FSTL TEKS EE Come And Look - Fish

Blackline master

Designer animals

Colored fish Read the labels and color each fish the correct color. Then cut out the fish cards.

You will need: pictures of habitats (e.g. garden, pond, ocean, forest, wetland), pencils, paper, scissors, glue.

✂

1. Draw an imaginary animal on a blank sheet of paper.

2. Cut it out and paste it onto the picture of a habitat.

3. Write about your animal.

4. Tell others about what your animal can do.

Example:

green fish

blue fish

Lesson Plans

Activity card

orange fish

Early Emergent reading stage Level B (2)

Come and Look! explores a range of small animals (mini beasts) that can be found in many gardens.

Running words: 65 Text type: Report (description)

Fish focuses on the different colors that fish can be. Details about the appearance of these fish are provided in the photographs.

Running words: 63 Text type: Report (question)

Vocabulary Starter

Vocabulary

black fish

pink fish

red fish

High-frequency words

Key vocabulary

and at can come is it look see the this you

ant bee black blue butterfly caterpillar fish green ladybug orange pink red spider worm yellow

Phonics

• Hearing medial sounds in words, e.g. hears /e/ as in red, /o/ as in orange

Text features

• • • •

Reading strategies

• Holding the information so far • Searching and cross-checking for information

Two or three lines of text per double-page spread Variation in text to encourage focusing on the words Text carried onto both pages Photographs

Texas Essential Knowledge and Skills

yellow fish Assessment Is the student able to match the color to the correct fish?

Can the student read the color words?

Flying Start to Literacy Lesson Plans Come and Look!/Fish © 2009–2019 EC Licensing Pty Ltd.

Flying Start to Literacy Lesson Plans Come and Look!/Fish © 2009–2019 EC Licensing Pty Ltd.

© 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.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Jenny Feely and Lyn Reggett Consultant: Susan Hill Designed by Derek Schneider Illustration by Bettina Guthridge 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

Reading K(5) (I) Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down with adult assistance.

K(6) (B) Provide an oral, pictorial, or written response to a text.

K(6) (F) Respond using newly acquired vocabulary as appropriate.

Phonics and Phonemic Awareness K(2) (A) (x) Demonstrate phonological awareness by segmenting spoken onesyllable words into individual phonemes.

K(2) (B) (i) Demonstrate phonological awareness by recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound.

Writing K(6) (B) Provide an oral, pictorial, or written response to a text.

Speaking and Listening K(1) (A) Listen actively and ask questions to understand information and answer questions using multi-word responses.

Lesson 1

Lesson 2

Come and Look!

Key concepts • A nimals can be a range of different colors.

• Color can be used to hide the animal or to warn other animals off.

Before reading

During reading

Getting ready to read

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 for students who are noticing when they make an error. For example, ask: Why did you stop? What did you notice?

Encourage students to activate their prior knowledge.

Talk about the kinds of animals that you might see in a garden. Encourage students to say what they have seen in a garden. Ask: What animals might you see in a garden? What colors are they? Make a list of the students’ responses on a chart.

Vocabulary building As needed, introduce the vocabulary from the book. This can be done using the Vocabulary Starters Mini Beasts and Colors. Refer to the teacher notes on the back of the Vocabulary Starters for ideas about using these resources.

After reading

Introducing 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.

What color is the butterfly? (Literal) Are all animals the same color? (Inferential) What is the same about all of these animals? (Synthesizing) What other garden animals might the author have included in this book? (Critical)

Show the students a copy of the book Come and Look!

Say: This book is about some small animals that you might see in a garden. It also tells you the color of each animal. Give each student a book. Have them turn to pages 2 and 3. Say: In this book the author asks us to “come and look.” Point as you read the first sentence. Talk the students through the book, ensuring that they use the text pattern and name each animal.

Talking about the book

Reviewing reading strategies Give positive feedback on the problem-solving strategies the students used as they read the book. For example, say: You are doing what good readers do – you noticed when you made a mistake.

ELL Support: Come and Look!/Fish Use the teacher notes Developing oral vocabulary for English Language Learners on the back of the Vocabulary Starters Colors and Mini Beasts to support ELL students.

Fish

Returning to the book

Key concepts • Animals can be a range of different colors.

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.

