmitted by means of photocopying and not sold, hired, lent by any means; or offered for sale, hire or loan; and (d) (c) those copies are shows the footnote every copy made clearly copyright notice. All other rights reserved.

• Problem solving unknown words

Key concepts

Content vocabulary

Text features

phonetic pronunciation

Flying Start to Literacy

Informational text types: Explanation/Procedure

WorldWise

Content-based LearningNext Generation Science Curriculum links • PS1.A Structure and properties of matter • PS2.B Types of interactions • PS3.D Energy in chemical processes and everyday life • ESS1.A The universe and its stars • ESS1.B Earth and the solar system • ESS2.A Earth materials and systems • ESS3.C Human impacts in Earth systems

ExploraMundos

• Picture summary • Photographs

is arriving in a new

consejo, elección, elegido, justo, representante

Text features

• Chapters with headings • Text boxes and speech bubbles • Glossary and index Reading strategy ExploraMundos • Visualizing

Text features

Aprendizaje a través del contenido

Italian words, map,

strategy The Earth, the Sun, and the Moon explores the important • Making connections scientific relationship that exists between the sun, Earth, and the moon. It explains why the sun and the moon are crucial Links to Language to many aspects of life on Earth. Arts Standards

Writing

get in order to seek help, Ask and answer questions not understood. something that is information, or clarify

else and immigrating

Topic words: emigrating, genealogists, generations, Italian words: bolognese, history, immigrating brodo, budino, buon in mezzo, la barchetta, appetito, canzoni, ciao, crostoli, gnocchi, pinsa, polenta, si, titole, tombola

Follow agreed-upon rules for discussions.

Language

about the topic. Speaking and listening

Language

a country to live somewhere

el caimán, el elefante,

la jirafa

Aprendizaje a través

to decide who should represent the

Content vocabulary

gente,

Text features in different places.

la ballena, el león, el oso, el pulpo,

Lesson Plan

ExploraMundos

• Holding an election is one way to choose a person to represent a group. • Giving everyone in a group one vote is a fair way

forma de luna llena, divertirse, dragón, flor, galletas en baile, calle, cantar, comida, desfile, tambor, vela luna, música, niño, noche, pizza, salchicha,

resources

links

• D2.Civ.5.K-2 Explain what governments are and some of their functions • D2.Civ.7.K-2 Apply civic virtues when participating in school settings

Content vocabulary

link

Reading strategy

country to live

Use a known root word as a clue to the meaning of an unknown word with the same root.

Science Curriculum

• Headings • Photographs • Puzzle challenge

Key concepts

™

del contenido

Key concepts

• People celebrate by holding parades. • Parades are part of many cultures. cultural, and religious events. • Parades are held to celebrate seasonal,

Content vocabulary

Speaking and listening

C3 Social Studies Curriculum

activities affect the cultural and environmental

Key concepts

to survive. • Big animals live the things they need animals live have • The places big

• ESS3.A Natural

Aprendizaje a través

Level O (34)

• D2.Geo.5.K-2 Describe how human

Next Generation

how culture influences the way people modify and adapt to their how environmental and cultural characteristics places or regions influence population

ExploraMundos

Informational text types: Recount

Aprendizaje a través del contenido

characteristics of places or regions.

• Our community is made up of a diverse range of cultural groups • These cultural groups have made significant contributions to our • Emigrating is leaving society

Lesson Plan

™ Reading: Foundational WorldWise skills

Decode regularly spelled two-syllable words with long vowels. Writing Level V (50) Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons Xxxxxxxxx that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement or section.

Report

Curriculum

Activity card

¡Votemos! relata los pasos que sigue un grupo de estudiantes para elegir a un representante de grupo para el consejo estudiantil.

Xxxxxxxxx

links • D2.His.2.3–5 Compare life in specific time periods to life today • D2.Geo.4.3–5 Explain environments

ExploraMundos

Informational text type: Description

ExploraMundos

Xx Xxxxxxxxx

en la participación de los niños. Running words: 171

Social Studies Curriculum link

• D2.Geo.6.3-5 Describe distribution in specific

Lesson Plan

™

Level K (20) las que hay desfiles Los desfiles describe celebraciones en hacen en seis y cuenta lo que sucede en los que se especial atención lugares diferentes del mundo. Pone

grandes

type: Informational text

Aprendizaje

C3 Social Studies

Activity card

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Links to Language Arts Standards

as a word

una variedad de animales Este libro presenta en su hábitat natural. Running words: 35

ndos ExploraMu a través del contenido

Key concepts

Correlations to State Standards

• Picture summary • Photographs

ExploraMundos a través del contenido

ExploraMundos

Aprendizaje a través del contenido

Aprendizaje

Xx Xxxxxxxxx

WorldWise

• Visualizing

• Problem solving unknown words

Lesson Plan

Xxxxxxxxx

Content-based Learning

group.

voted

• Glossary and index

Reading strategy

Text features

• Identifying a word

election, fair, flyers, represent, vote,

Text features

• Chapters with headings

WorldWise • Text boxes and speech bubbles

• Headings • Photographs • Puzzle challenge

WorldWise

lion, octopus, whale

to decide who should represent the

Content vocabulary

cakes, music,

Text features in different places.

to survive. • Big animals live the things they need animals live have • The places big

™

Level A (1)

in school settings

Key concepts

Content-based

links

• D2.Civ.5.K-2 Explain what governments are and some of their functions • D2.Civ.7.K-2 Apply civic virtues when participating

characteristics of places or regions.

s ExploraMundo del contenido

Aprendizaje a través

Then and Now explores the experiences and history of four generations of one family who have immigrated country. A member to a new of each generation shares their story. Italian vocabulary is introduced throughout the book. Informational text types: Recount/Proced ure

Xxxxxxxxx

Content-based Learning

Social Studies Curriculum link

Level F (10)

Activity card

WorldWise

Content-based Learning

Report

se WorldWi Learning

™

Content-based Learning

Level O (34)

in their

Lesson Plan Xx

Lesson Plan

WorldWise

Informational text types: Recount

Informational text type: Description

a range of big animals

type: Informational text

Aprendizaje a través del contenido

Activity card

Let’s Vote! recounts the steps that a class of students took to elect a class representative to the school council.

Xxxxxxxxx

children participate in these parades. Running words: 170

™

ExploraMundos

Level K (20) have parades. It Parades describes celebrations that that take place in describes what happens in parades focus is on how six different parts of the world. The

Activity card

WorldWise

Lesson Plan

™

Speaking and Listening

explain their own ideas Review the key ideas expressed and discussion. Publishing of the Curtain light Eleanor Developed byin and understanding Language

Text: Kerrie Shanahan and Lyn Reggett Feely Consultants: Susan Hill and Jenny Designed by Derek Schneider Printed and bound in Hong Kong Distributed in the USA by Okapi Educational Publishing Inc.

basic to a particular topic. and that are www.flying-start-to-literacy.com

In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2010 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

Writing

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

All other rights reserved.

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National List Price

Your Price

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Grade 3 (48 Lesson Plan Cards) Grade 4 (48 Lesson Plan Cards) Grade 5 (48 Lesson Plan Cards)

Speaking and Listening Come to discussions prepared, having read or studied required material; Developedexplicitly by Eleanor Curtain Publishing draw on that preparation and Text: Kerrie Shanahan and Lyn Reggett other information known Consultants: Susan Hillabout and Jennythe Feelytopic to explore ideas Designed by Derek Schneider under discussion. Printed and Language

bound in Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499

Expand, combine, Email: info@myokapi.com and reduce sentences for meaning, reader/ www.myokapi.com listener interest, and style. www.flying-start-to-literacy.com

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Your Price

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Essential Add-On Sets Dual-Language Resources

LESSON PLAN SETS Flying Start to Literacy™ and Despegando hacia la lectura® Lesson Plan Sets (One copy of each lesson plan card) Lesson 2 2Ruby in the Middle Lesson Ruby in the Middle

1 Flamencos Lesson 1Lesson Flamencos

Word work

Getting ready to read

Talking about the book

Encourage students to activate their prior knowledge. Ask: What are flamingos? What do you know about flamingos? Have students talk with a partner about these questions. Ask pairs of students to share what they know with the whole group. Create a large T-chart with the headings “Know” and “New.” Record students’ ideas in the “Know” column. Keep the chart to revisit later.

Ask students to talk about the book. Encourage discussion by choosing questions that are appropriate for your students. Ask them to support their answers by referring to the photographs and the text. What sort of water does a flamingo drink? How many eggs does a flamingo lay at a time? (Literal) Why is it good for flamingos to live in a group? (Inferential) What other animals live in a group and help each other to find food and look after their young? (Synthesizing) How would the author have found out the information needed to write this book? (Critical)

Vocabulary building Ask: What words might be in a book about flamingos? List students’ predictions.

Introducing the book

Reviewing reading strategies

Lesson Plans

Give each student a copy of the book. Say: This book is a report on flamingos. Ask students to turn to the contents page. Say: The information about flamingos is organized under these headings. Read the chapter headings and sub-headings. Ask students to browse through the book. Ask: What do you expect to learn about by reading this book? Which chapter interests you the most? Why?

During reading Early Fluent reading stage Level I (16)

Ask each student to read the text independently. Monitor students as they read and support them where appropriate. If necessary, ask them to stop reading and remind them to use the reading strategies you are focused on. Check that students are monitoring their own reading. Does the student realize when an error is made? Do they re-read or read on to clarify the meaning of a sentence or paragraph? Encourage these behaviors when needed.

Encourage students to identify what they did to help themselves as readers. Say: I liked the way you monitored your own reading. You did this by reading on to check the meaning when you weren’t sure. That’s what good readers do.

ELL support • The main concepts of the book are stated in the introduction and re-stated in the conclusion. • Headings and sub-headings signal content. • Photographs support the text.

Before reading

Phonics

Say: Flamingos take turns being in the middle and on the edge of the flock. The words middle and edge describe the position of something – where something is. What other positional words or phrases do you know? (e.g. on top, underneath, in between, behind, in front) Record students’ responses on a chart.

Vocabulary building As needed, introduce the vocabulary from the book. Write the words flamingo, waves, wind, middle, edge, flock, and food. Say: The main character in the book is a flamingo called Ruby. Have pairs of students take turns saying the name Ruby and at least one of the words from the list in a sentence.

Writing

Introducing the book

Model writing a report about another type of bird or animal. Use the chapter headings from Flamingos (“What they look like,” “Getting food,” and “Raising their young”) and follow the structure and language features.

Running words: 584 Text type: Narrative

Content vocabulary

Phonics

Ruby in the Middle

2. Cut out the pages cover for your book. 3. Make a front Contents

✂

Reading strategies

food

Chapter 3: Raising

their young

• Illustrations support the text. • Chapter headings signal content. • The author’s note explains the main concept.

✂

Turn to page 13 and read: Slowly, the flamingos began to move . . . Ask: How did the flamingos move? Turn to page 22 and read: And she happily waits for her turn . . . Ask: How does Ruby wait? Say: The words slowly and happily tell us how something is done. They are called adverbs.

✂

2. Uses long legs to walk in the water

Chapter 2: Getting

Chapter 3: Raising

food

their young

6. Uses beak to scoop up the food 7. Is part of a flock

middle

During reading Early Fluent reading stage Level I (16)

Staple

a simple report? Can the student write appropriate headings? information under Can the student group Lesson Plans Flamingos

/ Ruby in the Middle

Lesson Plans Flamingos

/ Ruby in the Middle

Uses feet to stir up plants and animals in the mud

Running words: 587 Text type: Report

Running words: 541 Text type: Narrative

Content vocabulary

pico aves polluelo/polluelos borde huevo plumas flamenco/flamencos bandada vuelan/volar voló salir del huevo/ha salido del huevo cabeza lago/lagos medio nido/nidos padres a salvo garganta debajo olas alas patas palmeadas viento sabio

Developed by Eleanor Curtain Publishing Text: Kerrie Shanahan Consultants: Susan Hill and Jenny Feely Designed by Derek Schneider Printed in China through Colorcraft Ltd., Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499

As needed, introduce the vocabulary from the book. Write the words flamenco, olas, viento, medio, borde, bandada and alimentos. Say: El personaje principal del libro es una flamenco llamado Rubí. Have pairs of students take turns saying the name Rubí and at least one of the words from the list in a sentence.

Writing

Introducing the book

Model writing a report about another type of bird or animal. Use the chapter headings from Flamencos (“Qué aspecto tienen,” “Cómo obtienen alimentos,” and “Cómo crían a sus polluelos”) and follow the structure and language features.

opiar

Flamencos Rubí en el medio

• Contents page and chapter headings • Dialogue and illustrations • Author’s note

Sharing and presenting

✂

Capítulo 1: Qué

aspecto

crían a sus polluelos

obtienen alimento

Reading strategies

• Monitoring and clarifying • Using multiple sources of information to decode words

Writing 2.W.8 Recall information from experiences or gather information from provided sources to answer a question. Speaking and listening 2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Language 2.L.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Capítulo 3: Cómo

crían a sus polluelos

sencillo? adecuados? escribir un informe ¿Puede el estudiante debajo de los encabezamiento clasificar la información ¿Puede el estudiante Rubí en el medio ©

2015-2020 EC Licensing

la lectura Lesson

Usa sus largas piernas para caminar por el agua.

Usa sus patas palmeadas para caminar en el lodo.

8. Se turna para estar en borde de la bandada. el

7. Es parte de una bandada.

Plans Flamencos /

Rubí en el medio ©

© 2015-2020 EC Licensing Pty Ltd. Este trabajo autor de los EE. UU., está protegido por y en virtud de las la ley de derechos convenciones se aplica en las jurisdicciones de en las que se publica. internacionales de derechos de autor, Además de ciertos derechos, intelectual, que autorizan establecidos en la ley aplicable de los derechos de la copia de partes propiedad de aquellas secciones de esta obra, el comprador de puede hacer copias Ltd” siempre y cuando: la obra que muestren la nota al pie “© 2015-2020 EC (a) la cantidad de Licensing Pty razonablemente requerida copias realizadas no supere la cantidad por el comprador solo se hagan como para sus fines de enseñanza; fotocopias y no se (b) dichas copias vuelvan a copiar, ningún otro medio; almacenar o transmitir (c) a través de venta, como alquiler las copias no se vendan, se alquilen, se presten o se ofrezcan o como préstamo, y (d) cada copia realizada nota al pie con el a la aviso de derechos muestre en forma de autor. Todos los demás derechos reservados. clara la es una marca comercial de EC Licensing Pty Ltd en los EE.UU.

Ganador: ¡Tu flamenco gana un turno para estar en el medio de la bandada!

6. Usa el pico para recoger el alimento.

8. Se turna para estar en el borde de la bandada.

Evaluación

Plans Flamencos /

1. Usa sus grandes alas para volar hasta el lago.

2. Usa sus largas piernas para caminar en el agua. 3. Usa sus patas palmeadas para caminar en el lodo. 4. Usa sus patas para sacar las plantas y los animales del lodo. 5. Usa su largo cuello para llegar al alimento. 6. Usa el pico para recoger el alimento.

la lectura Lesson

medio

Synthesizing: Talk about the pair

Despegando hacia

Flamenco en el

Have students respond in writing to these questions: ¿Qué aprendió Rubí acerca de ser parte de un grupo? ¿En qué ocasiones han

✂

7. Es parte de una bandada.

Correlations with State Standards

Tarjeta de actividade

Model writing about being part of a group (e.g. un comité, un equipo, un coro). Include what was good about being in the group, what was difficult, and what made you a good group member. Think aloud as you write to make explicit the decisions you make as a writer. Share the pen and ask students to add high-frequency words where needed.

1. sidoSé buenos miembros de un grupo? el primer flamenco en llegar al medio de la bandada. 2. Trabajen con un compañero. Recorten Sharing and presenting las tarjetas y colóquenlas boca abajo en una Have students take turns pila. sharing their responses with the 3.whole Túrnense group. para elegir una tarjeta y colocarla (las tarjetas se deben en el tablero de juego colocar en orden del 1 al 8). 4. Si no sacan la tarjeta que necesitan, devuelvan la tarjeta 5.Record El primer a la pila. jugador After students have read both books, return to the T-chart students’ responses in the “Datos nuevos” column en llegar a la casilla Tarjetas final es el ganador. started during the “Getting ready to read” stage of Lesson of theTablero chart. Have students work further with these books de juego 1. Ask: ¿Qué es lo que sabemos ahora sobre los flamencos? by completing the Activity card provided. 1. Usa unas grandes alas para volar hasta el lago.

obtienen alimento

Capítulo 2: Cómo

Writing

• Illustrations support the text. • Chapter headings signal content. • The author’s note explains the main concept.

✂

aspecto tienen

Capítulo 3: Cómo

www.flying-start-to-literacy.co

Reading literature 2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Informational text 2.RI.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. Foundational skills 2.RF.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

informativo

Ask each student to read the text independently. Monitor students as they read and support them where appropriate. If necessary, ask them to stop reading and remind them to use the reading strategies you are focused on. For example, animal que te guste. dea un when a student is having difficulty decoding word, to acerca de cada encabezamien Have students sit in a small group and take turns to sharedebajo encourage them to use multiple sources of information. y dibuja 1. Escribe un libro. hacer para Ask: ¿A qué se parece esta palabra? ¿Qué sonidos tienen estas letras? their books about animals. y únelas 2. Recorta las páginas ¿Qué sucede en las imágenes? ¿Qué clase de palabra tiene para tu libro. que ir ahí ? 3. Haz una portada tienen

Capítulo 2: Cómo

Exploring words Turn to page 13 and read: Lentamente, los flamencos empezaron a moverse . . . Ask: ¿Cómo se movían los flamencos? Turn to page 22 and read: Y felizmente espera su turno . . . Ask: ¿Cómo espera Rubí? Say: Las palabras lentamente y felizmente nos dicen como se hace algo. Se llaman adverbios.

Encourage students to identify what they did to help themselves as readers. Say: Mientras intentas descubrir qué significa una palabra, veo que usas un montón de información para ayudarte. Esa es una excelente lectura.

Reading comprehension support

During reading

Escribir un libro

Contenido

Write the word Rubí on the board. Say: Esta palabra es aguda. Las palabras agudas son aquellas en las cuales la última sílaba es tónica (lleva el golpe de voz). Estas palabras llevan “tilde” solo cuando terminan en vocal, “–n” o “–s”. Discuss why Rubí has a “tilde.” Ask students to find other “palabras agudas” in the text (e.g. aterrizó, respondió, llegó, estar, atención). Explain why they have or not a “tilde.”

Reviewing reading strategies

Give each student a copy of the book. Say: Rubí en el medio es un libro en el que se cuenta la historia de Rubí, una flamenco que no quiere esperar su turno en el borde de la bandada mientras los otros flamencos se alimentan. ¿Qué problemas puede causar esto? Provide time for students to browse through the book before reading.

Hojas para fotoc

Have students follow your model and write a simple report on an animal they know about. Have them use the headings “Qué aspecto tienen,” “Cómo obtienen alimentos,” and “Cómo crían a sus polluelos.” Support students by ensuring they know some information that they could write about in each chapter. Have students use the Blackline master to publish their report as a book.

Phonics

Ask students to talk about the book. Encourage discussion by choosing questions that are appropriate for your students. Ask them to support their answers by referring to the illustrations and the text. ¿Por qué a Rubí le gusta estar en el medio de la bandada? (Literal) ¿Por qué la bandada se aleja de Rubí? ¿Qué aprendió Rubí de esta experiencia? (Inferential) Esta historia, ¿qué nos enseña acerca de ser parte de un grupo? (Synthesizing) ¿Todos los grupos de trabajo funcionan tan bien como una bandada de flamencos? (Critical)

Vocabulary building

Exploring words Say: Los flamencos toman turnos para colocarse en el medio y al borde de la bandada. Las palabras medio y borde son palabras que indican posición: donde se encuentra algo. ¿Qué otras palabras de posición conocen? (For example, encima, debajo, entre, detrás, delante.) Record students’ responses on a chart.

