FSTL TEKS EA Animals That Need Mud - Mud Mud Mud

Blackline master

In the mud patch

Animals and mud Cut out the cards below. Work with a partner and use both sets of cards to play a game of snap.

elephant

hippopotamus

mud frog

mud turtle

mud crab

makes mud

skin

digs hole

digs

hides

Lesson Plans

Activity card

You will need: brown paint, colored paper, markers, glue, scissors.

✂

What to do: 1. Paint a picture of a mud patch.

2. Draw and cut out pictures of animals that need mud.

3. Stick the pictures on the mud patch.

4. Add labels to the picture.

skin soft

sun off

Example:

eggs

too hot or cold

Early reading stage Level F (10)

Animals That Need Mud explains why some animals need mud and how they use it.

Running words: 176 Text type: Explanation

In Mud, Mud, Mud!, the animals work together to make a new mud hole when their mud hole dries up.

Running words: 247 Text type: Narrative

High-frequency words

Key vocabulary

New: again day eat/s from good her how keep/s know many not off one or stops things very were

animals birds bugs catch cold crab/s dig/s dust eggs elephant frog/s help hides hill hippopotamus hole hot jumped mud nest pig pond skin soft sun trunk turtle water wet

Phonics

earing syllables in words as in hip/po/pot/a/mus • H • Identifying the number of sounds in words

Text features

catch little crabs

Animals That Need Mud

Mud, Mud, Mud!

• S ummary chart; heading; labels • Photographic index • Dialogue

Reading strategies

• R eading labels to get information • Using syntax to support reading for meaning

Texas Essential Knowledge and Skills

pig

skin wet

Assessment Can the student read the words?

Is the student able to make a sentence with these words?

Flying Start to Literacy Lesson Plans Animals That Need Mud / Mud, Mud, Mud! 2009–2019 EC Licensing Pty Ltd.

sun

Flying Start to Literacy Lesson Plans Animals That Need Mud / Mud, Mud, Mud! © 2009–2019 EC Licensing Pty Ltd. Developed by Eleanor Curtain Publishing

© 2009–2019 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. 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: “© 2009–2019 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.

okapi

educational publishing

Text: Kerrie Shanahan and Lyn Reggett Consultant: Susan Hill Illustration by Bettina Guthridge 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 www.flying-start-to-literacy.com

Phonics 1(2) (A) (vii) Demonstrate phonological awareness by segmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends.

1(2) (B) (vi) Demonstrate and apply phonetic knowledge by identifying and reading at least 100 high-frequency words from a research-based list.

Reading 1(3) (B) Use illustrations and texts the student is able to read or hear to learn or clarify word meanings.

1(7) (D) Retell texts in ways that maintain meaning.

1(10) (B) Discuss how the use of text structure contributes to the author’s purpose.

Writing 1(12) (B) Dictate or compose informational texts, including procedural texts.

Speaking and Listening 1(10) (C) Discuss with adult assistance the author’s use of print and graphic features to achieve specific purposes.

Lesson 1

Lesson 2

Animals That Need Mud

Key concept • S ome animals need mud to have healthy lives.

Before reading

After reading

Getting ready to read

Talking about the book

Encourage students to activate their prior knowledge.

Ask: Do you know of any animals that like to go in the mud? Why do you think they might do this? What might happen to the animal if there was no mud? List the students’ ideas on a chart.

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.

Why do mud crabs hide in the mud? (Literal) How does mud help animals’ skin? (Inferential) Do all animals need mud? (Synthesizing) What did the author want you to know? (Critical)

Vocabulary building Talk about what animals might use mud for. Say: Many animals need mud. Why might they need it? Make a list of the students’ responses.

Introducing the book Give each student a copy of the book Animals That Need Mud. Say: This book is an explanation about why some animals need mud to stay healthy. Some animals need mud to look after their skin or to stop them from getting too hot or too cold. Some animals use mud to help them get food. Some animals use mud to make nests for their eggs. Ask the students to look through the book, and talk about what is depicted in the photographs. Follow the structure of the sentences in the text. For example, say: Yes, a pig puts mud on its skin.

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. For example, pause and point out the labels when the students read page 3 and page 8. Ask: What do these labels tell us? Why do you think they are used?

Reviewing reading strategies Encourage the students to identify what they did to help themselves as readers. What are some of the things you did that helped you to make sense of this book? Remind the students how labels help us make sense of the information in a nonfiction book.

ELL support • Introduction states the main concept of the book.

• Photographs support and extend the text.

Mud, Mud, Mud!

Returning to the book

Key concepts • Some animals need mud to have healthy lives.

• More can be achieved by working together than could be achieved alone.

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.

Returning to the book 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.

Developing fluency

Developing fluency

Invite the students to sit facing a partner and to take turns reading a double-page spread to each other.