• Color can be used to hide the animal or to warn other animals off.

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

Ask students to sit next to a partner and take turns reading the sentences in the book. Allow the students to work out which parts they will read.

Ask the students to practice reading the book with expression. Encourage students to use a rising inflection at the end of questions and an inviting voice when saying come and look.

Word work Phonemic awareness and phonics Ask the students to turn to page 7. Ask: Can you find a word on this page that starts with the same sound as “octopus”? Have the students tell you other words that start with this sound. List these words, then have the students underline the “o” with a marker.

Exploring words Review the high-frequency words (look, can, this, come, the). Ask the students to form each word, one at a time, using magnetic letters or letter tiles. Use the book as a reference.

Writing Modeled writing Ask the students to talk about the animals in the book.

Listen as they share their ideas. Say: Let’s write about the butterfly first. You said that its wings were a beautiful blue color.

Watch while I write that idea on our chart. Write: “This butterfly has beautiful blue wings.”

Independent writing Ask the students to draw pictures of other garden animals and then write about them. Students who need support might use the book as a reference.

Sharing and presenting Review the chart that you made prior to reading. What animals were in the book? Were they the same color as we predicted?

Before reading

During reading

Getting ready to read

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 searching the text for information to help them read. For example, a student who pauses, looks at the picture, and then reads “red” is likely to be searching and cross-checking information on both pages.

Encourage students to activate their prior knowledge.

Talk about the different colors that animals can be.

Ask: What colors can a fish be? List the students’ suggestions on a chart. Ask: Have you ever seen a pink fish? Are there any colors that fish cannot be? Why might fish be different colors?

Vocabulary building As needed, introduce the vocabulary from the book. This can be done using the Vocabulary Starter Colors. Refer to the teacher notes on the back of the Vocabulary Starter for ideas about using this resource.

After reading

Introducing the book

Talking about the book

Show the students a copy of the book Fish. Ask them what the title might say. Give each student a copy of the book, then have the students look through the book, checking the colors of the fish against the list of possible colors made earlier. Have the students turn to page 2. Say: The author is telling us to “Come and look.” Who can find this sentence on this page? What do you think the author is asking us to look at?

Can you see a question mark on this page?

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.

What colors are the fish in the book? (Literal) Are all fish the same color? (Inferential) Why might the color of a fish be important? (Synthesizing) Why has the author written a book about the color of fish?

What do you think the author wants us to know? (Critical)

Reviewing reading strategies Give positive feedback on the problem-solving strategies the students used as they read the book. For example, say: I noticed that on page 10 you stopped at the word “pink”, then you looked at the photograph, and then you read the word. That was good reading.

Word work Phonemic awareness and phonics Refer to the book and select some key words (fish, red, green, blue, pink). Ask: What sound is in the middle of these words? Encourage students to stretch the words out.

(Use a hand gesture where the hand moves away from the mouth, as if drawing chewing gum out into a thin string.)

Exploring words Provide cards from the Blackline master (BLM) and ask students to color the fish the appropriate colors, using the book as a reference. Ask the students to write the color words on small dry-erase boards.

Writing Modeled writing Prompt students to talk about fish. You all know so much about fish. What could we say about fish? Ask the students to share their thoughts and use their responses to model how we write about our ideas. For example: I’m going to write, “Fish need water to live”.

Independent writing Ask the students to draw a large outline of a fish and write about fish inside the shape.

Sharing and presenting Encourage students to discuss strategies they are using to read with expression. Have several students model fluent reading to the class.

Synthesizing: Talk about the pair Ask the students to work with a partner and find words that are the same in the two books.

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

Blackline master

Designer animals

Colored fish Read the labels and color each fish the correct color. Then cut out the fish cards.

You will need: pictures of habitats (e.g. garden, pond, ocean, forest, wetland), pencils, paper, scissors, glue.

✂

1. Draw an imaginary animal on a blank sheet of paper.

2. Cut it out and paste it onto the picture of a habitat.

3. Write about your animal.

4. Tell others about what your animal can do.

Example:

green fish

blue fish

Lesson Plans

Activity card

orange fish

Early Emergent reading stage Level B (2)

Come and Look! explores a range of small animals (mini beasts) that can be found in many gardens.