Word work

Talking about the book

Encourage students to activate their prior knowledge. Read the author’s note on page 24 of Rubí en el medio. Ask: Si un flamenco no espera su turno en el borde de la manada, ¿qué creen que podría pasar?

• Identifying blends: fl, pl, bl, cl as in flamenco • Accentuation rules – “Palabras agudas”

• Contents page and index • Chapters with headings and sub-headings

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ENGLISH-ONLY BUNDLES

• The main concepts of the book are stated in the introduction and re-stated in the conclusion. • Headings and sub-headings signal content. • Photographs support the text.

Rubí siempre está en el medio de la bandada, pero nunca en el borde. Sin embargo, ¡ella aprende a la fuerza que debe esperar su turno!

Phonics

Licensing Pty Ltd.

Product Code

Reading comprehension support

Flamencos es un informe acerca del aspecto de los flamencos, lo que comen estas aves y la forma en la que crían a sus polluelos.

Uses long neck to reach the food

Licensing Pty Ltd.

educational publishing

Developing fluency Have students read the book in small groups, taking on the parts of Ruby, the wise flamingo, and the rest of the flock. Encourage students to use expression when reading dialogue. Say: Hagan que su voz suene como la del personaje.

After reading

Getting ready to read

Write the word flamenco on the board. Underline the initial blend fl. Say: Esta palabra empieza con dos consonantes juntas: f + l. Read and pronounce the word with the students. Ask them to look in the book for other words with the following blends cl, bl, pl (e.g. conclusión, plumas, plantas, increíbles). Make a class list.

Text features

© 2015–2017 EC Licensing Pty Ltd. This work under international copyright conventions, is protected by copyright law, and is published. The applicable in the jurisdictions trademark “Flying in which it Start to Literacy” trademark of EC and Star device is Licensing Pty Ltd a registered in the US. In addition to certain rights under applicable work, the purchaser copyright law to copy may parts of this footnote: “© 2015–2017 make copies of those sections of this work displaying EC Licensing Pty the copies made does not exceed the number Ltd”, provided that: (a) the number of its teaching purposes; reasonably required by the purchaser for (b) those copies are are not further copied only or stored or transmitted made by means of photocopying not sold, hired, lent and by any means; or offered for sale, hire or loan; and (d) (c) those copies are shows the footnote every copy made clearly copyright notice. All other rights reserved.

Assessment

Flying Start to Literacy

8. Takes turns on the edge of the flock

Flying Start to Literacy

Winner – your flamingo has a turn in the middle of the flock!

Ask each student to read the text independently. Monitor students as they read and support them where appropriate. If necessary, ask them to stop reading and remind them to use the reading strategies you are focused on. Check that students are monitoring their own reading. Does the student realize when an error is made? Do they re-read or read on to clarify the meaning of a sentence or paragraph? Encourage these behaviors when needed.

Reviewing reading strategies Encourage students to identify what they did to help themselves as readers. Say: Me gustó la forma en que controlabas tu propia lectura. Para ello, leías y pensabas en el significado cuando no estabas seguro. Eso es lo que hacen los buenos lectores.

Before reading

Phonics

Capítulo 1: Qué

3. Uses webbed feet to walk in the mud

Uses beak to scoop up the food

Ask students to talk about the book. Encourage discussion by choosing questions that are appropriate for your students. Ask them to support their answers by referring to the photographs and the text. ¿Qué tipo de agua bebe un flamenco? ¿Cuántos huevos pone un flamenco de cada vez? (Literal) Para los flamencos, ¿por qué es bueno vivir en un grupo? (Inferential) ¿Qué otros animales viven en un grupo y se ayudan unos a otros para encontrar comida y cuidar de sus polluelos? (Synthesizing) ¿Cómo podría la autora haber obtenido la información que necesitaba para escribir este libro? (Critical)

Lesson Plans

completing the Activity card provided. 1. 2. Uses large wings to fly Uses long legs to the lake to walk in the water

Talking about the book

Encourage students to activate their prior knowledge. Ask: ¿Qué son los flamencos? ¿Qué saben acerca de los flamencos? Have students talk with a partner about these questions. Ask pairs of students to share what they know with the whole group. Create a large T-chart with the headings “Lo que sabemos” and “Datos nuevos.” Record students’ ideas in the “Lo que sabemos” column. Keep the chart to revisit later.

Introducing the book

Sharing and presenting 1. Be the first flamingo to their responses the middle Have students take turns sharing reach with theof the 2. flock. Join with whole group. a partner. Cut out the cards in a pile. and place them face down 3. Take turns to choose a card and place it on the game must be placed in order from 1 board (the cards to 8). 4. If you don’t get the card you need, return the card 5. The winner is to the pile. the first player Record students’ responses in the “New” the tocolumn reachofthe middle. chart.Game Have students work further with these books by board

Is part of a flock

Getting ready to read

Give each student a copy of the book. Say: Este libro es un informe sobre los flamencos. Ask students to turn to the contents page. Say: La información acerca de los flamencos se organiza en estos títulos. Read the chapter headings and subheadings. Ask students to browse through the book. Ask: ¿Qué esperan aprender al leer este libro? ¿Qué capítulo les interesa más? ¿Por qué?

Activity card

Takes turns on the edge of the flock

After reading

Vocabulary building

Writing

5. Uses long neck to reach the food

Before reading

Ask: ¿Qué palabras podrían aparecer en un libro acerca de los flamencos? List students’ predictions.

Model writing about being part of a group (e.g. a committee, a team, a choir). Include what was good about being in the group, what was difficult, and what made you a good group member. Think aloud as you write to make explicit the decisions you make as a writer. Share the pen and ask students to add high-frequency words where needed.

4. Uses feet to stir up plants and animals in the mud

• Monitoring and clarifying • Using multiple sources of information to decode words

Early Emergent (24 Lesson Plan Cards) Emergent (20 Lesson Plan Cards) Early (20 Lesson Plan Cards) Transitional (20 Lesson Plan Cards) Early Fluent (20 Lesson Plan Cards) Fluent (24 Lesson Plan Cards) Fluent Plus (18 Lesson Plan Cards) Fluent Plus Perspectives (18 Lesson Plan Cards) Advanced Fluent Q-S (12 Lesson Plan Cards) Advanced Fluent Q-S Perspectives (12 Lesson Plan Cards) Advanced Fluent T-V (12 Lesson Plan Cards) Advanced Fluent T-V Perspectives (12 Lesson Plan Cards)

Exploring words

Synthesizing: Talk about the pair After students have read both books, return to the T-chart started during the “Getting Cards ready to read” stage of Lesson 1. Ask: What do we now know about flamingos? 1. Uses large wings to fly to the lake

• Contents page and chapter headings • Dialogue and illustrations • Author’s note

Write the words flew, food, and true. Ask: What sound do these words have in common? Invite students to underline the letters that make this sound (flew, food, true). Have pairs of students scan the text to find other words with this sound.

Have students respond in writing to these questions: What did Ruby learn about being part of a group? When have you been a good group member?

they look like

Phonics

Flamingo in the

Provide multiple opportunities for students to read and interact with the book again – with teacher support, with a partner, and independently. Choose activities that are appropriate for your students.

• Flamingos live in groups called flocks. • Being in a flock helps flamingos find food. • Being part of a group is helpful and everyone must take their turn.

Developing fluency Word work

3. Uses webbed feet to walk in the mud

Staple

• Contents page and index • Chapters with headings and sub-headings

Chapter 1: What

they look like

Chapter 2: Getting

beak birds chick/s edge egg feathers flamingo/s flew flock fly/ing food hatch/ed head lake middle nest/s parents safe throats under waves webbed feet wind wings wise • Identifying various representations of the long /a/ sound • Identifying different letter combinations that make the /oo/ sound as in food

ELL support

tional book

Writing an informa

Correlations with State Standards Reading literature 2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Informational text 2.RI.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. Foundational skills 2.RF.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Encourage students to identify what they did to help themselves as readers. Say: When you are working out what a word is, I notice that you use lots of information to help you to work it out. That’s great reading.

Ask each student to read the text independently. Monitor students as they read and support them where appropriate. If necessary, ask them to stop reading and remind them to use the reading strategies you are focused on. For example, when a student is having difficulty decoding a word, encourage them to use multiple sources of information. yourthechoice. of might Ask: What does theabout word lookan like?animal What sounds letters heading under each make? What is happening in the pictures? What sort of word needs book. 1. Write and draw them to make a to go there? and staple

Sharing and presenting

Have students sit in a small group and take turns to share their books about animals.

Text features Flamingos

Reviewing reading strategies

Give each student a copy of the book. Say: Ruby in the Middle is about Ruby the flamingo who won’t take her turn on the edge of the flock when they are feeding. What problems might this cause? Provide time for students to browse through the book before reading.

master kline BlacDuring reading

Have students follow your model and write a simple report on an animal they know about. Have them use the headings “What they look like,” “Getting food,” and “Raising their young.” Support students by ensuring they know some information that they could write about in each chapter. Have students use the Blackline master to publish their report as a book.

Staple

Ruby’s always in the middle of the flock, but never on the edge. But she learns the hard way that she must take turns!

Running words: 564 Text type: Report

Ask students to talk about the book. Encourage discussion by choosing questions that are appropriate for your students. Ask them to support their answers by referring to the illustrations and the text. Why did Ruby like being in the middle of the flock? (Literal) Why did the flock move away from Ruby? What did Ruby learn from this experience? (Inferential) What does this story teach us about being a part of a group? (Synthesizing) Do all groups work as well as a flock of flamingos? (Critical)

Returning to the book

Key concepts

Have students work in pairs and take turns to each read a page, focusing on reading in a smooth, clear voice.

Word work

Talking about the book

Encourage students to activate their prior knowledge. Read the author’s note on page 24 of Ruby in the Middle. Ask: What do you think might happen if a flamingo didn’t take its turn on the edge of the flock?

Exploring words

Chapter 1: What

Flamingos reports on what flamingos look like, what they eat, and how they raise their young.

After reading

Getting ready to read

Revise the long /a/ sound. Brainstorm a list of words with the sound (e.g. make, stay, snail). Have pairs of students scan the text to find and list all the words with the long /a/ sound (e.g. lake, place, raise, strange, waves, safe).

Staple

After reading

• Flamingos have body features that help them to find food. • Flamingos live in groups called flocks. • Being in a flock helps flamingos find food.

Unan

Have students work in pairs and take turns to each read a page, focusing on reading in a smooth, clear voice.

Before reading

Lesson 2 2Rubí en en el medio Lesson Rubí el medio

Key concepts

Unan

• Flamingos live in groups called flocks. • Being in a flock helps flamingos find food. • Being part of a group is helpful and everyone must take their turn.

Developing fluency

Returning to the book

Key concepts

Unan

Returning to the book Key concepts • Flamingos have body features that help them to find food. • Flamingos live in groups called flocks. • Being in a flock helps flamingos find food.

Unan

1 Flamingos Lesson 1Lesson Flamingos

2015-2020 EC Licensing

Usa sus patas para sacar las plantas y los animales del lodo.

5. Usa su largo cuello para llegar al alimento.

Pty Ltd.

Desarrollado por Eleanor Curtain Publishing

okapi

educational publishing

Texto: Kerrie Shanahan Consultora: Susan Hill Diseñado por Derek y Jenny Feely Schneider Impreso en China por Colorcraft Ltd, Hong Kong Distribuido en los EE. UU. por Okapi Educational Publishing Inc. Teléfono: 866-652-7436 Fax: 800-481-5499 Correo electrónico: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.co

Pty Ltd.

SPANISH-ONLY BUNDLES

National List Price

Your Price

Product Code

National List Price

Your Price

OK FSEE1018-AOLP OK FSEM2000-AOLP OK FSEA3000-AOLP OK FSTR4000-AOLP OK FSEF5000-AOLP OK FSFL6000-AOLP OK FSFP7019-AOLP

$197 $164 $164 $164 $164 $195 $147

$188 $156 $156 $156 $156 $186 $140

OK FSFP7019-PAOLP

$109

$104

OK FSAF8020-AOLP

$98

$93

OK FSAF8020-PAOLP

$98

$93

OK FSAF9020-AOLP

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OK FSAF9020-PAOLP

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Early Emergent (24 Lesson Plan Cards) Emergent (20 Lesson Plan Cards) Early (20 Lesson Plan Cards) Transitional (20 Lesson Plan Cards) Early Fluent (20 Lesson Plan Cards) Fluent (24 Lesson Plan Cards) Fluent Plus (18 Lesson Plan Cards) Fluent Plus Perspectivas (18 Lesson Plan Cards) Advanced Fluent Q-S (12 Lesson Plan Cards) Advanced Fluent Q-S Perspectivas (12 Lesson Plan Cards) Advanced Fluent T-V (12 Lesson Plan Cards) Advanced Fluent T-V Perspectivas (12 Lesson Plan Cards)

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$197 $164 $164 $164 $164 $195 $147

$188 $156 $156 $156 $156 $186 $140

OK DHFP7019-PAOLP

$109

$104

OK DHAF8020-AOLP

$98

$93

OK DHAF8020-PAOLP $98

$93

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LESSON PLAN SETS WorldWise: Content-based Learning™ and ExploraMundos™ Lesson Plan Sets (One copy of each lesson plan card) Graphic Organizer: Turning the tables

Organizador gráfico: Devolver la jugada

Name/s:

First reading session

Second reading session

Final reading session

Writing

Getting started

Building understanding

Bringing it all together

Introducing the book

Choose to ask students to either read independently or, if they need more support, to meet with you in a small group.

Have students talk about the whole book. Use a range of questions to promote discussion and higher-level thinking. Where appropriate, have the students lead the discussion.

Have the students write a report, using the prompt: Choose an animal that has special talents, skills, or behaviors that help it to survive. Provide the students with a template detailing how to plan and write a report. Remind them to include an introduction about the animal followed by paragraphs about different aspects of how it survives.

Give each student a copy of the book Talented Animals. Have the students browse through the book. Say: As you browse through the book, think about a wild animal that has a specific skill or talent, for example a giraffe or a hawk. What connections are you making? Have the students discuss their thinking with the group.

ExploraMundos

Exploring vocabulary Ask: What words or phrases would you expect to see in a book about animals and their talents, skills, and characteristics? Have students work with a partner to record a list of words. Say: When you are finished, you can share your lists with the group.

Activity card ExploraMundos

™

Aprendizaje a través

del contenido

Lesson Plan

If some words or phrases are not known, have the student who recorded the word explain what it means. Compare the students’ vocabulary words with the words in the glossary.

Introducing the reading strategy focus

algunos animales en que las maneras Say: Sometimes factual information is presented in a table. Model explica Animales talentosos específicas para y habilidades drawing up a basic table (e.g. student name/favorite food). utilizan sus herramientas Los animales y encontrar Ask: What are the advantagesalimento. of presenting information in this way? moverse, comunicarse individuales que características Discuss is a quick, clear way to access facts. libroittienen en este that descritos hábitats. vivir en diferentes los ayudan Say:aTalented Animals has various tables in it. When you read, I types:the information in the tables. text want you to interpret Informational Report/Explanation

Level Q (40)

Xxxxxxxxx

undos ExploraM a través del contenido Aprendizaje

Reading with teacher support

Say: Read chapters 1 and 2 to yourselves. As you read, be sure to access all the information on the pages, including the text boxes, map, and tables. Have the students discuss their thinking with their partner, and then have a group discussion. Ask: Why are the animals in chapter 2 called “masters?” Have the students record links their ideas on the Graphic Organizer and compare it with Science Curriculum Next Generation their partner’s. Say: Be ready to talk about what you noticed with and function • LS1.A Structure the whole group. processing • LS1.D Information • ESS2.E Biogeology energy of • PS3.A Definition and skills have different talents Key concepts and sizes, and they shapes in many different in their environment • Animals come help them survive Animals’ special characteristics

Independent and partner work Have the students read chapter 3 independently. Say: As you read, use the same process we used for chapters 1 and 2. Read the chapter to yourself, and keep track of your thinking by completing part 2 of your Graphic Organizer, and then meet with your partner to discuss and compare the tables you drew. Have the students meet as a group to share and talk about what they have read and what they recorded on their Graphic Organizer. Monitor the group’s progress and support them, if necessary. Have the students read the rest of the book and complete part 3 of their Graphic Organizer. On completion, have the students reread the whole book in preparation for the final reading session. Say: Be ready to talk about your thinking and to discuss your questions and wonderings with the group.

Reading with teacher support Ask: What have we learned so far about the animals you have read about? Share your ideas with a partner. Have the students read chapter 3 to themselves. Review what the students have read. Ask: Why do some animals have better developed senses than humans? Invite the students to talk about their understandings. Have read chapter 4 to themselves. Then have them add to their Graphic Organizer. Say: Why do some animals have specially adapted body parts? How do these features help the animals survive? Have the students reread the whole book in preparation for the final reading session. Say: Be ready to talk about your thinking and to discuss your questions and wonderings with the group.

Reflecting on the reading strategy Encourage the students to talk about what they did to help themselves as readers. Say: Find a table that you used when you were reading. How did it help you make sense of the information? Why did the author use a table?

•

migrar, gancho, hocico, larva, extremidades traseras, vejiga térmicos, sobrevivir, ecolocalización, especie, sentido, sensores adaptado, colonia, ritual de apareamiento, paralizar, presa, reproducir, natatoria, vértebra

Content vocabulary

Text features

• Tables, map, text

Why are there only a few animals that are able to use tools? Why do some animals have some senses that are more developed than other senses? (Inferential) What animal talent, skill, or behavior did you find the most impressive? Why? Why do animals look so varied and different from each other? (Synthesizing) How has the author organized the information in chapter 2? Does it make it easier to read and understand? What text features do you think improve this book? Why? How could you use them in your own writing? (Critical)

Nombre/s:

Part 1: View each table. Think about the information and what it means. List three factual statements about that information.

How fast can they run?

How far can they jump?

Table on page 8

Table on page 11

Have students demonstrate their understandings by choosing one or more of the following tasks. The tasks can be completed independently, in pairs, or in a small group.

Have students play a game of “Who am I?” One student (the “guesser”) is assigned an animal from the book (write the animal’s name where the guesser cannot see it but the audience can). The guesser asks questions about the mystery animal, to which the audience can answer only “Yes” or “No” (e.g. Can I fly?). Continue until the guesser names the animal correctly. Students take turns to be the guesser.

Vocabulary Have students choose an animal from the book and write five words related to this animal. Students swap their list with a classmate who tries to guess which animal the words relate to.

Visual literacy Have students create a “Talented animals” slide show using images and music.

Fast flyers

How fast can they swim? Table on page 15

™

Aprendizaje a través

del contenido

Lesson Plan

If some words or phrases are not known, have the student who recorded the word explain what it means. Compare the students’ vocabulary words with the words in the glossary.

Say: Lean solos los capítulos 1 y 2. Al leer, asegúrense de ver toda la información en las páginas, incluyendo los recuadros de texto, los mapas y las tablas. Have the students discuss their thinking with their partner, and then have a group discussion. Ask: links Science Curriculum ¿Por qué se les dice “maestros” a los animales del capítulo 2? Have Next Generation and function the students record their ideas on the Organizador gráfico • LS1.A Structure processing and compare it with their partner’s. Say: Prepárense para hablar • LS1.D Information con todo el grupo de lo que hayan notado. • ESS2.E Biogeology energy of • PS3.A Definition and skills have different talents Key concepts and sizes, and they shapes in many different in their environment • Animals come help them survive Animals’ special characteristics

Part 2: On a piece of paper, create a table using information in the “A bird’s-eye view” box on page 17. Hint: use the headings “Birds” and “Sight facts.” Part 3: On another piece of paper, create a table using the information about birds’ beaks and their purposes on pages 26 and 27. WorldWise Lesson Plan Talented Animals © 2019–2020 EC Licensing Pty Ltd. © 2019–2020 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd.

boxes, sidebars, glossary

All other rights reserved.

educational publishing

Have the students meet as a group to share and talk about what they have read and what they recorded on their Organizador gráfico. Monitor the group’s progress and support them, if necessary. Have the students read the rest of the book and complete part 3 of their Organizador gráfico. On completion, have the students reread the whole book in preparation for the final reading session. Say: Prepárense para comentar sus ideas y discutir sus preguntas y dudas en grupo.