Encourage the students to focus on reading several words at a time (phrasing) and on reading with a clear voice.

Ask the students to act out the story in groups, focusing on keeping track of the reading so they know when it is their turn to read. Encourage them to read with expression.

Word work Phonemic awareness and phonics Draw a chart on the board, and ask groups of students to put words from the book into the columns according to the number of beats (syllables) in each word. Talk about how being able to hear the beats (syllables) in words helps us to write the words. Look at how “chunking” the word can help with reading and writing (hip/po/pot/a/mus).

Exploring words Enlarge and copy the Blackline master (BLM), then cut out each card. Ask the students to work with a partner to match up the words and phrases that go together (e.g. mud frog, digs holes, eggs).

Writing Modeled writing Ask the students to talk about one of the animals in the book. Then ask: Why is mud important for this animal?

List the students’ ideas on a chart. Invite them to contribute using their knowledge of high-frequency words. For example: Who can write “makes” on our chart?

Encourage students to identify sounds within words.

For example: We need to write the word “happy”. Who can hear the sounds in “happy”? Who can write those letters on the chart?

Independent writing Ask the students to write about why they like/dislike mud.

Sharing and presenting Ask the students to present their writing to the class.

Before reading

After reading

Getting ready to read

Talking about the book

Encourage students to activate their prior knowledge.

Show the students a picture of mud, or bring in some mud to show them. Ask them what they know about mud. Ask: How do you think mud is made?

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 illustrations and the text in the book.

Why was there a lot of dust at the pond? (Literal) Why was the elephant able to get the water? (Inferential) What would have happened if the elephant did not live at this pond?

(Synthesizing) Could this story really happen? Why? Why not? (Critical)

Vocabulary building Use the Vocabulary Starters Zoo Animals and Farm Animals to review animal words. On the board, make a list of animals that appear in Mud, Mud, Mud! (elephant, hippopotamus, pig, turtle, crab, frog).

Introducing the book Give each student a copy of the book Mud, Mud, Mud! Say: This is a story about what happened when it got very hot and all of the mud in the pond dried up. How do you think the animals will get more mud? Turn the pages of the book, discussing the pictures. Focus on what each animal says. Ask: What do you think Pig would say? Why would a pig need mud? Respond using the structure of the sentences in the text. For example, say: Yes, Pig would say, “The mud is good.”

Reviewing reading strategies Encourage the students to identify what they did to help themselves as readers. If appropriate, comment on how the students made sure their reading sounded right.

ELL support • Illustrations are clear and support the storyline.

• Title reflects the plot of the story.

• Main characters are introduced on the first page.

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. Check that the students are attending to syntax when they read. For example, they might read “The mud keep me safe from birds” and then correct to read “The mud keeps me safe from birds”. Encourage this behavior.

Word work Phonemic awareness and phonics Invite the students to select ten words from the book and to write them on cards. Ask the students to order these cards from smallest to largest, according to the number of letters in each word. Then have them order the words from smallest to largest according to the number of sounds in the words. Compare the lists and discuss the fact that the number of sounds and letters is not necessarily the same.

Exploring words Provide the students with word cards of the high-frequency words from the book (these words can be found on the front of the Lesson plan). Ask the students to play “Guess my word” with a partner. To play, one player selects a word without revealing it; the other player must ask questions to identify the word.

Writing Modeled writing Ask the students to talk about the story. Ask: What might the animals write on a thank-you card for Elephant? Make a card.

Invite the students to contribute using their knowledge of high-frequency words and the sounds within words.

Independent writing Ask each student to pretend he/she is an Elephant and to write about what he/she did to help solve the problem.

Sharing and presenting Encourage the students to read their Elephant stories to each other.

Synthesizing: Talk about the pair Ask: What have you learned from reading Mud, Mud, Mud! and Animals That Need Mud? When it doesn’t rain for a long time, what happens to animals that need mud?

Students can work further with these books by completing the Activity card.

Blackline master

In the mud patch

Animals and mud Cut out the cards below. Work with a partner and use both sets of cards to play a game of snap.

elephant

hippopotamus

mud frog

mud turtle

mud crab

makes mud

skin

digs hole

digs

hides

Lesson Plans

Activity card

You will need: brown paint, colored paper, markers, glue, scissors.

✂

What to do: 1. Paint a picture of a mud patch.

2. Draw and cut out pictures of animals that need mud.

3. Stick the pictures on the mud patch.

4. Add labels to the picture.

skin soft

sun off

Example:

eggs

too hot or cold

Early reading stage Level F (10)

Animals That Need Mud explains why some animals need mud and how they use it.

Running words: 176 Text type: Explanation

In Mud, Mud, Mud!, the animals work together to make a new mud hole when their mud hole dries up.