Running words: 65 Text type: Report (description)

Fish focuses on the different colors that fish can be. Details about the appearance of these fish are provided in the photographs.

Running words: 63 Text type: Report (question)

Vocabulary Starter

Vocabulary

black fish

pink fish

red fish

High-frequency words

Key vocabulary

and at can come is it look see the this you

ant bee black blue butterfly caterpillar fish green ladybug orange pink red spider worm yellow

Phonics

• Hearing medial sounds in words, e.g. hears /e/ as in red, /o/ as in orange

Text features

• • • •

Reading strategies

• Holding the information so far • Searching and cross-checking for information

Two or three lines of text per double-page spread Variation in text to encourage focusing on the words Text carried onto both pages Photographs

Texas Essential Knowledge and Skills

yellow fish Assessment Is the student able to match the color to the correct fish?

Can the student read the color words?

Flying Start to Literacy Lesson Plans Come and Look!/Fish © 2009–2019 EC Licensing Pty Ltd.

Flying Start to Literacy Lesson Plans Come and Look!/Fish © 2009–2019 EC Licensing Pty Ltd.

© 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.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Jenny Feely and Lyn Reggett Consultant: Susan Hill Designed by Derek Schneider Illustration by Bettina Guthridge 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

Reading K(5) (I) Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down with adult assistance.

K(6) (B) Provide an oral, pictorial, or written response to a text.

K(6) (F) Respond using newly acquired vocabulary as appropriate.

Phonics and Phonemic Awareness K(2) (A) (x) Demonstrate phonological awareness by segmenting spoken onesyllable words into individual phonemes.

K(2) (B) (i) Demonstrate phonological awareness by recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound.

Writing K(6) (B) Provide an oral, pictorial, or written response to a text.

Speaking and Listening K(1) (A) Listen actively and ask questions to understand information and answer questions using multi-word responses.

Blackline master

Designer animals

Colored fish Read the labels and color each fish the correct color. Then cut out the fish cards.

You will need: pictures of habitats (e.g. garden, pond, ocean, forest, wetland), pencils, paper, scissors, glue.

✂

1. Draw an imaginary animal on a blank sheet of paper.

2. Cut it out and paste it onto the picture of a habitat.

3. Write about your animal.

4. Tell others about what your animal can do.

Example:

green fish

blue fish

Lesson Plans

Activity card

orange fish

Early Emergent reading stage Level B (2)

Come and Look! explores a range of small animals (mini beasts) that can be found in many gardens.

Running words: 65 Text type: Report (description)

Fish focuses on the different colors that fish can be. Details about the appearance of these fish are provided in the photographs.

Running words: 63 Text type: Report (question)

Vocabulary Starter

Vocabulary

black fish

pink fish

red fish

High-frequency words

Key vocabulary

and at can come is it look see the this you

ant bee black blue butterfly caterpillar fish green ladybug orange pink red spider worm yellow

Phonics

• Hearing medial sounds in words, e.g. hears /e/ as in red, /o/ as in orange

Text features

• • • •

Reading strategies

• Holding the information so far • Searching and cross-checking for information

Two or three lines of text per double-page spread Variation in text to encourage focusing on the words Text carried onto both pages Photographs

Texas Essential Knowledge and Skills

yellow fish Assessment Is the student able to match the color to the correct fish?

Can the student read the color words?

Flying Start to Literacy Lesson Plans Come and Look!/Fish © 2009–2019 EC Licensing Pty Ltd.

Flying Start to Literacy Lesson Plans Come and Look!/Fish © 2009–2019 EC Licensing Pty Ltd.

© 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.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Jenny Feely and Lyn Reggett Consultant: Susan Hill Designed by Derek Schneider Illustration by Bettina Guthridge 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

Reading K(5) (I) Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down with adult assistance.

K(6) (B) Provide an oral, pictorial, or written response to a text.

K(6) (F) Respond using newly acquired vocabulary as appropriate.

Phonics and Phonemic Awareness K(2) (A) (x) Demonstrate phonological awareness by segmenting spoken onesyllable words into individual phonemes.

K(2) (B) (i) Demonstrate phonological awareness by recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound.

Writing K(6) (B) Provide an oral, pictorial, or written response to a text.

Speaking and Listening K(1) (A) Listen actively and ask questions to understand information and answer questions using multi-word responses.