Reading with teacher support Ask: ¿Qué han aprendido sobre los animales de los que han leído? Compartan sus ideas con un compañero. Have the students read chapter 3 to themselves. Review what the students have read. Ask: ¿Por qué tienen más desarrollados los sentidos algunos animales que los humanos? Invite the students to talk about their understandings. Have the students read chapter 4 to themselves. Then have them add to their Organizador gráfico. Say: ¿Por qué tienen algunos animales partes del cuerpo especialmente adaptadas? ¿Cómo les ayudan estas características a sobrevivir? Have the students reread the whole book in preparation for the final reading session. Say: Prepárense para comentar sus ideas y discutir sus preguntas y dudas con el grupo.

Reflecting on the reading strategy Encourage the students to talk about what they did to help themselves as readers. Say: Encuentren una de las tablas que usaron cuando leían. ¿Cómo les ayudó entender la información? ¿Cómo utilizó la tabla el autor?

Content vocabulary

Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com

Text features

• Tables, map, text

www.worldwise-reading.com

¿Por qué existen solo algunos animales que pueden usar herramientas? ¿Por qué algunos animales tienen unos sentidos más desarrollados que otros? (Inferential) ¿Qué talento, habilidad o conducta animal les pareció más impresionante? ¿Por qué? ¿Por qué los animales son tan variados y diferentes entre sí? (Synthesizing) ¿Cómo organizó el autor la información del capítulo 2? ¿Eso hace que sea más fácil leerlo y entenderlo? ¿Qué elementos paratextuales piensan que mejoran este libro? ¿Por qué? ¿Cómo podrían usarlos en sus propios escritos? (Critical)

¿Qué tan rápido pueden correr?

¿Qué tan lejos pueden saltar?

Tabla de la página 8

Tabla de la página 11

Invite students to ask their own questions.

Going beyond the book Have students demonstrate their understandings by choosing one or more of the following tasks. The tasks can be completed independently, in pairs, or in a small group.

Speaking and listening Have students play a game of “¿Qué soy?” One student (the “guesser”) is assigned an animal from the book (write the animal’s name where the guesser cannot see it but the audience can). The guesser asks questions about the mystery animal, to which the audience can answer only “Sí” or “No” (e.g. Puedo volar?). Continue until the guesser names the animal correctly. Students take turns to be the guesser.

Vocabulary Have students choose an animal from the book and write five words related to this animal. Students swap their list with a classmate who tries to guess which animal the words relate to.

Visual literacy

¿Qué tan rápido pueden volar?

¿Qué tan rápido pueden nadar?

Tabla de la página 13

Tabla de la página 15

Download the template at www.exploramundos-reading.com Say: Deberán investigar para saber cómo el animal usa su talento para encontrar alimento, mantenerse seguro y moverse. Encourage the students to talk about their ideas with a partner, then write their report. Alternatively, the students could choose to write a report that focuses on a type of skill (e.g. hiding from prey, hunting, building homes).

Have students create a “Animales talentosos” slide show using images and music.

Parte 2: En una hoja de papel crea una tabla usando la información del recuadro de texto “A vista de pájaro” de la página 17. Consejo: usa los títulos “Pájaros” y “Su vista”. Parte 3: En otra hoja de papel, crea una tabla usando la información de las páginas 26 y 27 sobre cómo es el pico de las aves y para qué lo usan. Plan de clase de Animales talentosos de la serie ExploraMundos © 2019 EC Licensing Pty Ltd. © 2019 EC Licensing Pty Ltd. Este trabajo está protegido por la ley de derechos de autor de los EE. UU., y en virtud de las convenciones internacionales de derechos de autor, se aplica en las jurisdicciones en las que se publica. Todos los derechos reservados. La marca “Despegando hacia la lectura” y el logo de la estrella son una marca registrada de EC Licensing Pty Ltd en los EE. UU. La marca registrada “ExploraMundos Aprendizaje a través del contenido” y el logo de la estrella son propiedad de EC Licensing Pty Ltd. Además de ciertos derechos, establecidos en la ley aplicable de los derechos de propiedad intelectual, que autorizan la copia de partes de esta obra, el comprador puede hacer copias de aquellas secciones de la obra que muestren la nota al pie “© 2019 EC Licensing Pty Ltd” siempre y cuando: (a) la cantidad de copias realizadas no supere la cantidad razonablemente requerida por el comprador para sus fines de enseñanza; (b) dichas copias solo se hagan como fotocopias y no se vuelvan a copiar, almacenar o transmitir a través de ningún otro medio; (c) las copias no se vendan, se alquilen, se presten o se ofrezcan a la venta, como alquiler o como préstamo, y (d) cada copia realizada muestre en forma clara la nota al pie con el aviso de derechos de autor.

boxes, sidebars, glossary

Reading strategy

Arts Standards

Lesson Plans Xx /

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Writing

Have the students read chapter 3 independently. Say: Al leer sigan el mismo proceso que seguimos con los capítulos 1 y 2. Lean solos el capítulo y registren sus ideas en la parte 2 de su Organizador gráfico. Compartan y comenten luego las tablas que dibujaron con su compañero.

Parte 1: Observa cada tabla. Piensa en la información y lo que significa. Escribe tres afirmaciones sobre la información.

Desarrollado por Eleanor Curtain Publishing Texto: Kerrie Shanahan y Jenny Feely Consultora: Lourdes Huici y Gloria Sanchez Diseñado por Derek Schneider Impreso en China por Colorcraft Ltd, Hong Kong Distribuido en los EE. UU. por Okapi Educational Publishing Inc. Teléfono: 866-652-7436 Fax: 800-481-5499 Correo electrónico: info@myokapi.com

okapi www.myokapi.com www.exploramundos-reading.com educational publishing

• Interpreting tables

text Reading: Informational law, and under it is is protected by copyright it is in whichhow and explain Pty Ltd. This work of aintext © 2010 EC Licensing applicable the jurisdictions main idea theconventions, device is a registered Determine Literacy” and Starthe text. international copyright “Flying Start tosummarize published. The trademark Ltd in the US. by key details; supported of EC Licensing Pty copy parts of this copyright law to rights under applicable sections of this work displaying the In addition to certain of those copies may make copies (a) the number of work, the purchaser Ltd”, provided that: for its EC Licensing Pty required by the purchaser footnote: “© 2010 and the number reasonably of photocopying made does not exceed only made by means those copies are (b) those copies are by any means; (c) teaching purposes; or stored or transmitted every copy made clearly are not further copied offered for sale, hire or loan; and (d) or not sold, hired, lent copyright notice. shows the footnote All other rights reserved.

Independent and partner work

•

Developed by Eleanor Curtain Publishing

okapi

Reading with teacher support

Aprendizaje

• Interpreting tables

Links to Language

en que algunos animales las maneras explica A veces la información fáctica o verídica separa presenta en una talentosos Animales Say: específicas y habilidades Model drawing up a basic table (e.g. student name/ sus herramientas utilizan tabla. alimento. Los animales encontrar food).yAsk: ¿Cuáles son las ventajas de presentar comunicarse que la moverse,favorite características individuales tienen información de esta manera? Discuss that it is a quick, clear en este libro descritos hábitats. en diferentes vivir wayato access facts. los ayudan Say: En eltext librotypes: Animales talentosos hay varias tablas. Cuando lo Informational ation lean, quiero que interpreten la información que hay en las tablas. Report/Explan

Level Q (40)

In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2019–2020 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

Reading strategy

Flying Start to Literacy

Introducing the reading strategy focus

Download the template at www.worldwise-reading.com/teacherresources

Alternatively, the students could choose to write a report that focuses on a type of skill (e.g. hiding from prey, hunting, building homes).

Have the students write a report, using the prompt: Escojan un animal que tenga un talento, habilidad o conducta especiales que le ayuden a sobrevivir. Provide the students with a template detailing how to plan and write a report. Remind them to include an introduction about the animal followed by paragraphs about different aspects of how it survives.

Activity card ExploraMundos

undos ExploraM a través del contenido

Say: You will need to research to find out how the animal uses its talents to find food, stay safe, and move. Encourage the students to talk about their ideas with a partner, then write their report.

Writing

Have students talk about the whole book. Use a range of questions to promote discussion and higher-level thinking. Where appropriate, have the students lead the discussion.

Ask: ¿Qué palabras o frases esperarían ver en un libro sobre animales y sus talentos, habilidades y características? Have students work with a partner to record a list of words. Say: Cuando terminen, compartan su lista con el grupo.

Table on page 13

Final reading session Bringing it all together

Choose to ask students to either read independently or, if they need more support, to meet with you in a small group.

Exploring vocabulary

Xxxxxxxxx

Speaking and listening

Second reading session Building understanding

Introducing the book Give each student a copy of the book Animales talentosos. Have the students browse through the book. Say: Mientras hojean el libro, piensen en un animal salvaje que tenga una habilidad o talento, por ejemplo una jirafa o un halcón. ¿Qué ideas pueden relacionar? Have the students discuss their thinking with the group.

ExploraMundos

Invite students to ask their own questions.

Going beyond the book

First reading session Getting started

a topic lanatory texts to examine Write informative/exp clearly. convey ideas and information

and

Links to Language

Speaking and Listening having read or studied prepared, Curtain Publishing Developed by Eleanor and Come to discussions Lyn Reggett on that preparation Shanahan anddraw Text: Kerrie explicitly Hill and Jenny Feely required material; explore ideas Consultants: Susan about the topic to Derek Schneider known Designed by in Hong Kong other information Printed and bound USA by Distributed in the Publishing Inc. under discussion. Okapi Educational Language

Flying Start to Literacy

copyright law to rights under applicable sections of this work displaying the In addition to certain of those copies may make copies (a) the number of work, the purchaser Ltd”, provided that: for its EC Licensing Pty required by the purchaser footnote: “© 2010 and the number reasonably of photocopying made does not exceed only made by means those copies are (b) those copies are by any means; (c) teaching purposes; or stored or transmitted every copy made clearly are not further copied offered for sale, hire or loan; and (d) or not sold, hired, lent copyright notice. shows the footnote All other rights reserved.

Pty Ltd.

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Writing

a topic lanatory texts to examine Write informative/exp clearly. convey ideas and information

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Lesson Plans Xx /

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Biliteracy para todosTM

Biliteracy Teaching for language connections

Teaching for language connections

Biliteracy para todos™, your essential resource for dual-language learning, is a uniquely designed, standards-based program carefully crafted for Spanish-English instruction targeting language, content, and translanguaging practices. Biliteracy

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Biliteracy para todos™ provides resources for teachers to engage bilingual learners in two related activities: • Contrasting and analyzing the two languages of instruction

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• Using their complete linguistic repertoire during whole class and small group literacy instruction.

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Thoughtfully selected text pairs in English and Spanish provide the primary acy para todos means for students to explore how the two languages are alike and different.

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Written by Sandra Mercuri and Vivian Pratts

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Written by Sandra Mercuri and Vivian Pratts

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Available in three complete stages (Early, Developing, and Advanced), each stage of Biliteracy para todos™ consists of two separate resources. These are available as standalone products or as one comprehensive package by stage: • Cross Linguistic Connections (CLC) for whole or small group instruction encompasses phonology, morphology,

grammar, and syntax. • Preview-View-Review (PVR) for small group reading instruction. THE TWO PILLARS OF BILITERACY PARA TODOS™ TRANSLANGUAGING

BILITERACY

Biliteracy para todos™ builds on students’ ability to translenguar to actively develop biliteracy. Translanguaging is not only about moving from one language to another, it is also about how bilingual students use language. Students use their complete language system, which is composed of features of both languages, to make sense of their world.

In Biliteracy para todos™, biliteracy is seen from the perspectives of both the biliteracy teacher and the biliterate student.

Biliteracy para todos™ lessons are designed for teachers working with emergent and experienced bilinguals in different educational contexts. The lessons provide intentional translanguaging opportunities, allowing bilingual learners to flexibly use their full linguistic repertoire as they become bilingual and biliterate.

CLC and PVR lessons create opportunities for teachers to implement their biliteracy teaching in an intentionally designed way. Students are encouraged to become biliterate as they move through the three stages of the program’s biliteracy progression. Through this process, the students use their full linguistic repertoire to gain understanding of how English and Spanish are similar and different.

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Biliteracy para todos

acy

Biliteracy para todosTM

™

Biliteracy para todos

Teaching for language connections

Preview-View-Review (PVR) Biliteracy

onnections

para todos

Teaching for language connections

The Structure of PVR Lessons PVR during small group reading supports students through texts in two languages.

eracy para todos Developing Biliteracy

Key concepts: • Rescue workers are trained to rescue people from

Vista Previa-View-Repaso

dangerous situations.

or language connections Target Language English

• Rescue workers have specialized skills. • It can be dangerous for untrained people to attempt rescues.

Set 1: Level J (18)

Vista previa

View

Activar el conocimiento previo

Before reading

teracy para todos

Provea una copia del libro Al rescate a cada par de estudiantes y pida que los estudiantes hablen con su pareja sobre el título del libro y los títulos en la página de contenido. Lea la introducción en voz alta a los estudiantes y pare ocasionalmente para apoyar la comprensión. Pída a los estudiantes que hablen con su compañero de la idea principal del texto leído. Pregunte: ¿Qué hacen los trabajadores de rescate? ¿Para que están entrenados los trabajadores de rescate?

ng for language connections Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed

Biliteracy para todos Teaching for language connections

Pida que los estudiantes le hechen un vistazo a los capítulos 1–4, y hablen con su pareja acerca del título en relación a las fotografias en cada capítulo.

Lenguaje académico: Vocabulario Use el cartel didáctico de vocabulario para introducir las palabras una a la vez: rescatar, atrapados, entrenados, incendio, llamas, humo, tanque de aire, inundacion, helicóptero de rescate, trabajadores de rescate. Este cartel será vuelto a usar durante la lectura guiada en inglés. Añada un visual a cada palabra. Vista Previa–View–Repaso Biliteracidad en desarrollo

Biliteracy para todos

Teaching for language connections

Biliteracy

para todos

English

Biliteracy para todos

Español

English

Teaching for language connections

Biliteracy para todos Teaching for language connections

rescatar

humo

atrapados

tanque de aire

Biliteracy para todos Teaching for language connections

entrenados

Ask: What do superheroes do? What special powers can they have? Would a superhero be good at rescuing someone who was in danger or would a rescue worker be better? Have students share their thinking with the group.

Ask students to talk about the book. Promote discussion by choosing questions that are appropriate for your students. Ask them to support their answers by referring to the illustrations and the text. Encourage them to respond using the discussion prompts below.

Talking about the book

Introduce the vocabulary from the book. Write the words superhero, rescue worker, and firefighter. Ask: How are these people similar? In what ways are they different? Discussion prompts: ______ is similar to ______ because ______. The difference between ______ and ______ is ______.

Introduce the book

Provide each student with a copy of the book Super Sam. Say: This is a story about Super Sam. Discuss the front cover, read the contents page, and provide time for students to browse through the book. Ask: Where is the story set? Who is the main character? What do you think he will be like? What do you think might happen in this story? Discussion prompts: The story is set ______ and I know this because ______. I think ______ will be ______.

Set 1: Nivel J (18)

Biliteracy

Teaching for language connections

Español

After reading

Lenguaje de enfoque: Inglés

Cártel didáctico de vocabulario

para todos

Teaching for language connections

Ask: What is happening in the illustration? Does the picture back up what the words are saying? Does it give you extra information?

Academic language: Vocabulary

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Ask each student to read the text independently. Monitor the students as they read and provide linguistic and comprehension support where appropriate. Reading support in the second language can include echo, choral, or partner read. If necessary, ask the students to stop reading and remind them to use the reading strategies you are focused on (Linking illustrations and text).

Continue to activate students’ prior knowledge. Have students talk to a partner about superheroes and their powers.

Discussion prompts: I think that ______. In my opinion, I believe that ______ because ______.

Guías de discusión: Los trabajadores de rescate ______. Los trabajadores de rescate ______ y también están ______ para ______.

During reading

Ask: What happened when Super Sam tried to rescue a man in the sea? (Literal) Discussion prompt: The information from the book tells me that ______. Ask: Why weren’t the fire, sea, and mountain rescue workers happy with Super Sam? (Inferential) Discussion prompts: The ______, ______, and ______ rescue workers were ______ with Super Sam because ______. Ask: What else might Super Sam be good at doing? (Synthesizing) Discussion prompt: Super Sam could also be good at ______, because ______. Ask: Could the character of Super Sam have been a girl? Would this have changed the story? Why or why not? (Critical) Discussion prompt: I think that ______, because ______.

Reviewing reading strategies

Encourage students to identify what they did to help themselves as readers. Say: I liked the way you used the illustrations to get more information about the story. You also used the pictures to help you work out some of the words. Well done. That’s a good reading strategy.

Language connections

English as the Target Language

Use the vocabulary anchor chart to connect across the two languages. Write the corresponding English word beside the Spanish word. Vista Previa–View–Repaso Biliteracidad en desarrollo

Biliteracy para todos

Teaching for language connections

Biliteracy para todos

Teaching for language connections

Lenguaje de enfoque: Inglés

Cártel didáctico de vocabulario para todos

Biliteracy para todos

• Vista Previa: the teacher and students use Spanish to build background knowledge and vocabulary.

Set 1: Nivel J (18)

Biliteracy

Teaching for language connections

Español

English

Español

English

Teaching for language connections

Biliteracy para todos Teaching for language connections

rescatar

to rescue

humo

smoke

atrapados

trapped

tanque de aire

air tank

entrenados

trained

inundación

flooding

Biliteracy para todos Teaching for language connections

fire

incendio

llamas

Biliteracy para todos Biliteracidad en desarrollo

helicóptero

rescue

de rescate

heat of

trabajadores

the flames

de rescate

helicopter

rescue workers

Vista Previa-View-Repaso Set 1: Nivel J (18) Lenguaje de enfoque: Inglés Al rescate / Super Sam

Discussion prompt: In Spanish you say ______, but in English you say ______. Discuss cognates.

Academic language: Writing Model writing another story about Super Sam. Include some of the words from the vocabulary anchor chart. For example: Super Sam trains to become a firefighter. One day he gets a job at a fire station. On his first job with the fire crew, he helps put out a house fire. At the fire, Super Sam notices a kitten trapped on a tree and he uses his flying super power to rescue him.

Oracy: Sharing and presenting

Ask students to take turns reading the modeled writing to each other.

• Repaso: the teacher and students clarify and extend understanding in Spanish.

Repaso Pregunte: ¿Qué saben acerca de los trabajadores de rescate? ¿Qué es lo que admiran de los trabajadores de rescate? Guías de discusión: Aprendí que los trabajadores de rescate ______. Admiro que los rescatistas ______.

inundación

Spanish as the Target Language

helicóptero

incendio

de rescate

trabajadores

llamas

de rescate

Biliteracy para todos Biliteracidad en desarrollo

Vista Previa-View-Repaso Set 1: Nivel J (18) Lenguaje de enfoque: Inglés Al rescate / Super Sam

Download the anchor chart at www.biliteracy-para-todos.com

Vista previa / Preview

Developing Biliteracy

rescatar a las personas de situaciones peligrosas.

Target Language Spanish

• Los trabajadores de rescate tienen habilidades especializadas.

