FSTL TEKS EF Animal Smells - Angus Cleans Up

What’s that smell?

Create a very smelly zoo

Use the book Animal Smells as a reference. Cut out the pictures below and put them in the correct column on the chart. Do some research and see if you can add any other animals to your chart.

Animals that use smell for protection

Lesson Plans

Activity card

Blackline master

Animals that use smell to mark their territory

You will need: a die and cut-out pictures of smelly animals.

What to do: Cut out the animal cards below. Then find a partner and take turns rolling the die. Pick up the animal picture that has the same number on it that you rolled (e.g. roll a 3 and pick up a fox). Then put the animal in the right pen. The winner is the first person to fill up his/her zoo.

Animals that use smell to find a mate

This animal uses smell to protect itself.

This animal uses smell to mark its territory.

This animal uses smell to find a mate.

This animal uses smell to protect itself.

This animal uses smell to mark its territory.

This animal uses smell to find a mate.

Early Fluent reading stage Level I (16)

Animal Smells explains why some animals use smells: to protect themselves, to mark their territory, or to find a mate.

Angus Cleans Up is a narrative about a zookeeper who cleans up all the animals’ smells – even the animals that don’t want their smells cleaned up!

Running words: 503 Text type: Explanation

Running words: 458 Text type: Narrative

Content vocabulary

alive attract enemy’s female foxes goats hunting hunting ground hyenas liquid male mate musk oxen polecat protect skunks smells spraying stink bug Tasmanian devils territory turkey vultures

Phonics

• I dentifying the “schwa” vowel as in devils, eaten, hyenas, protection, vultures • Identifying the vowel digraph “or” making the /er/ sound as in work

Text features

✁ ✁ goat

stink bug

musk ox

Tasmanian devil

polecat

1

2

hyena hyena

fox

skunk

turkey vulture

Assessment Can the student locate information in the text?

Can the student sort and classify animals according to set criteria?

Flying Start to Literacy Lesson Plans Animal Smells / Angus Cleans Up © 2010–2019 EC Licensing Pty Ltd.

turkey vulture

3

4

fox

5

goat

6

stink bug

Flying Start to Literacy Lesson Plans Animal Smells / Angus Cleans Up © 2010–2019 EC Licensing Pty Ltd. Developed by Eleanor Curtain Publishing

© 2010–2019 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: “© 2010–2019 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 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 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com

Animal Smells

• Introduction, conclusion, and chapter headings

Angus Cleans Up

• Dialogue • Illustrations that give readers extra information

Reading strategies

• U sing chapter headings and photographs to predict • Self-correcting errors

Texas Essential Knowledge and Skills

musk ox

Phonics 1(2) (B) (iii) Demonstrate and apply phonetic knowledge by: decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables.

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(6) (C) Make, correct, or confirm predictions using text features, characteristics of genre, and structures with adult assistance.

1(6) (I) Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.

1(8) (B) Describe the main character(s) and the reason(s) for their actions.

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

Speaking and Listening 1(1) (C) Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language.

Lesson 1 Animal Smells

Lesson 2 Angus Cleans Up

Key concepts • A nimal behaviors are related to their survival.

• A nimals use smells to mark territory, to find a mate, or to protect themselves.

Returning to the book

Key concepts

Provide multiple opportunities for students to reread and interact with the book – with teacher support, with a partner, and independently. Choose activities that are appropriate for your students.

• Animal behaviors are related to their survival.

• Animals use smells to mark territory, to find a mate, or to protect themselves.

Developing fluency

Returning to the book Provide multiple opportunities for the students to reread and interact with the book – with teacher support, with a partner, and independently. Choose activities that are appropriate for your students.

Developing fluency

After reading

Students could work with a partner to practice reading the book. Encourage the students to read fluently, attending to the punctuation. Say: Make sure you are pausing in the right places so the listener can understand the information you are reading.

Before reading

After reading

Getting ready to read

Talking about the book

Word work

Getting ready to read

Talking about the book

Support the students in activating their prior knowledge.

Ask: Do you know of animals that can make strong smells? Have a class discussion about this question. Make a list of these animals. Say: Why do you think these animals make these smells?

Have the students talk about the book. Promote discussion by choosing questions that are appropriate for your students. Ask them to support their thinking by referring to the photographs and the text in the book.

What does the skunk use smell for? How do turkey vultures create a smell? Why do hyenas leave their smell on trees? (Literal) How does smell help animals survive? (Inferential) What do all the animals in this book have in common? In what ways are they different? (Synthesizing) Could any other animals have been included in this book? Why do you think the author chose the animals she did? (Critical)

Support the students in activating their prior knowledge.