Running words: 247 Text type: Narrative

High-frequency words

Key vocabulary

New: again day eat/s from good her how keep/s know many not off one or stops things very were

animals birds bugs catch cold crab/s dig/s dust eggs elephant frog/s help hides hill hippopotamus hole hot jumped mud nest pig pond skin soft sun trunk turtle water wet

Phonics

earing syllables in words as in hip/po/pot/a/mus • H • Identifying the number of sounds in words

Text features

catch little crabs

Animals That Need Mud

Mud, Mud, Mud!

• S ummary chart; heading; labels • Photographic index • Dialogue

Reading strategies

• R eading labels to get information • Using syntax to support reading for meaning

Texas Essential Knowledge and Skills

pig

skin wet

Assessment Can the student read the words?

Is the student able to make a sentence with these words?

Flying Start to Literacy Lesson Plans Animals That Need Mud / Mud, Mud, Mud! 2009–2019 EC Licensing Pty Ltd.

sun

Flying Start to Literacy Lesson Plans Animals That Need Mud / Mud, Mud, Mud! © 2009–2019 EC Licensing Pty Ltd. Developed by Eleanor Curtain Publishing

© 2009–2019 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. 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: “© 2009–2019 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.

okapi

educational publishing

Text: Kerrie Shanahan and Lyn Reggett Consultant: Susan Hill Illustration by Bettina Guthridge 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 www.flying-start-to-literacy.com

Phonics 1(2) (A) (vii) Demonstrate phonological awareness by segmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends.

1(2) (B) (vi) Demonstrate and apply phonetic knowledge by identifying and reading at least 100 high-frequency words from a research-based list.

Reading 1(3) (B) Use illustrations and texts the student is able to read or hear to learn or clarify word meanings.

1(7) (D) Retell texts in ways that maintain meaning.

1(10) (B) Discuss how the use of text structure contributes to the author’s purpose.

Writing 1(12) (B) Dictate or compose informational texts, including procedural texts.

Speaking and Listening 1(10) (C) Discuss with adult assistance the author’s use of print and graphic features to achieve specific purposes.

Blackline master

In the mud patch

Animals and mud Cut out the cards below. Work with a partner and use both sets of cards to play a game of snap.

elephant

hippopotamus

mud frog

mud turtle

mud crab

makes mud

skin

digs hole

digs

hides

Lesson Plans

Activity card

You will need: brown paint, colored paper, markers, glue, scissors.

✂

What to do: 1. Paint a picture of a mud patch.

2. Draw and cut out pictures of animals that need mud.

3. Stick the pictures on the mud patch.

4. Add labels to the picture.

skin soft

sun off

Example:

eggs

too hot or cold

Early reading stage Level F (10)

Animals That Need Mud explains why some animals need mud and how they use it.

Running words: 176 Text type: Explanation

In Mud, Mud, Mud!, the animals work together to make a new mud hole when their mud hole dries up.

Running words: 247 Text type: Narrative

High-frequency words

Key vocabulary

New: again day eat/s from good her how keep/s know many not off one or stops things very were

animals birds bugs catch cold crab/s dig/s dust eggs elephant frog/s help hides hill hippopotamus hole hot jumped mud nest pig pond skin soft sun trunk turtle water wet

Phonics

earing syllables in words as in hip/po/pot/a/mus • H • Identifying the number of sounds in words

Text features

catch little crabs

Animals That Need Mud

Mud, Mud, Mud!

• S ummary chart; heading; labels • Photographic index • Dialogue

Reading strategies

• R eading labels to get information • Using syntax to support reading for meaning

Texas Essential Knowledge and Skills

pig

skin wet

Assessment Can the student read the words?

Is the student able to make a sentence with these words?

Flying Start to Literacy Lesson Plans Animals That Need Mud / Mud, Mud, Mud! 2009–2019 EC Licensing Pty Ltd.

sun

Flying Start to Literacy Lesson Plans Animals That Need Mud / Mud, Mud, Mud! © 2009–2019 EC Licensing Pty Ltd. Developed by Eleanor Curtain Publishing

© 2009–2019 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. 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: “© 2009–2019 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.

okapi

educational publishing

Text: Kerrie Shanahan and Lyn Reggett Consultant: Susan Hill Illustration by Bettina Guthridge 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 www.flying-start-to-literacy.com

Phonics 1(2) (A) (vii) Demonstrate phonological awareness by segmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends.

1(2) (B) (vi) Demonstrate and apply phonetic knowledge by identifying and reading at least 100 high-frequency words from a research-based list.

Reading 1(3) (B) Use illustrations and texts the student is able to read or hear to learn or clarify word meanings.

1(7) (D) Retell texts in ways that maintain meaning.

1(10) (B) Discuss how the use of text structure contributes to the author’s purpose.

Writing 1(12) (B) Dictate or compose informational texts, including procedural texts.

Speaking and Listening 1(10) (C) Discuss with adult assistance the author’s use of print and graphic features to achieve specific purposes.