Set 1: Level J (18)

• Para las personas que no están entrenadas, puede resultar peligroso intentar hacer rescates.

Preview

Vista

Activate prior knowledge

Antes de la lectura

Provide a copy of To the Rescue to each pair of students. Ask students to talk to their partner about the title of the book and the titles of the chapters on the contents page. Read the introduction aloud to students, stopping occasionally to support comprehension.

Continúe activando el conocimiento previo de los estudiantes. Haga que los estudiantes hablen con su pareja sobre los superhéroes y sus poderes.

Ask students to talk to their partner about the main idea of the text read. Ask: What do rescue workers do? What are rescue workers trained to do? Discussion prompts: Rescue workers ______. Rescue workers ______ to rescue people and to ______. Ask students to look at chapters 1–4 and talk with their partner about the title in relation to the photographs in each chapter.

Academic language: Vocabulary Use this vocabulary anchor chart to introduce the vocabulary one at a time: to rescue, trapped, trained, fire, heat of the flames, smoke, air tank, flooding, rescue helicopter, rescue workers. This chart will be used again during the guided reading in Spanish. Add a visual to each word.

Developing Biliteracy Biliteracy para todos

para todos

Target Language Spanish

Vocabulary Anchor Chart

Set 1: Level J (18)

Biliteracy para todos

Teaching for language connections

English Biliteracy para todos

Español

English

Español

Teaching for language connections

Biliteracy para todos Teaching for language connections

to rescue

smoke

trapped

air tank

trained

flooding

Biliteracy para todos Teaching for language connections

fire

heat of the flames Biliteracy para todos Developing Biliteracy Stage

Pregunte: ¿Qué hacen los superhéroes? ¿Qué poderes especiales pueden tener? ¿Sería bueno un superhéroe para rescatar a alguien que está peligro o sería mejor un rescatista? Discuta las opiniones de los estudiantes. Guías de discusión: Creo que ______. En mi opinión, creo que ______ porque ______.

Lenguaje académico: Vocabulario Presente el vocabulario del libro. Escriba las palabras superhéroe, rescatista y bombero. Pregunte: ¿En qué se parecen estas personas? ¿De qué maneras son diferentes? Guías de discusión: ______ es parecido a ______ porque ______. La diferencia entre ______ y es ______.

Presente el libro

Provea a cada estudiante una copia del libro. Diga: Esta es una historia sobre Supersam. Discuta la portada, lea la página de contenido y dé tiempo para que los estudiantes hojeen el libro. Pregunte: ¿Dónde está ambientada la historia? ¿Quién crees que es el personaje principal? ¿Cómo crees que es su personalidad? ¿Qué crees que podría pasar en esta historia?

Preview–Vista–Review Teaching for language connections

Biliteracy

View / Vista

Conceptos clave: • Los trabajadores de rescate están entrenados para

Preview-Vista-Review

Teaching for language connections

• View: in English, the teacher works with the students to support reading comprehension and language.

Guías de discusión: La ______ está ______ en ______ y lo sé porque ______. Pienso que el ______ es ______. Pienso que la ______ se va a tratar de ______.

Durante la lectura Pida a cada estudiante que lea el texto independientemente. Observe a los estudiantes mientras leen y brinde apoyo lingüístico y de comprensión cuando sea apropiado. Apoyo de lectura en el segundo idioma puede incluir leer en eco, en coro o en parejas. Si es necesario, pida a los alumnos que dejen de leer y recuérdeles que usen las estrategias de lectura en las que se concentra. Pregunte: ¿Qué está pasando en la ilustración? ¿Esta imagen respalda lo que dicen las palabras? ¿Te da información adicional?

Después de la lectura Hablar acerca del libro

Pídales a los estudiantes que hablen sobre el libro. Promueva la discusión con preguntas apropiadas para sus estudiantes. Pída que utilicen como apoyo las ilustraciones y el texto del libro. Anímelos a responder utilizando las guías de discusión de abajo. Pregunte: ¿Qué sucedió cuando Supersam intentó rescatar a un hombre en el mar? (Literal) Guía de discusión: La información del texto me deja saber que ______. Pregunte: ¿Por qué no estaban contentos con Supersam los bomberos y los trabajadores de rescate en el mar y en la montaña? (Inferencia) Guía de discusión: Los ______ y los ______ de rescate en el ______ y en las ______ no estaban contentos con Supersam porque ______. Pregunte: ¿Para qué otra cosa podría ser bueno Supersam? (Sintetizar) Guía de discusión: Supersam, también pudiese ser bueno para ______, porque ______. Pregunte: ¿Podría Supersam haber sido niña? ¿Podría esto haber cambiado la historia? ¿Por qué? ¿Por qué no? (Crítico) Guías de discusión: Yo pienso que ______, porque ______.

Estrategias de lectura

Anime a los estudiantes a identificar lo que hicieron para ayudarse a sí mismos como lectores.

• Preview: the teacher and students use English to build background knowledge and vocabulary. • Vista: in Spanish, the teacher works with the students to support reading comprehension and language.

Repaso / Review

• Review: the teacher and students clarify and extend understanding in English.

Conexiones de lenguaje

Use el cartel didáctico de vocabulario para conectar los dos lenguajes. Escriba la palabra en español correspondiente junto a la palabra en inglés. Preview–Vista–Review Developing Biliteracy Biliteracy para todos

Teaching for language connections

Biliteracy para todos

Teaching for language connections

Target Language Spanish

Vocabulary Anchor Chart

Set 1: Level J (18)

Biliteracy para todos

Teaching for language connections

English Biliteracy para todos

Español

English

Español

to rescue

rescatar

smoke

humo

trapped

atrapados

air tank

trained

entrenados

flooding

fire

incendio

Teaching for language connections

Biliteracy para todos Teaching for language connections

heat of the flames Biliteracy para todos Developing Biliteracy Stage

llamas

tanque de aire

helicóptero de

helicopter

rescate

trabajadores

rescue

de rescate’

workers

Preview-Vista-Review Set 1: Level J (18) Target language Spanish To the Rescue / Supersam

Dynamic and Interdependent Nature of PVR

inundaciones

rescue

Guía de discusión: En inglés se dice ______, pero en español se dice ______. Discuta los cognados.

Lenguaje académico: Escritura Con los estudiantes escriba una historia acerca de Supersam. Asegúrese de incluir algunas de las palabras de vocabulario estudiadas. Por ejemplo:

Supersam entrena para convertirse en bombero. Un día consigue un trabajo en una estación de bomberos y ayuda apagar un incendio doméstico. En el incendio Supersam se da cuenta de un gatito atrapado en un árbol y usa su super poder para rescatarlo.

Oralidad: Comparten y presentan

Reúna todas sus historias escritas en un libro y Lealo al grupo.

Review Ask: What do you know about rescue workers? What do you admire about rescue workers? Discussion prompts: I learned that rescue workers ______. I admire that rescue workers ______.

Diga: Me gustó la forma en que usaron las ilustraciones para obtener más información sobre la historia. También usaste las imágenes para ayudarte a resolver algunas de las palabras. Bien hecho. Esa es una buena estrategia de lectura.

rescue helicopter

rescue workers Preview-Vista-Review Set 1: Level J (18) Target language Spanish To the Rescue / Supersam

Download the anchor chart at www.biliteracy-para-todos.com

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Biliteracy para todos

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para todos

Biliteracy para todosTM

Teaching for language connections

Biliteracy Teaching for language connections

Cross Linguistic Connections (CLC) Biliteracy

nections

para todos

Teaching for language connections

Introduction / Introducción

Student Investigation / Investigación del estudiante

acy para todos Developing Biliteracy: Set 1

Biliteracidad en desarrollo: Set 1

State Standards

Cross Linguistic Connections: Phonology

The Structure of CLC Lessons

Conexiones interlingüísticas: Fonología

RF.2.3.A Distinguish long and short vowels when reading regularly spelled one-syllable words.

RF.2.3.A Distinguish short and long vowel sounds when reading regularly spelled one-syllable words.

Introduction

Student Investigation

Read Amazing Snakes to your students.

Have students read the following sentences from page 17 of the English and Spanish books:

Introducción

Investigación del estudiante

Lea Serpientes asombrosas a sus estudiantes.

Haga que los estudiantes lean las siguientes oraciones en la página 17 del libro en español y en inglés.

Say: We are going distinguish between long and short vowel sounds in English and Spanish. In English, one-syllable words can have long and short vowel sounds. In Spanish, the vowels only have one sound.

eracy para todos Mini-Lesson

In bilingual pairs, have the students look at and say the

following words from the Spanish and English books or language connections Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed

and write them on a chart. can (p.6) las (p.4)

snakes (p.4) han (p.11)

Say: In English, the vowel a in the word can has a short sound and does not say its name, but the a in the word snakes makes a long sound and says its name. In Spanish, the vowel a in the words las and han say their name.

iliteracy para todos Write examples of single-syllable words in English and

languag

aching for language connections Spanish on a chart. For example:

A gaboon viper has fangs that are so long they can fold back into its mouth. La víbora del gabon tiene colmillos tan largos que se pueden plegar hacia atrás dentro de su boca. Say: With your partner, sort words from the sentences into three groups: English short vowel, English long vowel, and Spanish vowel sound. Partner talk: In English, the letters a, e, and o have a (short) vowel (sound) in the words (fangs), (its), and (long). In English, the letters a and o have a (long) vowel (sound) in the words (a) and (so). In Spanish, the letters a, e, i, o, u have (one) sound. Say: Let’s summarize what we have learned.

Cross Linguistic Connections Biliteracy para todos

Teaching for language connections

Biliteracy para todos

Teaching for language connections

Biliteracy para todos

Teaching for language connections

Biliteracy para todos Teaching for language connections

Lorem ipsum

Biliteracy para todos

PHONOLOGY ANCHOR CHART Vowel sounds in one-syllable words

Teaching for language connections

Uses in English

Examples

Uses in Spanish

Diga: Vamos a distinguir entre los sonidos de vocales en español y en inglés. En inglés, el sonido de las vocales en palabras de una sílaba puede ser largo y corto. En español, las vocales solo tienen un sonido.

Mini-lección En parejas bilingües, haga que los estudiantes miren y digan las siguentes palabras de los libros en español e inglés y escríbalas en una tabla. las (p.4) can (p.6)

han (p.11) snakes (p.4)

Diga: En español la vocal /a/ en las palabras las y han dice su nombre. En inglés la vocal /a/ en la palabra can tiene un sonido corto y no dice su nombre, pero la /a/ en la palabra snakes tiene un sonido largo y dice su nombre.

hunt (p.10) use (p.8) sus (p.15)

for (p.12) close (p.12) son (4)

Say: Identify the long and short sounds in one-syllable words in English and compare to Spanish. Ask: What do you notice about the vowel sounds in these words? Partner talk: I notice that in English (king) has a (short) vowel sound, but the word (find) has a (long) vowel sound. In Spanish, the letter (i) has only (one) sound and (says its name).

The vowel in one-syllable words can have a long or short sound. Long vowels say their name, but short vowels do not.

king find ni hunt use sus

The vowel in one-syllable words only has one sound and says its name.

Download a blank anchor chart at www.biliteracy-para-todos.com

Review Cross Linguistic Connections: Grammar

Say: Let’s think and write about what we have learned. Read the information in the anchor chart with the students. Have students reflect in their journals using the sentence stems: In English, the vowels a, e, i, o, u have a _____ and a _____ sound. But in Spanish, the vowels a, e, i, o, u have only _____ sound. For example, ______.

• introduces the lesson and the mini lesson

Diga: Con su compañero, clasifique las palabras de las oraciones en tres grupos: vocal corta en inglés, vocal larga en inglés y sonido de vocal en español.

• guides and works with the students during the student investigation and the creation of the anchor chart to summarize how the languages are similar or different

Discusión de parejas: En español, las vocales a, e, i, o, u tienen (un) sonido. En inglés, las vocales a, e, o tienen un sonido (corto) en las palabras (fang), (its) y (long). En inglés, las vocales a, o tienen un sonido (largo) en las palabras (a) y (so). Diga: Vamos a resumir lo que hemos aprendido.

Conexiones interlingüísticas Biliteracy para todos

Teaching for language connections

Biliteracy

En la tabla, escriba otros ejemplos de palabras de una sílaba en español y en inglés.

The teacher:

La víbora del gabon tiene colmillos tan largos que se pueden plegar hacia atrás dentro de su boca. A gaboon viper has fangs that are so long they can fold back into its mouth.

para todos

Teaching for language connections

Biliteracy para todos

Teaching for language connections

Biliteracy para todos Teaching for language connections

Biliteracy para todos

king (p.6) find (p.11) ni (p.18)

During the designated CLC lesson, the students work in bilingual pairs.

LF.2.3.A Distinguir los sonidos de las vocales y de los diptongos al leer palabras de una sílaba de ortografía regular.

language connections

LF.2.3.A Distinguir los sonidos de las vocales las palabras de una sílaba.

Cartel didáctico de FONOLOGÍA Sonidos de vocales en palabras de una silaba

Teaching for language connections

ni (p.18) king (p.6) find (p.11)

sus (p.15) hunt (p.10) use (p.8)

son (p.4) for (p.12) close (p.12)

Diga: Identifiquen los sonidos largos y cortos de las palabras en inglés y compárenlas con los sonidos en español. Pregunte: ¿Qué notan acerca de los sonidos de las vocales en estas palabras? Discusión de parejas: Noto que en español, la vocal (i) tiene sólo (un) sonido y (dice su nombre). Sin embargo en inglés, la vocal (i) tiene un sonido (corto) en (king), y un sonido (largo) en (find).

Usos en español

Ejemplos

Las vocales en palabras de una sílaba tiene un sólo sonido y dice su nombre.

su us/hu unt/u use

nii /kiing/fiind

Usos en inglés

Las vocales en palabras de una sílaba puede tener sonido largo o corto. Lo sonidos largos dicen su nombre, pero los cortos no.

• encourages the students to reflect and write independently in their journals during the review.

Descargue un cartel didáctico en blanco en www.biliteracy-para-todos.com.

Repaso Conexiones interlingüísticas: Fonología

Diga: Vamos a pensar y a escribir sobre lo que hemos aprendido. Lea el cartel didáctico con los estudiantes. Haga que los estudiantes reflexionen en sus cuadernos usando los siguientes marcos de oración: En español, las vocales a, e, i, o, u tienen sólo (_____) sonido, pero en inglés las vocales a, e, i, o, u tienen un sonido _____ y _____. Por ejemplo, _____.

ENGLISH

SPANISH

Review / Repaso

Mini-Lesson / Mini-lección

Interdependent CLC Process Dynamic and Interdependent Nature of CLC

The teacher: • provides initial language and literacy instruction in Spanish or English during the language arts block. • facilitates access to biliteracy by connecting language and literacy skills previously learned in Spanish or English during the language arts block. • engages students in discussions and explores similarities and differences between the two languages of instruction. • creates opportunities for students to demonstrate metalinguistic awareness by applying language and literacy skills discussed during CLC lessons in the other language across all content areas.

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Biliteracy para todos

acy

Biliteracy para todosTM

™

Biliteracy para todos

Teaching for language connections

Integral Instruction Delivered Through Downloadable Online Resources! Biliteracy

onnections

para todos

Visit biliteracy-para-todos.com for downloadable tools to support your instruction in both English and Spanish. Anchor Charts focus learning on grammar and vocabulary. Easy-to-use Records of Biliteracy Behavior will help you track progress. Sentence Stems support academic conversations about language.

Teaching for language connections

CLC ANCHOR CHARTS eracy para todos

ections

or language connections

Cross Linguistic Conn Biliteracy para todos

Teaching for language

Biliteracy

para todos connections

Teaching

Teaching for language

para todos

teracy para todos

Target Language Spanis

Biliteracy para todos

English Biliteracy

CHA GRAMMAR ANCHOR

connections

Vocabulary Anchor Chart

connections

Teaching for language

for language connections

connections

Set 1: Level J (18)

Español

para todos

Teaching for language

connections

English

Español

Biliteracy para todos

Teaching for language

Biliteracy para todos

connections

to rescue

Biliteracy para todos

Examples

connections

Uses in English

Teaching for language

Uses in Spanish

connections

Biliteracy para todos Teaching for language

Biliteracy

para todos

Teaching for language

para todos

Biliteracy para todos Teaching for language

Preview–Vista–Revie w

Developing Biliteracy

Teaching for language

Biliteracy

connections

Biliteracy

Teaching for language

ng for language connections

PVR ANCHOR CHARTS

connections

smoke

Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed

trapped air tank

trained

CLC SENTENCE STEMS

Biliteracy para todos Teaching for language connections Lorem ipsum

para todos

connections

1: Phonology

Biliteracy

connections

para todos

Teaching for language

connections

Biliteracy para todos

Teaching for language

Grammar

connections

Biliteracy para todos

connections

CLC Developing Biliteracy

Set 1: Phonology Mini-Lesso

n Partner talk

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In English, the letters a, e, and o have a _____ vowe l _____ in the words _____, ____ _, and _____. In English, the letters a and o have a _____ vowe l _____ in the words ____ _ and _____. In Spanish, the letter s a, e, i, o, u have _____ sound. CLC Developing Biliteracy Set

1: Phonology Student Investigatio

n Partner talk

2021 EC Licensing Pty Ltd.

In English, the vowels a, e, i, o, u have a _____ and a _____ sound. But in Spanish, the vowels a, e, i, o, u have only _____ sound. For example, ____ __.

CLC RECORDS OF READING BEHAVIOR CLC Developing Biliteracy

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Sam era un superhéroe. 4

Tenía un superpoder: podía volar. Sin embargo, Sam tenía un problema: no tenía trabajo. Los superhéroes tenían que tener un trabajo en el que pudieran usar

sus superpoderes. Si no, perdían sus superpoderes. Sam tenía que encontrar un trabajo pronto, así que voló a buscar uno. Sam vio una casa en llamas. Había llamas y mucho humo.

Los bomberos corrían hacia la casa para rescatar a las personas que habían quedado atrapadas. —¡Esto parece un trabajo para Supersam! —pensó Sam.

Y voló hacia la casa. Había tanto humo que no podía ver ni respirar. Un bombero corrió hacia donde

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estaba Sam y lo llevó fuera de la casa. Total

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SC MSV

Biliteracy para todos

™

para todos

Biliteracy para todosTM

Biliteracy Teaching for language connections

Teaching for language connections

How to Access Your Essential Program Support on Okapi Digital Literacy™ Biliteracy

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para todos

Teaching for language connections

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language connections

Scan here to connect via QRC

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STEP 1

Access the Okapi Digital Literacy™ Preview Site by going to: https://preview.okapi-digital-literacy.com/login

STEP 2

Click on the Resources tab to Okapi’s Online Resource Archive.

STEP 3

Click on the Biliteracy para todos™ tab for instructional templates in both Spanish and English.

STEP 4

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Get full access to a wealth of online teacher support material available for downloading!

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Meet the Biliteracy para todos™ Program Authors!

Mercuri & Pratts are experienced educational consultants and have been a guiding force in improving student achievement, channeling the latest research into effective practices for emerging bilinguals through teaching for interdisciplinary biliteracy, dual language and language transfer. Offering an array of Professional Development modules, Mercuri & Pratts work closely with schools and families while also presenting at educational conferences such as La Cosecha and CABE. Mercuri & Pratts’ continuing or language connections work supports students in reaching academic and linguistic goals.

eracy para todos

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Dr. Sandra Mercuri is a nationally and internationally recognized consultant in the areas of second language acquisition, dual-language education, and curriculum integration for biliteracy development. Dr. Mercuri has over 30 years of experience teaching in K–12 schools and as a college professor in Argentina and the United States. She provides professional development for teachers, administrators, and parents on second language acquisition and bilingualism, dual-language education, translanguaging pedagogy, and ESL strategies. Her latest published work on biliteracy is La enseñanza en el aula bilingüe: Content, language and biliteracy (Caslon, 2020).

Dr. Vivian Pratts is an experienced bilingual teacher, elementary principal, and bilingual/ESL PK–12 director. She has over 30 years of educational experience and is currently an educational consultant. Dr. Pratts provides professional development for parents, teachers, and administrators as well as coaching principals in the areas of leadership and second language acquisition. Her current research interests include translanguaging with emergent and experienced bilinguals, and how teachers can extend and support the linguistic repertoire of students. With Dr. Sandra Mercuri, she co-authored the article Designing and Implementing Effective Professional Development and Coaching for Dual Language Programs at DualLanguageSchools.org.

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Biliteracy para todos

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Program Videos: Unlocking a World of Learning and Connection

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Biliteracy para todos™ authors Dr. Sandra Mercuri and Dr. Vivian Pratts provide an assortment of videos that offer instructional strategies with teachers and innovative approaches to:

Teaching for language connections

• Embrace students’ language practices and culture • Connect the two languages of instruction

• Empower teachers and students through biliteracy practices acy para todos language connections

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Mercuri & Pratts Webinar Presentation of Biliteracy para todos

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Mercuri & Pratts on What We Mean by Teaching to the Potential

Mercuri & Pratts on What We Mean by Cross Linguistic Connections

See how Biliteracy para todos™ impacted achievement in just one summer school program!

Achievement Gains with Biliteracy para todos™

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Program Organization Biliteracy Carefully crafted for dual-language development, Biliteracy para todos™ uses engaging paired texts that share the same broad concepts and ideas to ensure students meet reading, writing, listening, and speaking objectives, while connecting both Spanish and English.

onnections

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Crosstodos Linguistic Connections eracy para Complete Boxed Sets

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LEVELS A-J (EARLY) and LEVELS I-P (DEVELOPING)

‘Grab-and-Go’ Sets, each containing: teracy para10todos

• 48 Books (12 copies each of 4 student titles in English and Spanish) • 1 Teacher Resource Guide

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The complete CLC Resources for Early and Developing provide 480 student books each, with full instructional support. LEVELS N-T (ADVANCED) 8 ‘Grab-and-Go’ Sets, each containing: • 48 Books (12 copies each of 4 student titles in English and Spanish) • 1 Teacher Resource Guide The complete CLC Resource for Advanced provides 384 student books with full instructional support.

CLC Developing Set 10 / Level P

Preview-View-Review Complete Boxed Sets LEVELS A-J (EARLY) and LEVELS I-P (DEVELOPING) 18 ‘Grab-and-Go’ Sets, each containing: • 24 Books (6 copies each of 4 student titles in English and Spanish) • 1 Teacher Resource Guide The complete PVR Resources for Early and Developing provide 432 student books each, with full instructional support. LEVELS N-V (ADVANCED) 10 ‘Grab-and-Go’ Sets, each containing: • 24 Books (6 copies each of 4 student titles in English and Spanish) • 1 Teacher Resource Guide PVR Developing Set 18 / Level P

The complete PVR Resource for Advanced provides 240 student books with full instructional support.

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Packages & Pricing Biliteracy para todosTM

Biliteracy para todos

BILITERACY PARA TODOS TM EARLY BILITERACY STAGE | LEVELS A–J (1–18)* Teaching for language connections

Biliteracy Cross-Linguistic-Connections | Complete Boxed Set | Levels A–J

paraStudent todosTexts with 10 Teacher 480 Resource Books! Biliteracy Teaching for language connections Each of the 10 ‘Grab and Go’ sets contains: • 48 Books (12 copies each of 4 student texts in English and Spanish) • 1 Teacher Resource Book para todos

Teaching for language connections

Biliteracy para todos

OK BPTCLC01 National List Price: $3,413 |Your Price $3,250

Preview-View-Review | Complete Boxed Set | Levels A–I 432 Student Texts with 18 Teacher Resource Books! Teaching for language connections Each of the 18 ‘Grab and Go’ sets contains: • 24 Books (6 copies each of 4 students texts in English and Spanish) Biliteracy • 1 Teacher Resourcepara Booktodos Teaching for language connections

OK BPTPVR01 National List Price: $3,565 |Your Price $3,395

Complete Resource for the Early Stage | Levels A–J

OK BPTCOM01 National List Price: $6,925 |Your Price $6,595

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BILITERACY PARA TODOS TM DEVELOPING BILITERACY STAGE | LEVELS I–P (16–38)* Cross-Linguistic-Connections | Complete Boxed Set | Levels I–P 480 Student Texts with 10 Teacher Resource Books! Each of the 10 ‘Grab and Go’ sets contains: • 48 Books (12 copies each of 4 student texts in English and Spanish) • 1 Teacher Resource Book

OK BPTCLC02 National List Price: $3,833 |Your Price $3,650

Preview-View-Review | Complete Boxed Set | Levels J–P 432 Student Texts with 18 Teacher Resource Books! Each of the 18 ‘Grab and Go’ sets contains: • 24 Books (6 copies each of 4 students texts in English and Spanish) • 1 Teacher Resource Book

OK BPTPVR02 National List Price: $3,938 |Your Price $3,750

Complete Resource for the Developing Stage | Levels I–P

OK BPTCOM02 National List Price: $7,691 |Your Price $7,325

Both Sets Together: 912 Student Texts with 28 Teacher Resource Books!

BILITERACY PARA TODOS TM ADVANCED BILITERACY STAGE | LEVELS N–V (30–50)* Cross-Linguistic-Connections | Complete Boxed Set | Levels N–T 384 Student Texts with 8 Teacher Resource Books! Each of the 8 ‘Grab and Go’ sets contains: • 48 Books (12 copies each of 4 student texts in English and Spanish) • 1 Teacher Resource Book

OK BPTCLC03 National List Price: $3,355 |Your Price $3,195

Preview-View-Review | Complete Boxed Set | Levels N–V 240 Student Texts with 10 Teacher Resource Books! Each of the 10 ‘Grab and Go’ sets contains: • 24 Books (6 copies each of 4 students texts in English and Spanish) • 1 Teacher Resource Book

OK BPTPVR03 National List Price: $2,305 |Your Price $2,195

Complete Resource for the Developing Stage | Levels N–V

OK BPTCOM03 National List Price: $5,618 |Your Price $5,350

Both Sets Together: 624 Student Texts with 18 Teacher Resource Books!

COMPLETE RESOURCE FOR EARLY, DEVELOPING, & ADVANCED STAGES | LEVELS A–V All Sets Together:

2,448 Student Texts with 74 Teacher Resource Books!

OK BPT01-03 National List Price: $19,945 |Your Price $18,995 biliteracy-para-todos.com

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Spanish-Language Products

Spanish-Language Resources for Grades K & Up Our stellar lineup of resources in Spanish have at their core a solid base in literacy research, adherence to best teaching practice, and an ease-of-implementation that will have your classrooms experiencing real and lasting achievement!

For Shared Reading ®

Also Available in English! See page 22 for details

See pages 84–86 for more on award-winning Despegando hacia la lectura ®: Un enfoque de lectura compartida

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Spanish-Language Products

For Small-Group Instruction

Despegando hacia la lectura’s paired narrative and informational texts, which are connected by a big idea, build the foundations necessary to launch students successfully on their path to college and career readiness. Experience the difference that The Power of the Pair ® can make in your students’ reading achievements! Beginning at Level N*, Okapi has built on the paired-text concept with Perspectivas (Levels N–V), an additional volume of short, point of view texts exploring the issues raised in the paired texts.

Also Available in English!

See pages 87–109 for the entire span of developmental reading stages of our award-winning Despegando hacia la lectura ®

See page 25 for details

For Content-based Literacy

Give your students a flying start to Content-based literacy with ExploraMundosTM, a high interest, informational literacy resource that encourages inquiry and questioning while extending knowledge in STEM and social studies topics linked to the standards.

Also Available in English! See page 48 for details

Turn to pages 110–123 for more about ExploraMundosTM

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Despegando hacia la lectura®

Grades PreK–1

Despegando hacia la lectura

Un enfoque de lectura compartida

Develop early literacy skills through rhyme, rhythm, repetition, and highly predictable texts! Your students will: • enjoy reading together and revisiting familiar books again and again • begin to recognize and read high-frequency words • build knowledge of key vocabulary • understand conventions of print.

Big Books Eighteen appealing Big Books—stories, rhymes and informational texts: • capture the readers’ attention and ensure group participation and engagement • are ideal to introduce early literacy skills and concepts of print • use rhyme, rhythm, and repetition in the narrative titles • introduce science and mathematics concepts in the informational texts • link to the Vocabulary Starters.

Small Books Small-book versions of the Big Books extend the shared reading experience. Using the Reading Pen for audio support, students listen and read along.

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Grades PreK–1

Despegando hacia la lectura Un enfoque de lectura compartida

Lesson Plan

Escondidos en el bosque Necesitas: crayones Dibuja tus personajes favoritos en el bosque.

Despegando hacia la lectura®

Tarjeta de actividades

Early Emergent reading stage Levels A & B Un enfoque de lectura compartida

Despegando hacia la lectura

Set: In the World

Easy-to-follow lesson plan cards are provided for each Big Book. These plans include explicit instruction to guide teachers through multiple readings of the text.

Shared Book

Student Version

THIS FILE IS NOT ARTWORK - Please use this file for position only

Lesson Plan Cards and Program Overview

Vocabulary Starter

In this rhyming puzzle book, readers will meet their favorite fairy tale characters in the fairy tale woods. They will delight in helping each character find the things they need to complete their fairy tale.

Vocabulary Oral vocabulary abajo adentro afuera arriba bosque explorar lugar planta de frijol personajes triste

High-frequency words a al allá aquí con de el en es la lo los muy no para por que qué son su todo tú y

When revisiting the book, there are suggestions for modeling and teaching specific foundational skills. These skills include:

Key concepts • There are many fairy tale characters. • We can hide in different places and positions. Links with State Standards

• phonemic awareness • oral language • print concepts

• phonics • fluency • modeled writing

© 2017 EC Licensing Pty Ltd. Este trabajo está protegido por la ley de derechos de autor de los EE. UU., y en virtud de las convenciones internacionales de derechos de autor, se aplica en las jurisdicciones en las que se publica. Además de ciertos derechos, establecidos en la ley aplicable de los derechos de propiedad intelectual, que autorizan la copia de partes de esta obra, el comprador puede hacer copias de aquellas secciones de la obra que muestren la nota al pie “© 2017 EC Licensing Pty Ltd” siempre y cuando: (a) la cantidad de copias realizadas no supere la cantidad razonablemente requerida por el comprador para sus fines de enseñanza; (b) dichas copias solo se hagan como fotocopias y no se vuelvan a copiar, almacenar o transmitir a través de ningún otro medio; (c) las copias no se vendan, se alquilen, se presten o se ofrezcan a la venta, como alquiler o como préstamo, y (d) cada copia realizada muestre en forma clara la nota al pie con el aviso de derechos de autor. Todos los demás derechos reservados. es una marca comercial de EC Licensing Pty Ltd en los EE.UU.

Desarrollado por Eleanor Curtain Publishing

okapi

educational publishing

Reading literature K.RL.2 With prompting and support, retell familiar stories, including key details. Foundational skills K.RF.2a Recognize and produce rhyming words.

Texto: Kerrie Shanahan Consultora: Susan Hill & Lyn Reggett Diseñado por Derek Schneider Impreso en China por Colorcraft Ltd, Hong Kong Distribuido en los EE. UU. por Okapi Educational Publishing Inc. Teléfono: 866-652-7436 Fax: 800-481-5499 Correo electrónico: info@myokapi.com www.myokapi.com

Writing K.W.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. Speaking and listening K.SL.1a Follow agreed-upon rules for discussions. Language K.L.1e Use the most frequently occurring prepositions.

www.flying-start-to-literacy.com

FS SPANISH ITW LP In the Fairy Tale Woods.indd 1-2

9/13/16 11:35 AM

Program Overview includes Research Base, Standards Alignment, Progress Assessment, Scaffolding Tips, and more.

Reading Pens The Reading Pens are preloaded with recordings of all 18 Un enfoque de lectura compartida titles. Touch the tip of the pen to the cover of a small-book version, then to any page, and hear that page read aloud. The pens: • are durable, safe and easy to use • enable readers to listen and follow text, reinforcing key vocabulary and foundational skills

See the Reading Pen in action!

• encourage listening and reading enjoyment • provide encouragement and motivation for students who need additional support

The link between Despegando hacia la lectura ® Shared Reading books and Vocabulary Starters will enable your students to be familiar with the content and vocabulary of the paired texts at levels A and B of the Despegando hacia la lectura ® program. When appropriate, they can move on to this next stage of the program for explicit reading instruction.

FOCUS ON EMERGING BILINGUALS

Research shows that young Spanish-speaking children who develop literacy in their home language perform better in school.

*Levels indicated by letters are Okapi’s unique measurements, comparable to the Guided Reading levels of Fountas and Pinnell. Numerical levels in parentheses align with DRA/EDL.

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Despegando hacia la lectura®

Grades PreK–1

Despegando hacia la lectura

Un enfoque de lectura compartida Packages and Pricing Topic Sets | National List Price: $551 / Your Price: $525 Per Set Topic Sets Include: • 6 Big Books • 36 Small Books

• 6 Lesson Plan Cards • 6 Vocabulary Starters • 4 Reading Pens

Mi familia y yo Topic Set OK DHSR1000

• 1 Program Guide • 1 Classroom Storage Box

En el mundo Topic Set OK DHSR2000

Seres vivos Topic Set OK DHSR3000

René el ronchoso

Compartimos la fruta

Veo figuras

La carretera

¿Cuál es la mejor mascota?

Un espantapájaros divertido

La tienda de campaña

¡Ay caramba!

En el bosque de los cuentos

El pequeño Mariano

El oso goloso

¿Qué animal vive aquí?

Mi perro Ciclón

Las cosas favoritas de la abuela

¡Qué alboroto!

LA GRAN aventura de Ramona

Leti Lechuga y su oruga

¿Qué hacen los animales en el zoológico?

Despegando® Shared Reading| Three Complete Topic Sets | OK DHSR1300 • 18 Big Books (1 each of 18 titles) • 108 matching Small Books (6 each of 18 titles) • 18 Lesson Plan Cards (1 each of 18 cards) • 18 Vocabulary Starters (1 for each title) • 12 Reading Pens • 3 Program Overview Guides

National List Price $1,628 | Your Price $1,550 Combine digital access with your print purchase! Digital access to all Spanish Shared Reading from July 2023-June 2024 (Print + Digital) Your Price $1,975 | OD DHSR1300

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Grades K–5 • Levels A–V (1–50)* Despegando hacia la lectura®

Despegando hacia la lectura

Award-Winning K–5 Literacy Resource Program Overview Despegando hacia la lectura ® is a comprehensive, Spanish-language, literacy resource that can be fully implemented as a stand-alone early literacy program. Combine it with its English language counterpart—the award-winning Flying Start to LiteracyTM—for rigorous dual-literacy instruction. Despegando hacia la lectura ® has been carefully crafted with meticulous attention paid to the unique issues relating to phonics and phonemic awareness for Spanish-language learners. It reflects the core structure of the Spanish language.

What is unique about Despegando hacia la lectura ® ?

Paired Texts

• Supports language development among all learners with emphasis on key vocabulary

Levels A–V

• Scaffolds both English and Spanish learners toward reading and language proficiencies in their primary as well as secondary language • Delivers all teacher talk and instructions by the teacher to the students in Spanish.

Hojas para fotocopiar

Tarjeta de actividades

El ciclo de vida de un cisne

Hagamos carteles 1. En una hoja grande de papel, dibuja un pantano.

Utiliza el libro Los polluelos de cisne como ayuda para completar esta actividad. Recorta cada descripción de eventos que ves a continuación y pégalas según corresponda en el diagrama.

Lesson Plan Cards ✂

2. Piensa en cómo deben comportarse las personas cuando visitan un pantano para que este se mantenga limpio.

Lesson Plans Early Fluent reading stage Level J (18)

3. Escribe, dibuja o haz símbolos en las señales que ves a continuación para informar a las personas acerca de lo que deben y de lo que no deben hacer cuando visitan un pantano.

Los cisnes llegan al pantano.

Los cisnes dejan el pantano.

Los cisnes hacen un nido.

Los cisnes ponen huevos.

Los polluelos rompen el cascarón.

Las plumas de los cisnes se vuelven blancas.

En La limpieza de nuestro pantano, se narran las experiencias de un grupo de niños mientras limpian el pantano local.

4. Recorta las señales y pégalas en tu dibujo.

✂

Running words: 469 Text type: Personal narrative

Shared Reading and Levels A–V Invierno

Los polluelos de cisne es un relato acerca de un par de cisnes que encuentran el lugar perfecto para construir un nido, poner sus huevos y ver cómo los polluelos salen del cascarón. Sin embargo, deben ser cuidadosos al proteger a sus nuevos polluelos, dado que hay un zorro al acecho en los arbustos. Running words: 583 Text type: Narrative

Content vocabulary

pico aves arbustos limpiar limpio limpias patos huevos plumas flores zorro zorros ranas hierbas hábitat salieron insectos nido/nidos pelícanos contaminada/contaminado proteger protegerse juncos raíces semillas refugiarse verano basura árboles agua plantas acuáticas nenúfares maleza pantano ala/alas invierno polluelos

Phonics

• Identifying the diphthong “ua” as in acuáticas • Identifying the hard sound of “c” – /k/ spelled “ca”, “co”, “cu” as in blanco; soft sound /s/ spelled “ce” and “ci” as in cisne

Text features

Animales de granja

Vocabulary Starter

Take-Home Books 5-7

FS B2 SPANISH Farm

• Recognizing the sequence of events in a personal narrative • Summarizing the plot

• Illustrations support and extend the text

Evaluación

© 2015 EC Licensing Pty Ltd. Este trabajo está protegido por la ley de derechos de autor de los EE. UU., y en virtud de las convenciones internacionales de derechos de autor, se aplica en las jurisdicciones en las que se publica.

¿Puede el estudiante encontrar información en el texto? ¿Puede el estudiante ordenar los eventos?

Además de ciertos derechos, establecidos en la ley aplicable de los derechos de propiedad intelectual, que autorizan la copia de partes de esta obra, el comprador puede hacer copias de aquellas secciones de la obra que muestren la nota al pie “© 2015 EC Licensing Pty Ltd” siempre y cuando: (a) la cantidad de copias realizadas no supere la cantidad razonablemente requerida por el comprador para sus fines de enseñanza; (b) dichas copias solo se hagan como fotocopias y no se vuelvan a copiar, almacenar o transmitir a través de ningún otro medio; (c) las copias no se vendan, se alquilen, se presten o se ofrezcan a la venta, como alquiler o como préstamo, y (d) cada copia realizada muestre en forma clara la nota al pie con el aviso de derechos de autor. Todos los demás derechos reservados.

es una marca comercial de EC Licensing Pty Ltd en los EE.UU.

Desarrollado por Eleanor Curtain Publishing Texto: Kerrie Shanahan y Lyn Reggett Consultora: Susan Hill y Jenny Feely Diseñado por Derek Schneider Impreso en China por Colorcraft Ltd, Hong Kong Distribuido en los EE. UU. por Okapi Educational Publishing Inc. Teléfono: 866-652-7436 Fax: 800-481-5499 Correo electrónico: info@myokapi.com www.myokapi.com

Reading literature 2.RL.5 Describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the action. Informational texts 2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Foundational skills 2.RF.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Writing 2.W.8 Recall information from experiences or gather information from provided sources to answer a question. Speaking and listening 2.SL.1b Build on others’ talk in conversations by linking their comments to the remarks of others. Language 2.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

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FS J18 SPANISH Cleaning Up Our Wetlands LP.indd 1-3

Point of View Texts Anim ales at Levelsde N–V granja

FS B2 SPANISH Farm Animals VS.indd

• Photographic summary of events; labeled sections

Reading strategies

Common Core State Standards

Verano

Perspectivas

La limpieza de nuestro pantano Los polluelos de cisne

9/10/14 12:36 PM

Developing reading Animales de granja lary Developing oral vocabulary Developing oral vocabuDeveloping Vocabulary Starter reading vocabulary Animales de granja

vocabulary

lary Developing writing vocabu

Developing writing vocabulary Writing sentences

Vocabulary Starter

Animales The Vocabulary Starter vocabulary de granja supports the hacia la used in the Despegando stage books lectura Early Emergent Key vocabulary: vaca pato cabra caballo cerdoand oveja de la granja. Animales Te miro gallo

Animales de granja

Blackline master: Animales de granja

Developing oral vocabulary

lectura Early Emergent stage books Te miro and Animales de la granja.

Key vocabulary: vaca pato cabra caballo cerdo gallo oveja Despegando hacia la lectura Vocabulary Starters support the development of: • oral language • reading • writing

caballo cerdo

oveja

pato

This card can be:

• read as a book; • opened up into a chart; • folded to reveal single images one at a time.

Despegando hacia la lectura Vocabulary Starters can be used:

es una marca com

cerdo

cabra Copy this blackline master Despegando hacia la lectura

Starter Animales de granja © 2015 EC Encourage students to sit facing a partner and tell Vocabulary each other Licensing Pty Ltd. what they know about one or more of the photographs on the Vocabulary Starter. Ask students to report to the class about one thing they learned from their partner and one thing they would like to learn more about.

Sentence starter

Students could play a game of “Fui a la granja”. To play, students take it in turns to say: Fui a una granja y vi un/una... (nombre del animal), y estaba... (breve enunciado sobre el animal). For example: Fui a una granja y vi una oveja, y estaba comiendo pasto. The next student repeats what the first student said and adds a new sentence about another animal, e.g. Luego vi una vaca, y estaba siendo ordeñada. Keep playing to see who can remember the most animals without making a mistake.

Shared Reading and Levels A–B

at 140%.

Vocabulary Starter Animales

Desarrollado por Eleanor Curtain Publishing © 2015 EC Licensing Pty Ltd. Este trabajo está Derek Schne por UU., y en virtud de las convenciones internacionales protegido por la ley de derechos de autor Diseñado de los EE. de derechos de autor, se aplica en en las que se publica. las jurisdicciones Impreso en China K por Colorcraft Ltd, Hong Quienes compren este libro pueden UU tener ciertos derechos para copiar Distribuido en los EE. partes de él derechos de autor. Los compradores la ley vigente sobre Publish deben realizar las averiguaciones necesarias según Okapi Educational usarán para determinar si tienen esos en la jurisdicción en que lo derechos y su alcance. Todos los demás Teléfono: 866-652-7436 derechos reservados. Fax: 800-481-5499 Correo electrónico: info@ es una marca comercial de EC Licensing Pty Ltd en los EE.UU. www.myokapi.com .c www.flyingstarttoliteracy EC Licensing Pty Ltd.

Developing reading vocabulary

Dev

Desarrollado por Eleanor Curtain Publishing Diseñado por Derek Schneider Impreso en China por Colorcraft Ltd, Hong Kong Distribuido en los EE. UU. por Okapi Educational Publishing Inc. Teléfono: 866-652-7436 Fax: 800-481-5499 Correo electrónico: info@myokapi.com www.myokapi.com

Getting started

Introduce the word on each card. Point to the photograph and www.flyingstarttoliteracy.com ask: ¿Qué es esto? ¿Puedes ver la palabra “vaca”? Ask students to look at the word. What do you notice about this word? Draw out information about: • word shape; • number of letters; • first letter (e.g. ¿El nombre de quién tiene la misma inicial?); • other words that sound like the word. Repeat with other words.

Writin

Use the

Have s the stu their w

Have s 15/08/14 sticks, labels a farms a in pair

Spellin

Singing Sing “El viejo MacDonald tenía una granja”. Change the animal card to change the song. Have students take turns pointing to the words as the song is sung.

FS B2 SPANISH Farm Animals VS.indd 5-7

despegando-hacia-la-lectura.com Visit our online store or find your rep at myokapi.com

cabra

Vocabulary Starters

They reflect the vocabulary needs of students in the first few years of school (key vocabulary) and have direct relevance to students’ everyday lives and interests. As well, these words support curriculum, including science and social studies.

Vocabulary Starter

pato

gallo

Vocabulary Starter

Animals VS.indd 5-7

Levels A–P

caballo

vaca

writing resource. Vocabulary Starter as a Use the words from the Getting started Encourage photograph and and draw farm animals. each card. Point to the Have students write about to support Introduce the word on students Getting started Getting started the Vocabulary Starter ver la palabra “vaca”? Ask tell each other the students to refer to partner and ask: ¿Qué es esto? ¿Puedes word? Getting started students to sit facing a Encourage students to sit facing a on the do you notice about this partner Encourage their writing. and tell each other to look at the word. What or more of the photographs Writing sentences craft what they know about one or more Introduce what they know about one about word on each card. Point to the photograph the class the of the photographs model farm using plasticine, on the Ask students to report toask: and about: Have students make a Starter. Vocabulary Starter. Ask students to students to add Draw out information Use the words from the Vocabulary ¿Qué es esto? they ¿Puedes ver la palabra report Vocabulary Starter assticks, to the class about “vaca”? Ask students a writing their partner and one thing plastic farm animals. Encourage andresource. of the vaca one thing they learned from their thing they learned from photographs to look at the word. What do you notice oneone Take farm. shape; their partner and • word Have students write about and draw about thing they write signs for this word? about. work labels and farm animals. would like togallo Encourage learnoveja would like to learn more more about. a class book. Students can cabra caballo cerdo • number of letters; the students Draw out information about: inicial?); to refer to the Vocabulary Starter and use these to make farms Key vocabulary: vaca pato de quién tiene la misma to support for the book. Despegando hacia la lectura Vocabulary their writing. • first letter (e.g. ¿El nombre Word lists in pairs to write the text Word lists • word Starters support shape; like the word. ¿Un de granja? the development of: • other words that sound de animales pueden ser animales Have • number tipo students Ask: ¿Quésupport of ¿Qué make letters; tipo a Ask: de model animales un farm using plasticine, pueden ser animales de granja? ¿Un podría ser Starters Vocabularyburro de granja? ¿Un tigre with other words. • oral language sticks, and plastic farm animals. Encourage Spellingcraft • first letter podría ser un animal de granja? ¿Un (e.g. ¿El nombre de quién tiene laRepeat de animales de granja” Despegando hacia la lectura burro podría ser un animal viven en granjas? students tigre podría misma inicial?); tocould add play the game “Bingo ser un los animales de granja of Students qué gallo of: two • reading labels ¿Por • and write other write granja? animal words de signs development should that de for their farm. Take photographs of granja? ¿Por qué los animales de granja the sound like the word. animal the To play, each student viven en granjas? First letters in small groups. each of the usingto make a class • writing farms and Starter use these on a piece of paper. be used to describeRepeat book. Students words on the Vocabulary Discuss words that can be used to with other can from work the Vocabulary Starter • oral language wordswords. Discuss words that can the words the describe each in pairs to Mask the key vocabulary la palabra de write of the the Vocabulary Starter. Write a list of these the text for the book. They reflect the vocabulary needs check their spelling against animals on the Vocabulary Starter. on letra esperas ver al principio animals of students•inreading Encourage students to from the the first few Write a list sticky notes. Ask: ¿Qué of these words First letters esta palabra? the picture cards (made years of school (key vocabulary) and on the board. Ask: ¿Qué dice Spelling • writing on the board. have direct Vocabulary Starter. Shuffle relevance to Any student “gallo”? Unmask to check. first few vaca unakey students’ everyday lives and interests. llamathe turn over the first card. needs of students in the vocabulary words on the Vocabulary bebé? ¿Cómo seMask As well,They Blackline master) and thesereflect Students could play the game “Bingo ¿Cómo se llama words the vocabulary to bebé? ¿Cómo Starter using ¿Cómo se llama una vaca una vaca relevance word on their paper checks support curriculum, including science de animales de the card. se llama and have direct notes.Make una vaca Ask: ¿Qué letra esperas ver al principio words and pictures written the turned-over other animals onsticky Matching the and social who hasgranja” in small studies. of school (key vocabulary) macho? Repeat de la palabra years with pictures words wins. Foroveja To play, each student should write macho? Repeat with the with the other animals on the card. cardsgroups. these words form of juvenileUnmask to make two-sided offirst student to check off both and interests. aAs well, Make to check. Ask: ¿Qué dice esta palabra? The for the adult and“gallo”? This card can be: it off.two the cardsfrom Use the Blackline master list social students’ everyday lives word-side showing the Vocabulary Starter on a piece studies. a list showing the terms the terms for the adult and juvenile Place thewords and write different words. other. must science of the paper. on form students including of words game and next Encourage on one side each animal. read to check their spelling support curriculum, students each animal. • read as a book; to find and Matching words and pictures against the students take turns Vocabulary cardShuffle the picture up in the middle. Have Starter. • opened up into a chart; read the word has cards word student Use (made This card can be: a the the from Blackline Make the When master word. to make two-sided cards Sentence starter Blacklinethe Sentence starter una palabra”. a designated master) correct with pictures and turn over the first card. Any student • folded to reveal single images one To play, play the game “Forma on one side and words on the other. Place the he/she turns it over to check he/she has matched at a time. • read as a book; of “Fui a la granja”. take In pairs, students could who hasare Students could play a game of “Fui cards word-side written revealed. the turned-over word on their paper Students could play a game in a cloth bag. Students un/una... pictures vi letters y all a la until granja up granja”. in magnetic the una chart; or a checks To a middle. play, Despegando hacia la lectura Vocabulary Continue Fui tiles Have students take turns to find Put letter the picture. opened up into it off. The first student to check off word students take it in turns to say: andtoread Starters• can The first student to make el be used: sobre both words wins. For images one at a time.take it in turns to say: Fui a una granja ystudents a designated the a letter from the bag. word. vi un/una... animal), y estaba... (breve enunciado When the student has read the word turns to take • folded to reveal single next game students must write different wins. • to introduce new vocabulary; del (nombre del animal), card estaba y estaba... (breve enunciado(nombre words. the Vocabulary Starter oveja,it yover y vi unaturns Starters can be used: sobre el to check he/she has matchedSinging a una granja he/she one of the words from • as a word bank – displayed opened the correct hacia la lectura Vocabulary animal). For example: Fui a una granja Change the animal). For example: Fui student Despegando una granja”. word out on a bulletin to the first what y vi una oveja, picture. Make a word board Continue until all pictures are y estaba student repeats “El viejo MacDonald tenía Sing as a writing resource; revealed. take turns comiendo pasto. The next student repeats comiendo pasto. The next e.g. Luego the song. Have students what the • to introduce new vocabulary; first student about another animal, In pairs, students could play the game a bulletin board animal card to change on adds outand • as a stimulus for discussion, (e.g. said opened Singing who said and adds a new sentence a new sentence about another animal, is sung. “Forma una palabra”. ¿Dónde puedes word bank – displayed as aestos • ver e.g. Luegoy estaba siendo ordeñada. Keep playing to see to the words as the song Put letter tiles or magnetic letters pointing animales? ¿Por qué estos animales vi una vaca, vaca, in una a y cloth vi estaba siendo ordeñada. Keep playing bag. Students take Sing “El a mistake. viven en granjas?); as a writing resource; to see who turns to take a letter from the bag. animals without makingviejo MacDonald tenía una granja”. Change the puedes ver estos • to support students by linking spoken ¿Dónde (e.g. can remember The first student to make the most animals without making acan remember the most animal card to change the song. Have and written • as a stimulus for discussion, mistake. one of the words from the Vocabulary students take turns vocabulary to clear photographs; animales viven en granjas?); Starter wins. pointing to the words as the song is animales? ¿Por qué estos sung. • to build confidence using the vocabulary. linking spoken and written The Vocabulary Starter Animales • to support students by de granja supports the vocabulary vocabulary to clear photographs; Copy this blackline master at 140%. Getting started the vocabulary. • to build confidence using used in the Despegando hacia la Despegando hacia la lectura The Vocabulary Starter Animales de granja supports the vocabulary used in the Despegando hacia la lectura Early Emergent stage books Te miro and Animales de la granja.

de granja Blackline master: Animales

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Despegando hacia la lectura®

Grades K–5 • Levels A–V (1–50)*

Despegando hacia la lectura

Small Group Reading Instruction Lesson Plans

Despegando hacia la lectura® Lesson Plan Cards: • provide practical, systematic, and easy-toimplement instructional plans • integrate (at the beginning reading stage) oral language, comprehension, phonemic awareness, phonics, vocabulary development, fluency, and writing • include ongoing assessment and follow-up activities • support ELL instruction with a highlighted section in every lesson plan • offer assurance that instructional goals are being met, with standards links on the front of every card.

Before Reading

Emergent reading stage Level C (4)

Este libro compara y hace una correlación entre los animales que tienen diferentes partes del cuerpo. Running words: 101 Text type: Report

Lesson 2

Vocabulary

• Focus on reading strategies specific to the book

La tortuga está atascada

High-frequency words

Key vocabulary

a algunos con del dentro dijo el entonces abajo animales babosa cara cavar cebra elefante Key concepts esta este gusta hacer la mi mis muchos gran manos mono nido ojos pata patas perro pez • Different animals have different no pero puedes puedo qué sacaré sacó pie rodillas saltaré tigre tortuga body parts. salir tiene tienen un voy yo • Animals use their body parts • Identifying the /m/ sound as in mano, mono, muchos and to do different things. Phonics the /n/ sound as in tienen, nariz, no • Identifying the /n/ sound in the initial, middle, and final positions

Text features Sorprendentes partes de animales La tortuga está atascada

• Photographic summary • Illustrations support and extend the story

Reading strategies

• Locating known and unknown words • Using pictures to solve unknown words

Correlations with State Standards Reading literature K.RL.4 Ask and answer questions about unknown words in a text. Informational texts K.RI.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic. Foundational skills K.RF.3a Demonstrate basic knowledge of one-to-one letter–sound correspondences by producing the primary or many of the most frequent sound for each consonant.

• Activate prior knowledge through a variety of engaging suggestions • Introduce challenging or unfamiliar vocabulary

Cuando la tortuga se queda atascada en un hoyo, el mono la ayuda a salir. Pero luego el mono se queda atascado también. Running words: 100 Text type: Narrative

During reading

Ask each student to read the text independently. Monitor the students as they read and support them where appropriate. If necessary, ask the students to stop reading and remind them to use the reading strategies you are focused on. If the student comes to an unknown word, prompt them to look at the illustrations for a clue. Say: ¿Qué sucede en la imagen? Ahora vuelve a mirar la palabra. Writing ¿Qué podría decir? K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Speaking and listening Talking about the book K.SL.3 Ask and answer questions in order to seek help, get Ask the students to talk about the book. Promote information, or clarify something that is not understood. discussion by choosing questions that are appropriate Language for your students. Ask them to support their answers by K.L.2a Capitalize the first word in a sentence and the referring to the illustrations and the text in the book. pronoun I. ¿Cómo salió la tortuga del nido? (Literal) ¿Por qué fue bueno que la tortuga y el mono tuvieran diferentes partes del cuerpo? (Inferential) ¿Qué otro animal podría haber ayudado a la tortuga a salir del nido? ¿Cómo? (Synthesizing) ¿Creen que la tortuga fue una buena elección de personaje para esta historia? Expliquenlo. (Critical)

After reading

Reviewing reading strategies

Reading Strategies

Give positive feedback on the problem-solving strategies the students used as they read the book. For example, say: Buen trabajo. Me gustó la forma en que mirabas las imágenes cuando necesitabas ayuda para leer una palabra que no sabías.

Returning to the boo

Provide multiple opportunities for the studen interact with the book again – with teacher su a partner, and independently. Choose activiti appropriate for your students.

Developing fluency

Have students work in groups of three. One s the story, while the other two act it out. Stud roles. Encourage the students to read with ex

Word work

Phonemic awareness and phoni

Ask students to find words in the text that ha sound. List these words in groups according of the sound. For example: initial position (n position (mono); final position (gran).

Exploring words

Write the following on a chart: –Me gusta cava Tortuga. Ask: ¿Qué palabra describe lo que le gusta tortuga? Draw out that cavar is an action wor otras palabras describen cosas que las tortugas pued caminar, comer, dormir). Ask students to work w to choose an animal and list five action word animal can do.

Writing Modeled writing

Say: Voy a escribir una versión diferente de esta hist de que el mono ayude a la tortuga a salir del nido, v animal. En su lugar, voy a escribir sobre un elefante. writing. For example: –Tengo una trompa –dijo e a sacarte del nido con mi trompa.

Independent writing

Ask students to innovate on the text by choo animal to get Turtle out of the nest. Encoura draw a picture that shows how the animal he

Sharing and presenting

Show each student’s writing and drawing to t

Synthesizing: Talk about the pair

During Reading • Monitor and support each student’s reading

Monitoring reading strategies

After students have read both books, have them work in small groups to make a list of as many animal body parts as they can. Ask: ¿Qué saben de las partes del cuerpo de los

animales? Have each group share their list. Have complete the activity card.

• Revisit specific reading strategies as needed • Guide students as they apply these strategies

After Reading

• Work with words through a variety of suggestions for building phonemic awareness and reinforcing phonics

• Use discussion prompts to encourage collaborative conversations about the book

• Connect reading and writing with teacher modeling and prompts for student practice

• Ask students to return to the text for evidence to support their responses • Provide positive feedback on students’ use of the lesson’s reading strategies

Synthesizing the Pair • Discussion prompts encourage students to consider the pair’s “big idea”

Returning to the Book

• Reproducible Activity Cards offer creative suggestions for exploring the topic further

• Develop fluency with modeling, paired practice, and independent re-reading

• Blackline Masters provide opportunities for ongoing assessment

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Grades K–5 • Levels A–V (1–50)* Paired fiction and informational texts, photographic Vocabulary Starters, and English Learner instructional support bring reading success for ELs at all levels.

ENGLISH LEARNERS

Close reading of texts

Tarjeta de actividades Creación de un animal sorprendente

Banco de palabras

2. ¿Cómo se verá tu animal?

patas Lesson 2 nariz La tortuga está atascada ojos

Lesson Sorprendentes partes denombre animales Lesson 1 Sorprendentes partes de animales A continuación, dibuja a1tu animal asombroso. Dale un a este animal. Rotula las partes de su cuerpo.

pie

cara

Provide multiple opportunities for the students to read and interact with the book again – with teacher support, with a partner, and independently. Choose activities that are appropriate for your students.

different body parts.

Developing fluency

Vocabulary development

Have students work with a partner and take turns reading a page aloud. Encourage students to read fluently. Say: Traten de leer con fluidez, como si estuvieras hablando.

Before reading Getting ready to read

ics

Vocabulary building As needed, introduce the vocabulary from the book. This can be done using the Vocabulary Starter El cuerpo. Refer to the teacher notes on the back of the Vocabulary Starter for ideas on how to use this resource.

Introducing the book

Show the students a copy of the book Sorprendentes partes de animales. Say: Este libro se llamaDesarrollado Sorprendentes partes de por Curtain Publishing animales. Trata sobre animales queEleanor tienen determinadas partes Texto: Kerri Shanahan Consultora: Hill su cuerpo y otros que no las tienen. Turn Susan to pages 2 and 3. Además de ciertos derechos, establecidos en la ley aplicable de los derechos de en propiedad Diseñado por Derek Schneider intelectual, que autorizan la copia de partes de esta obra, el comprador puede hacer copias Impreso en China por Say: EnPtyesta página se habla de patas. ¿Cuáles animales aquí tienen de aquellas secciones de la obra que muestren la nota al pie “© 2015-2017 EC Licensing Colorcraft Ltd, Hong Kong Ltd” siempre y cuando: (a) la cantidad de copias realizadas no supere la cantidad en los EE. UU.the por structure patas? ¿Cuáles animales no tienen? Distribuido Respond using razonablemente requerida por el comprador para sus fines de enseñanza; (b) dichas copias Okapi Educational Publishing Inc. solo se hagan como fotocopias y no se vuelvan a copiar, almacenar o transmitir a través de Teléfono: 866-652-7436 of the Sí, esta cebra tiene patas, pero ningún otro medio; (c) las copias no se vendan, se alquilen, se presten o se ofrezcan a la sentences in the text. Say: Fax: 800-481-5499 venta, como alquiler o como préstamo, y (d) cada copia realizada muestre en forma clara la Correoturning electrónico: info@myokapi.com hay animales que no tienen. Continue the pages and nota al pie con el aviso de derechos de autor. Todos los demás derechos reservados. www.myokapi.com okapi talking about the photographs,www.flying-start-to-literacy.com using the structure of the es una marca comercial de EC Licensing Pty Ltd en los EE.UU. educational publishing sentences in the book. © 2015-2017 EC Licensing Pty Ltd. Este trabajo está protegido por la ley de derechos de autor de los EE. UU., y en virtud de las convenciones internacionales de derechos de autor, se aplica en las jurisdicciones en las que se publica.

toria. En lugar voy a usar otro . Model this el elefante. –Voy

During reading

Before reading

Word work

Ask each student to read the text independently. Monitor the students as they read and support them where appropriate. If necessary, ask the students to stop reading and remind them to use the reading strategies you are focused on. Check that students can locate known words in the text. Ask: ¿Puedes señalar la palabra esta? ¿Cómo sabes que dice esta? Check that they can locate unknown words. Ask: ¿Dónde está la palabra cebra? ¿Cómo sabes que dice cebra? If students are having difficulty, encourage them to reread and point to each word as they say it.

After reading Talking about the book Ask the students to talk about the book. Promote discussion by choosing questions that are appropriate for your students. Ask them to support their answers by referring to the photographs and the text in the book. ¿Qué animal tiene manos? ¿Qué animales no tienen nariz? (Literal) ¿Por qué los animales tienen diferentes partes en sus cuerpos? (Inferential) ¿Qué otros animales y partes del cuerpo deberían haberse incluido en este libro? (Synthesizing) ¿Qué necesitaba saber el autor para escribir este libro? (Critical)

Reviewing reading strategies Give positive feedback on the problem-solving strategies the students used as they read the book. Say: Me gustó la forma en que encontraste en el texto las palabras que ya sabías. Buen trabajo.

Phonemic awareness and phonics With a partner, have students find words in the book that have the /m/ sound (mano, mono, muchos) and the /n/ sound (tienen, nariz, no) or both. Make a chart with three sections: words with the /m/ sound, words with the /n/ sound, and words with both. Work with the students to sort the words they have found.

Exploring words Ask students to turn to the word bank on page 16. Ask them to work with a partner and take turns to give clues about a word in the word bank. For example: Esta parte del cuerpo ayuda a los animales a agarrar cosas. Está al final del brazo. Their partner tries to guess the word.

Insecto Getting ready to read

Elefante

Encourage students to activate their prior knowledge. Draw a picture of a monkey and a picture of a turtle on a chart. (Alternatively, you could show the students a picture of each animal.) Ask: ¿Qué partes del cuerpo tiene una tortuga? ¿Qué partes del cuerpo tiene un mono? ¿Qué partes del cuerpo tienen ambos? ¿Qué parte del cuerpo tiene sólo uno de los animales?

Introducing the book

Writing Modeled writing Ask: ¿Qué animales tienen partes del cuerpo interesantes? Make a list of the students’ ideas. Say: Voy a escribir sobre un animal que tiene una parte del cuerpo asombrosa. Model this writing. For example: Este cocodrilo tiene dientes asombrosos. Sus dientes son grandes y afilados.

Independent writing

Show the students a copy of the book La tortuga está atascada. Say: Este libro se llama La tortuga está atascada. Es sobre una tortuga que queda atascada en un hoyo y un mono que la ayuda a salir. Turn to pages 2 and 3. Ask: ¿Qué está haciendo la tortuga? Sí, está cavando un gran nido. Turn to pages 4 and 5. Ask: ¿Puede el estudiante leer y escribir vocabulario de contenido del texto? ¿Qué ha ocurrido ahora? Respond by saying: Sí, la tortugaeldice: ¿Puede estudiante utilizar sus conocimientos sobre los animales para –No puedo salir. ¡Ayuda! Continue turning the escribir pages and una lista de partes del cuerpo? talking about the illustrations, using the structure of the sentences in the book. Despegando hacia la lectura Lesson Plans Sorprendentes partes de animales / La tortuga está atascada © 2015-2017 EC Licensing Pty Ltd.

Writing using evidence from the text

Evaluación

Have students refer to the list of amazing animal parts compiled during the Modeled writing section. Have them write about an animal they think has an amazing body part and say why they think the body part is amazing. Have them illustrate their writing to show the amazing body part.

Sharing and presenting

osing a different age them to elps Turtle.

Vocabulary support: Sorprendentes partes de animales/ La tortuga está atascada

the group.

Use the teacher notes on the back of the Vocabulary Starters Mascotas, Animales del zoológico,

e students

rodillas

Returning to the book Key concepts

• All animals have body parts. • Different animals have

student reads dents then swap xpression.

ar –dijo la a hacer a la rd. Ask: ¿Qué den hacer? (nadar, with a partner ds that their

Partes del cuerpo de los animales Usa el banco de palabras para enumerar las partes del cuerpo que tiene cada animal. Agrega a cada lista otra parte del cuerpo que no esté en el banco de palabras.

1. ¿Qué partes de animales elegirás para tu creación animal?

Encourage students to activate their prior knowledge. Draw a simple picture of a known animal such as a cat. Ask: ¿Qué partes tiene el cuerpo de este animal? Use the students’ ideas to label the picture. Ask students to think of another animal. Have students work with a partner and take turns saying what the animal is and the body parts it has.

ave the /n/ to the position nido); middle

Hojas para fotocopiar

Crea un animal con las partes del cuerpo que desees (por ejemplo: nariz de elefante, tentáculos de pulpo, dientes de cocodrilo, alas de mariposa).

nts to read and upport, with ies that are

Despegando hacia la lectura®

FOCUS ON

Display students’ writing and give the students time to walk by and look at each piece. Ask: ¿Qué nueva información han aprendido?

and El cuerpo to support students’ vocabulary.

Online Program Support!

Also Available in English!

Scope & Sequences, Running Records, Assessment Checklists, and MORE available online at despegandohacialalectura.com/teacher-resources

See page 25 for details

Watch the Program Overview video!

Complete Resource | Nine Reading Stages, Levels A–V (1–50)* • 2 040 Paired-Text Student Books (6 copies each of 340 titles) • 2 52 Perspectivas Texts (6 copies each of 42 titles) • 1 70 Paired-Text Lesson Plan Cards (1 for each pair of titles) • 4 2 Perspectivas Lesson Plan Cards (1 for each title) • 8 76 Take-Home Books (6 copies each of 146 titles) • 24 Vocabulary Starters • 19 Storage Boxes

Price without Shared Reading: OK DHAVK520-NOSR National List Price: $17,771 |Your Price $16,925 Combine digital access with your print purchase! Digital access to all Despegando stages from July 2023-June 2024 (Print + Digital) Your Price $19,895 | OD DHAVK520-NOSR

With Un enfoque de lectura compartida™ (shared reading) included: OK DHAVK520 National List Price: $19,819 |Your Price $18,875 Combine digital access with your print purchase! Digital access to all Despegando stages plus Shared Reading from July 2023-June 2024 (Print + Digital) Your Price $22,270 | OD DHAVK520

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Guided Reading Levels A–B (1–2)*

Early Emergent Reading Stage Paired, Connected Texts at This Stage: • Establish a full range of concepts about print • Introduce common stems and vocabulary • Introduce first high-frequency words • Focus on phonemic awareness and phonics • Build comprehension and fluency through a range of reading strategies.

Online Program Support! Scope & Sequences, Running Records, Assessment Checklists, and MORE available online at despegando-hacia-la-lectura.com/ teacher-resources

Look Inside the Book! Review digital samples of books and lesson plans at myokapi.com/samples

Also Available in English! See page 28 for details

Let us help you customize a resource that matches your instructional goals AND budget. Contact us at info@myokapi.com

Order today! 866.652.7436 or fax 800.481.5499

•288 Student Books (6 copies each of 48 titles) •24 Lesson Plan Cards (1 for each pair of titles) •24 Vocabulary Starters (1 for each pair of titles) •144 Take-Home Books (6 copies each of 24 titles) •2 Storage Boxes

Early Emergent Reading Stage National List Price (Print Only)

Despegando hacia la lectura®

BOXED CLASSROOM SET

Guided Reading Levels A–B (1–2)* OK DHEE1018 $2,294 | Your Price $2,185

Combine digital access with your print purchase! Digital access to this stage from OD DHEE1018 July 2023-June 2024 (Print + Digital) | Your Price $2,515

Guided Reading Level A (1)*

Guided Reading Level B (2)*

Mi cuerpo / ¡Aquí estoy! El cuerpo Vocabulary Starter OK DHEE1250-12

¿Qué forma puedes ver? / Las formas a nuestro alrededor / Formas Vocabulary Starter OK DHEE1270-12

Miro las frutas / Comer fruta Frutas Vocabulary Starter OK DHEE1290-12

¿Qué hay en la playa? / Un día en la playa En la playa Vocabulary Starter OK DHEE1370-12

La caja de disfraces / Ir de compras Ropa Vocabulary Starter OK DHEE1350-12

¿Cómo está el tiempo hoy? / Me gusta el tiempo que hace / El estado del tiempo Vocabulary Starter OK DHEE1430-12

Mascotas en casa / Mi mascota Mascotas Vocabulary Starter OK DHEE1010-12

Escondite / Mi cumpleaños Mi familia Vocabulary Starter OK DHEE1030-12

Te miro / Animales de la granja Animales de granja Vocabulary Starter OK DHEE1130-12

Mírame jugar / El patio de juegos Patio de juegos Vocabulary Starter OK DHEE1150-12

Yo / Perros / Hacer cosas Vocabulary Starter OK DHEE1050-12

En mi vecindario / Las personas que me ayudan / Las personas que nos ayudan Vocabulary Starter OK DHEE1390-12

En la tienda / Cosas que me gustan Compras Vocabulary Starter OK DHEE1170-12

Un día en el zoológico / Mira mi perro Las emociones Vocabulary Starter OK DHEE1450-12

En el jardín / ¡Vaya! Mira eso Animales en miniatura Vocabulary Starter OK DHEE1070-12

Mis juguetes / Ir por todas partes Transporte Vocabulary Starter OK DHEE1090-12

Peces / ¡Ven a ver! Colores Vocabulary Starter OK DHEE1190-12

Mi familia y yo / ¿Puedes hacer esto? Me gusta … Vocabulary Starter OK DHEE1210-12

¿Dónde están los animales? / Animales en el zoológico / Animales del zoológico Vocabulary Starter OK DHEE1110-12

Las crías de los animales / ¿Qué puedes ver? / Los animales jóvenes Vocabulary Starter OK DHEE1410-12

¿Qué hiciste? / Ir a lugares / Lugares a los que voy Vocabulary Starter OK DHEE1230-12

Hacemos sopa / El huerto Las verduras Vocabulary Starter OK DHEE1470-12

En mi bicicleta / ¿Puedes llegar hasta aquí? En la casa del abuelo / Pasteles para vender / En la escuela Vocabulary Starter / Posición Vocabulary Starter OK DHEE1330-12 OK DHEE1310-12

*Levels indicated by letters are Okapi’s unique measurements, comparable to the Guided Reading levels of Fountas and Pinnell. Numerical levels in parentheses align with DRA/EDL.

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Guided Reading Levels C–D (3–6)*

Emergent Reading Stage Paired, Connected Texts at This Stage: • Revisit key vocabulary

Muchos animales tienen patas.

Pero algunos animales

• Revisit and extend high-frequency words

Esta cebra tiene patas.

no tienen patas.

• Build comprehension and fluency through a range of reading strategies.

Lesson Plans

vidades

mal sorprendente

po que desees (por ejemplo: nariz es de cocodrilo, alas de mariposa).

Emergent reading stage

ara tu creación animal?

Level C (4)

mbroso. Dale un nombre a este . Este libro compara y hace una correlación entre los animales que tienen diferentes partes del cuerpo. Running words: 101 Text type: Report

Cuando la tortuga se queda atascada en un hoyo, el mono la ayuda a salir. Pero luego el mono se queda atascado también. Running words: 100 Text type: Narrative

Vocabulary High-frequency words

Key vocabulary

a algunos con del dentro dijo el entonces abajo animales babosa cara cavar cebra elefante esta este gusta hacer la mi mis muchos gran manos mono nido ojos pata patas perro pez no pero puedes puedo qué sacaré sacó pie rodillas saltaré tigre tortuga salir tiene tienen un voy yo

• Identifying the /m/ sound as in mano, mono, muchos and

Phonics

the /n/ sound as in tienen, nariz, no

• Identifying the /n/ sound in the initial, middle, and final positions

Text features Sorprendentes partes de animales La tortuga está atascada

• Photographic summary • Illustrations support and extend the story

Reading strategies

• Locating known and unknown words • Using pictures to solve unknown words

Common Core State Standards Reading literature K.RL.4 Ask and answer questions about unknown words in a text. Informational texts K.RI.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic. Foundational skills K.RF.3a Demonstrate basic knowledge of one-to-one letter–sound correspondences by producing the primary or many of the most frequent sound for each consonant.

2015 EC Licensing Pty Ltd.

sarrollado por eanor Curtain Publishing

xto: Kerri Shanahan nsultora: Susan Hill señado por Derek Schneider preso en China por lorcraft Ltd, Hong Kong stribuido en los EE. UU. por kapi Educational Publishing Inc. léfono: 866-652-7436 x: 800-481-5499 rreo electrónico: info@myokapi.com ww.myokapi.com

ww.flying-start-to-literacy.com

Writing K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Speaking and listening K.SL.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Language K.L.2a Capitalize the first word in a sentence and the pronoun I.

15/08/14 12:25 PM

Online Program Support! Scope & Sequences, Running Records, Assessment Checklists, and MORE available online at despegando-hacia-la-lectura.com/ teacher-resources

Look Inside the Book! Review digital samples of books and lesson plans at myokapi.com/samples

Also Available in English! See page 30 for details

Let us help you customize a resource that matches your instructional goals AND budget. Contact us at info@myokapi.com

Order today! 866.652.7436 or fax 800.481.5499

•240 Student Books (6 copies each of 40 titles) •20 Lesson Plan Cards (1 for each pair of titles) •120 Take-Home Books (6 copies each of 20 titles) •2 Storage Boxes

Emergent Reading Stage National List Price (Print Only)

Despegando hacia la lectura®

BOXED CLASSROOM SET

Guided Reading Levels C–D (3–6)* OK DHEM2000 $1,759 | Your Price $1,675

Combine digital access with your print purchase! Digital access to this stage from OD DHEM2000 July 2023-June 2024 (Print + Digital) | Your Price $2,005

Emergent Reading Stage 12-Packs | Levels C–D (3–6)* | $78.00 per package 12-Packs include 6 copies of each paired text plus lesson plan card. (National List Price: $81.90 per package)

Guided Reading Level C (3)*

Mi caballo / La carrera de autos OK DHEM2250-12

Ganadores / El conejo y el zorro OK DHEM2010-12

La frutería / Las bananas son lo mejor OK DHEM2270-12

En el bosque / Encontrar alimento OK DHEM2030-12

Los hermanos mayores / El gato y el ratón OK DHEM2050-12

Llegó la niebla / Perdidos en la niebla OK DHEM2090-12

En la granja del abuelo /Una nueva granja para Vaca OK DHEM2110-12

Guided Reading Level C (4)*

Buscar animales / ¿Dónde está Rana? OK DHEM2290-12

Sorprendentes partes de animales / La tortuga está atascada OK DHEM2310-12

La gran caja / El pirata Sam OK DHEM2070-12

Guided Reading Level D (6)*

Mira mi ropa / ¿Dónde está mi madre? OK DHEM2330-12

¿Qué comen los murciélagos? / El almuerzo del gran murciélago OK DHEM2350-12

Nidos de hormigas / ¿Dónde está mi nido? OK DHEM2130-12

Muchas patas / Las mejores patas OK DHEM2150-12

Mi diario de campamento / Un mono en el campamento OK DHEM2170-12

Tortugas / Un hogar para la tortuga OK DHEM2370-12

Hagamos el baile del mono / La danza del monito OK DHEM2390-12

¿Qué soy? / Rena crece OK DHEM2190-12

Arañas / Una buena trampa OK DHEM2210-12

En movimiento / El auto del abuelo OK DHEM2230-12

*Levels indicated by letters are Okapi’s unique measurements, comparable to the Guided Reading levels of Fountas and Pinnell. Numerical levels in parentheses align with DRA/EDL.

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Despegando hacia la lectura®

Guided Reading Levels E–F (8–10)*

Early Reading Stage Paired, Connected Texts at This Stage: • Revisit key vocabulary • Revisit and extend high-frequency words • Build comprehension and fluency through a range of reading strategies.

Online Program Support! Scope & Sequences, Running Records, Assessment Checklists, and MORE available online at despegando-hacia-la-lectura.com/ teacher-resources Look Inside the Book! Review digital samples of books and lesson plans at myokapi.com/samples

Also Available in English! See page 32 for details

Let us help you customize a resource that matches your instructional goals AND budget. Contact us at info@myokapi.com

Order today! 866.652.7436 or fax 800.481.5499

•240 Student Books (6 copies each of 40 titles) •20 Lesson Plan Cards (1 for each pair of titles) •120 Take-Home Books (6 copies each of 20 titles) •2 Storage Boxes

Early Reading Stage National List Price (Print Only)

Despegando hacia la lectura®

BOXED CLASSROOM SET

Guided Reading Levels E–F (8–10)* OK DHEA3000 $1,759 | Your Price $1,675

Combine digital access with your print purchase! Digital access to this stage from OD DHEA3000 July 2023-June 2024 (Print + Digital) | Your Price $2,005

Early Reading Stage 12-Packs | Levels E–F (8–10)* | $78.00 per package 12-Packs include 6 copies of each paired text plus lesson plan card. (National List Price: $81.90 per package)

Guided Reading Level E (8)*

Insectos / ¿Dónde están las uvas? OK DHEA3010-12

Calamar / Gran Calamar y Pequeño Calamar OK DHEA3030-12

El gran concurso de pasteles / Un pastel para Mimoso OK DHEA3250-12

Superperros / ¡Metiche nos salvó! OK DHEA3270-12

El ciruelo / Mi árbol OK DHEA3050-12

Cuando sale el sol / Cuando se pone el sol OK DHEA3070-12

Nuestro lugar / ¿Dónde podemos jugar? OK DHEA3090-12

Cómo cuidar de tus ranas / El nuevo estanque de Rana OK DHEA3110-12

Charlie y los cocodrilos / ¡No me comas! OK DHEA3290-12

Grandes casas, animales pequeños / ¡Tina se va de casa! OK DHEA3310-12

Guided Reading Level F (10)*

Rescate de murciélagos / Sara y los murciélagos OK DHEA3130-12

Enséñame cómo hacerlo / Pequeño Cachorro OK DHEA3150-12

Mantenerse a salvo en la playa / El rescate de Sara en la playa OK DHEA3330-12

Orugas asombrosas / Orugas para el almuerzo OK DHEA3350-12

El equipo para saltar a la cuerda / La carrera divertida OK DHEA3170-12

Animales que necesitan lodo / ¡Lodo, lodo, lodo! OK DHEA3190-12

Mantenerse a salvo / Buscar el almuerzo OK DHEA3210-12

Los grandes barcos necesitan remolcadores / El equipo de remolcadores OK DHEA3230-12

Cuidar a los polluelos de avestruz / Papá Avestruz y los nuevos polluelos OK DHEA3370-12

Atracciones para todos / En el parque de atracciones OK DHEA3390-12

*Levels indicated by letters are Okapi’s unique measurements, comparable to the Guided Reading levels of Fountas and Pinnell. Numerical levels in parentheses align with DRA/EDL.

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Despegando hacia la lectura®

Guided Reading Levels G–H (12–14)*

Transitional Reading Stage Paired, Connected Texts at This Stage: • Present students with more complex language structures • Revisit and extend high-frequency words • Further develop comprehension and fluency through a range of reading strategies.

Lesson Plans

idades

Transitional reading stage

os de tarjetas para

¿Qué necesitan las plantas?

El gran concurso de cultivo de calabazas

Level H (14)

una que contenga una imagen. ción.

✂

Escrito por Patrick Lay Fotografías de Michael Curtain

Escrito por Kerrie Shanahan Ilustrado por Ian Forss

¿Qué necesitan las plantas? contiene dos experimentos que ponen a prueba lo que las plantas necesitan para crecer. Running words: 227 Text type: Personal narrative

Tres hermanos entran en el concurso de cultivo de calabazas del rey, pero sólo el hermano menor trabaja duro para intentar ganar el oro. Running words: 314 Text type: Narrative

High-frequency words

Key vocabulary

New: ahora encantaban intentaremos menor necesitan pudiera

agua agujero calabaza crecer crecieron creció cultivar experimentos flores frijol hermano hierbas hojas luz solar malas mayor medio oro planta/s planta de semillero raíces semilla

Phonics

• Identifying the syllables in words • Identifying the two sounds of the letter “c”

Text features ¿Qué necesitan las plantas? El gran concurso de cultivo de calabazas

El hermano menor quitó las malas hierbas.

Reading strategies

• Step-by-step written and photographic directions • Callout boxes with a “Find out” problem • Repetitive structures; simple and compound sentences • Recognizing and using knowledge of text structure • Making text-to-text connections (link to traditional tale)

Correlations with State Standards La semilla que recibió agua creció.

Reading literature 1.RL.9 Compare and contrast the adventures and experiences of characters in stories. Informational texts 1.RI.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Foundational skills 1.RF.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

ollado por r Curtain Publishing

Kerrie Shanahan tora: Susan Hill do por Derek Schneider o en China por raft Ltd, Hong Kong uido en los EE. UU. por Educational Publishing Inc. no: 866-652-7436 0-481-5499 electrónico: info@myokapi.com yokapi.com

Writing 1.W.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. Speaking and listening 1.SL.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Language 1.L.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

ying-start-to-literacy.com

Also Available in English! See page 34 for details

Let us help you customize a resource that matches your instructional goals AND budget. Contact us at info@myokapi.com

Order today! 866.652.7436 or fax 800.481.5499

•240 Student Books (6 copies each of 40 titles) •20 Lesson Plan Cards (1 for each pair of titles) •120 Take-Home Books (6 copies each of 20 titles) •2 Storage Boxes

Transitional Reading Stage National List Price (Print Only)

Despegando hacia la lectura®

BOXED CLASSROOM SET

Guided Reading Levels G–H (12–14)* OK DHTR4000 $1,759 | Your Price $1,675

Combine digital access with your print purchase! Digital access to this stage from OD DHTR4000 July 2023-June 2024 (Print + Digital) | Your Price $2,005

Transitional Reading Stage 12-Packs | Levels G–H (12–14)* | $78.00 per package 12-Packs include 6 copies of each paired text plus lesson plan card. (National List Price: $81.90 per package)

Guided Reading Level G (12)*

¿Qué hay para desayunar? / El desayuno del Rey OK DHTR4010-12

El club de patinaje / Ele va a patinar OK DHTR4030-12

Caza de insectos / Deshacerse de los insectos OK DHTR4250-12

Una rana en un estanque / Demasiado frío para Rana OK DHTR4270-12

Caminatas / Maya y el príncipe OK DHTR4050-12

Colas inteligentes / La cola del mono OK DHTR4070-12

Enredaderas y trepadoras / Cultivo de sandías OK DHTR4090-12

Hacer amigos / La grulla azul OK DHTR4110-12

Vacaciones de verano / Acampar con papá OK DHTR4290-12

Mantarrayas / La mantarraya que quería volar OK DHTR4310-12

Guided Reading Level H (14)*

Comedores de insectos / Tengo hambre OK DHTR4130-12

Animales en cuevas / Hay oro en esa cueva OK DHTR4150-12

Puentes fantásticos / Juan el explorador y la ciudad oculta OK DHTR4330-12

Cuidar a un mono bebé / El rescate de las ardillas bebé OK DHTR4350-12

El naufragio del Maitland / La gran carrera de vapores de ruedas OK DHTR4170-12

Las nutrias marinas y el bosque de algas / La suerte de las nutrias marinas OK DHTR4190-12

Lluvia monzónica / El ave sabia OK DHTR4210-12

No más basura / La roca de Killeen OK DHTR4230-12

Álbum del huracán / ¿Dónde está Coco? OK DHTR4370-12

¿Qué necesitan las plantas? / El gran concurso de cultivo de calabazas OK DHTR4390-12

*Levels indicated by letters are Okapi’s unique measurements, comparable to the Guided Reading levels of Fountas and Pinnell. Numerical levels in parentheses align with DRA/EDL.

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Guided Reading Levels I–J (16–18)*

Early Fluent Reading Stage Paired, Connected Texts at This Stage:

Cohete sabroso

• Support sustained reading with the introduction of chapter books

Necesitarás:

• Increase the conceptual load

Qué hacer:

1. Corta una porción de sandía.

1 rebanada de sandía

• Increase the complexity of language structures

3 uvas

• Continue to develop comprehension and fluency through a range of reading strategies.

1 pincho

3 fresas

2. A partir de la porción, corta dos triángulos de sandía, uno grande y uno más pequeño.

Also Available in English! See page 36 for details

Let us help you customize a resource that matches your instructional goals AND budget. Contact us at info@myokapi.com

Order today! 866.652.7436 or fax 800.481.5499

•240 Student Books (6 copies each of 40 titles) •20 Lesson Plan Cards (1 for each pair of titles) •120 Take-Home Books (6 copies each of 20 titles) •2 Storage Boxes

Early Fluent Reading Stage National List Price (Print Only)

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BOXED CLASSROOM SET

Guided Reading Levels I–J (16–18)* OK DHEF5000 $2,048 | Your Price $1,950

Combine digital access with your print purchase! Digital access to this stage from OD DHEF5000 July 2023-June 2024 (Print + Digital) | Your Price $2,280

Early Fluent Reading Stage 12-Packs | Levels I–J (16–18)* | $89.00 per package 12-Packs include 6 copies of each paired text plus lesson plan card. (National List Price: $93.45 per package)

Guided Reading Level I (16)*

Los olores de los animales / Ángel hace limpieza OK DHEF5010-12

Motocicletas / Un nuevo trabajo para Tomás OK DHEF5250-12

Plantas pegajosas y peligrosas / Cuidando a Chispa OK DHEF5030-12

Cuando los leones cazan / El baile de Rory OK DHEF5270-12

Serpientes asombrosas / Las olimpíadas de serpientes OK DHEF5050-12

¡Ay! Me duele / ¡No tiene gracia, Carlitos! OK DHEF5290-12

Vivir cerca de un volcán / ¡Alerta volcánica! OK DHEF5070-12

Flamencos / Rubí en el medio OK DHEF5310-12

La nueva vida de Nadif / La manada de Gasari OK DHEF5090-12

Mensaje enviado / Salvamos a papá OK DHEF5110-12

Guided Reading Level J (18)*

Mi diario de fútbol / Los Leones Valientes OK DHEF5130-12

Al rescate / Supersam OK DHEF5330-12

Comida divertida para preparar y comer / El nuevo cocinero de la Reina OK DHEF5150-12

Sobrevivir en el bosque helado / Cómo Alce aprendió a nadar OK DHEF5350-12

En lo profundo del mar / Una aventura en lo profundo del mar OK DHEF5170-12

¡Puedes marcar la diferencia! / ¡Salvemos a las nutrias marinas! OK DHEF5370-12

La limpieza de nuestro pantano / Los polluelos de cisne OK DHEF5190-12

Elefantes del desierto / Hermano elefante OK DHEF5390-12

Natación en aguas heladas / El gorro de pesca de la suerte OK DHEF5210-12

Robots de hoy, robots del mañana / Robots fuera de control OK DHEF5230-12

*Levels indicated by letters are Okapi’s unique measurements, comparable to the Guided Reading levels of Fountas and Pinnell. Numerical levels in parentheses align with DRA/EDL.

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Despegando hacia la lectura®

Guided Reading Levels K–M (20–28)*

Fluent Reading Stage Paired, Connected Texts at This Stage: • Support sustained reading with chapter books • Increase the conceptual load • Increase the complexity of language structures • Continue to develop comprehension and fluency through a range of reading strategies.

Also Available in English! See page 38 for details

Let us help you customize a resource that matches your instructional goals AND budget. Contact us at info@myokapi.com

100

Order today! 866.652.7436 or fax 800.481.5499

•288 Student Books (6 copies each of 48 titles) •24 Lesson Plan Cards (1 for each pair of titles) •144 Take-Home Books (6 copies each of 24 titles) •2 Storage Boxes

Fluent Reading Stage National List Price (Print Only)

Despegando hacia la lectura®

BOXED CLASSROOM SET

Guided Reading Levels K–M (20–28)* OK DHFL6000 $2,441 | Your Price $2,325

Combine digital access with your print purchase! Digital access to this stage from OD DHFL6000 July 2023-June 2024 (Print + Digital) | Your Price $2,655

Fluent Reading Stage 12-Packs | Levels K–M (20–28)* | $89.00 per package 12-Packs include 6 copies of each paired text plus lesson plan card. (National List Price: $93.45 per package)

Guided Reading Level K (20)*

Guided Reading Level L (24)*

Guided Reading Level M (28)*

Jardines asombrosos / El jardín del gigante OK DHFL6010-12

Conceptos básicos de baloncesto / Alicia con la cabeza en alto OK DHFL6250-12

Animales que almacenan alimentos / Historia de dos ardillas OK DHFL6090-12

Suricatas trabajando / Anuar, la suricata brillante OK DHFL6330-12

El funcionamiento del cuerpo / El viaje misterioso OK DHFL6170-12

Los osos polares y el hielo del mar Ártico / La aventura de Atka en el hielo OK DHFL6410-12

Osos polares / Un oso llamado Problemas OK DHFL6030-12

Animales que tratan de impresionar / El tutú ajustado OK DHFL6270-12

Soy inventor / El vehículo veloz de Gloria OK DHFL6110-12

Protejamos los océanos: actuemos localmente / El Reino de Floralia OK DHFL6350-12

Construido a mano / El Dr. Zardos y la Piedra Mental OK DHFL6190-12

Colibríes / El beso de un ala de colibrí OK DHFL6430-12

Cuidar las charcas de marea / El pequeño cangrejo listo OK DHFL6050-12

Sobrevivir a la inundación / La gran inundación de Valle Polvoriento OK DHFL6290-12

Las características físicas adecuadas / Arturo presta ayuda OK DHFL6130-12

Mi casa lejana / La última farera OK DHFL6370-12

Vivir en el espacio / El campamento espacial OK DHFL6210-12

La gran carrera del ferrocarril / La leyenda de Jimmy Drake OK DHFL6450-12

Hormigas guerreras / Hormigas asesinas OK DHFL6070-12

Un largo día en el río / La cocodrilo y la chorlito OK DHFL6310-12

El primer vuelo / La aventura en globo OK DHFL6150-12

Diseñados para la velocidad / El príncipe durmiente OK DHFL6390-12

Diario del maratón / El hombre del maratón OK DHFL6230-12

Escarcha / El pequeño encendedor de ahumadores OK DHFL6470-12

*Levels indicated by letters are Okapi’s unique measurements, comparable to the Guided Reading levels of Fountas and Pinnell. Numerical levels in parentheses align with DRA/EDL.

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101

Despegando hacia la lectura®

Guided Reading Levels N–V (30–50)*

Paired Texts and Perspectivas

—Linda Hoyt, Series Consultant

CONCEPT SETS BUILD UNDERSTANDING OF KEY ISSUES Leveled texts partner with Perspectivas collections to build and extend students’ understanding of timely concepts.

Issue: Disappearing Rainforests Paired Texts Lesson Plan:

N T CO L L A B O R AT I O N

S T U D E N T I N Q U I RY

STUDE

Informational

Narrative

Persuasive

Perspectivas Lesson Plan:

Sequence • Inquiry • Independent Partner Work • Thinking and Talking Circles • Reading Closely • Writing a Persuasive Argument

Through the teaching and learning model embedded in the Lesson Plans, students build a metacognitive understanding of their own learning process.

FOCUS ON EMERGING BILINGUALS

Perspectivas motivate and enable Spanishspeaking ELs to express opinions and explore ideas about what they read.

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Guided Reading Levels N–V (30–50)* Despegando hacia la lectura®

Everything you love about Despegando hacia la lectura … ®

Beginning with the Fluent Plus stage, we continue our award-winning formula of pairing a narrative text with an informational text, both connected by the same big idea. I nformational texts present the big ideas around a concept. They go beyond readers’ personal experiences and include a range of features including primary sources that support the text.

N arrative texts reflect the big ideas through their characters and plots. They feature plots with subplots, non-sequential treatment of time, and a range of literary devices.

L esson Plans for the pair encourage higher-level thinking and provide opportunities for students to write in response to both the text and to their collaborative conversations.

…plus Perspectivas—short, point of view texts exploring the issues raised by the big ideas in the paired texts. Extend students’ thinking with additional views of the issues introduced in the paired texts. P erspectivas contain short texts in a magazinestyle format and include posters, arguments, discussions, letters, and visual images. PERSPECTIVAS

Las selvas tropicales

son los puntos de

in industry and everyday life have had major effects on rainforests.

vista?

the Organizador gráfico1: Hacer y contestar Say: Es importante “preguntarse” juntos. Hablen con su cerca de los problemas de la deforestación. ¿Qué nen? Students work with their partner to record bout deforestation in the first column of the anizer.

ng and talking circle

Rainforests 6pp

NEW 4.indd 4-6

Independent partner

work

Students read “Los huérfanos de la selva” and “Las tribus luchan por sobrevivir en Borneo” to themselves, using sticky notes to record key points, comments, and questions. They then discuss their thinking with their partner.

Thinking and talking

circle

Select two or three of the discussion stems below to encourage and extend students’ discussion. (These can be prepared on index cards or on an anchor chart before the lesson.) 1. Piensen en lo que acaban de leer. ¿Cuál es su reacción a cada uno de estos artículos? (Responding to texts) 2. ¿Qué ideas les parecieron interesantes o desafiantes? ¿Hubo ideas que les parecieron confusas? (Clarifying ideas) 3. ¿Qué lenguaje usó el autor para impactar y despertar el interés? ¿Encontraron palabras sobre las que tenían preguntas? (Clarifying vocabulary) 4. ¿Qué imagen los impresionó más? (Responding to images) 5. Escojan uno de los artículos que leyeron. ¿Qué aprendieron? (Summarizing) 6. ¿Qué ideas son comunes en estos artículos? (Synthesizing) 7. ¿Qué preguntas tienen todavía? (Questioning)

work

Students complete their graphic “Preguntas” and “Respuestas” organizer by filling in the columns.

Thinking and talking

circle

Students share their completed graphic organizers in a group discussion. Say: Reflexionen en lo que acaban de aprender y en cómo pueden haber cambiado sus ideas y opiniones. Discuss students’ ideas.

Reading closely Setting the task

Have students work with their partner to choose one article to read closely. Say: Al volver a leer el artículo imaginen que tienen un lente de aumento, así que pueden ver más y pensar con más profundidad. Piensen en lo más importante y anoten las palabras frases clave. No escriban y oraciones. Have students organize the key words and phrases in rank order, placing the most important idea at the top. They should be prepared to defend these choices during the next thinking and sharing circle.

Independent partner

work

Students reread their chosen article, this time capturing key words and phrases on sticky notes. Students talk with their partners about their rankings.

Thinking and talking

r preguntas

Introduce the Organizador gráfico 2: Recursos de los textos argumentativos. As a group, discuss the persuasive text devices on the graphic organizer. Say: Vuelvan a leer los artículos del libro y anoten ejemplos de argumentativos que textos hayan usado los autores. Students share the features of persuasive texts they have identified.

Independent partner

work

Say: Usen la información que hayan recopilado, además de sus opiniones personales, para escribir un texto argumentativo. Recuerden apoyar su argumento con evidencias. Destaquen sus opiniones para que el lector sepa exactamente lo que piensan. Present the Organizador gráfico ¿Qué opinas? Cómo escribir un texto argumentativo (ve PERSPECTIVAS Las selvas tropicales desaparecen: ¿Cuáles son los puntos de vista?, página 24). Students work with their partner, independent of the teacher, to create a persuasive argument. Remind the students to use persuasive text devices to strengthen their argument.

Thinking and talking

circle

Partners bring their completed persuasive arguments to a group discussion. As each pair presents their persuasive argument, the rest of the group identifies the persuasive features and provides feedback.

circle

Call the group together to share their key words and phrases, and to justify how they have ranked them. They should to the meeting prepared come to discuss, cite evidence text, and offer opinions. from the

Reacciones

up together to share their ideas. Record students’ a chart. While the group discusses the urrounding the issues, assess their prior nd the content-specifi c vocabulary they use.

Read the text Setting the task

Say: Este libro tiene algunos artículos que proporcionan varias perspectivas acerca de la deforestación. Cada artículo intenta persuadirte para que pienses sobre el tema de una forma particular. Students browse through the book. Say: Lean los primeros dos artículos. Al ir leyendo, piensen en las preguntas específicas en la introducción de cada artículo. Imaginen piensa cada autor acerca qué de la deforestación.

1: Hacer y contesta

sive text

Setting the task

Say: Los autores de textos argumentativos usan una variedad de recursos para poder influenciar o persuadir al lector. Antes de escribir, vamos a identificar algunos de esos recursos en los artículos que hemos leído.

Respuestas

endent partner work

Writing a persua

Say: Lean ahora los artículos “¡Salven a los orangutanes!”, “Las tropicales en peligro” selvas y “El misterio del aceite de palma”. Al ir leyendo piensen en la pregunta: ¿Por qué debe importarnos la destrucción de las selvas tropicales? Compartan con su compañero cualquier idea que tengan después de leer estos artículos.

Preguntas

tting the task

each student in the group a copy of the book PECTIVAS Las selvas tropicales desaparecen: ¿Cuáles son los de vista?

to pages 4 and 5 and read the introduction aloud. Say: n en la pregunta: Las selvas tropicales se están destruyendo. ¿Por be importarnos esto? Trabajen con un compañero y hablen de su respuesta inicial a la pregunta. Anoten por lo menos dos omentarios en papelitos adhesivos y péguenlos en la página.. ts share their comments with the group. Discuss uestions posed in the the introduction. serven cuidadosamente las imágenes de las páginas 4 y 5. dicen? ¿Qué sienten al verlas? ¿Qué preguntas tienen cuando Discuss as a whole group. len con su compañero acerca de las palabras y frases que ncontrar cuando lean de este tema y anótenlas en papelitos Have students share their vocabulary predictions rd these on a chart. Check against the vocabulary the front of the Lesson Plan. Introduce any essential ry that the students did not predict and add these rt.

Organizador gráfico