Ask them to name the jobs that a zookeeper would need to do. Discuss the students’ ideas. Ask: Are there any jobs that a zookeeper needs to do that you would not like to do? Why?

Write the word work on a chart. Say: What sounds do you hear in the word work? What letters represent these sounds?

Did you expect the middle sound to be represented by “or”?

Do you know of any other words like this? List them (work, worm, word, world, worth).

Say: The book we are going to read is about a zookeeper named Angus. He has some smelly animals in his zoo, including a fox, some hyenas, a musk ox, and a skunk. List these animals and talk about them.

Have students talk about the book. Promote discussion by choosing questions that are appropriate for your students.

Ask them to support their thinking by referring to the illustrations and the text in the book.

Which animal pens did Angus clean? (Literal) Why were the fox, the hyenas, the musk ox, and the skunk angry with Angus? (Inferential) What did this book teach you about smelly animals? (Synthesizing) Would a real zookeeper make the mistakes that Angus made in this story? Why? (Critical)

Introducing the book

Reviewing reading strategies

Students could write instructions for a new zookeeper.

Encourage students to include reasons for not cleaning up some of the animals’ smells.

Before reading

Vocabulary building Make a list of the animals in the book (skunks, Tasmanian devils, stink bugs, turkey vultures, polecats, hyenas, foxes, goats, musk oxen). Say: All of these animals are in the book called Animal Smells. Ask students to talk about the animals on the list and what they know about them. Show students pictures of these animals if students are not familiar with them.

Invite students to share their ideas with the group.

Introducing the book Give each student a copy of Animal Smells and have them read the title and the contents page. Ask: What do you already know about the information in this book? Discuss each of the chapter headings so that the students are familiar with the concepts of protection, marking territory, and finding a mate. For example, for Chapter 2 say: Animals often don’t want other animals near their area or territory. How might hyenas and foxes mark their territories? Have the students prepare for reading by thinking and talking about the book with your support.

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, are the students using the chapter headings and photographs to predict the information they will be reading? Say: Remember to use the headings and the photos to help yourself get ready for what you will be reading.

Reviewing reading strategies Encourage students to identify what they did to help themselves as readers. Ask: What are some of the things you did to help yourself? If appropriate, comment on how well the students used the chapter headings and the photographs to predict. Say: You did what good readers do; you used the information in the headings and photographs to get yourself ready for the information you were going to read.

ELL support • Headings summarize the chapter content.

• The introduction states the key concept of the text.

• Photographs support the written text.

Phonics Write the words hyenas, vultures, oxen, and devils on the board. Say: All these words have the “schwa” vowel sound in them.

Read each word, emphasizing the “schwa” vowel. Invite students to underline the letter/s in each word that make/s the “schwa” vowel sound. Students could work with a partner to list other words from the book with the “schwa” vowel sound and group these words according to the letter/s that make the sound.

Exploring words Give students five minutes to brainstorm words related to animals that make smells. Students could share their lists to create a group list. Students could then use the book to find other words to add to the list, and then use them in sentences.

Writing Students could choose an animal from the book and make a fact card about it. Encourage students to include at least three facts about their animal and to draw a labeled illustration.

Sharing and presenting Students could share their fact cards.

Vocabulary building

Give each student a copy of Angus Cleans Up. Have the students read the title. Direct them to the illustration on the cover. Say: What do you think this book might be about? Have the students look at pages 6 and 7 and discuss. Ask: I wonder why Angus is holding his nose like that? Why will it be a problem if Angus doesn’t like the animals’ smells? Have the students prepare for reading by thinking and talking about the book with your support.

Encourage students to identify what they did to help themselves as readers. Ask: What are some of the things you did that helped you make sense of this book? What strategies did you use?

ELL support

Have the students work in groups to act out the story.

Encourage them to think about fluency and expression as they read. Say: Think about how Angus might say that.

Try to make your voice sound the way his would sound in the story.

Word work Phonics

Exploring words Students could draw a labeled map of Angus’s zoo that includes all of the animals that were in the book.

Writing

Sharing and presenting Students could read their zookeeper instructions to a friend.

• Text boxes reinforce the key concept.

• Well-defined character.

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, if the student does not notice an error, say: Did that make sense? Read it again. This time, check that what you are reading makes sense in this story.

Synthesizing: Talk about the pair After students have read both Animal Smells and Angus Cleans Up, ask: What animals can make smells? What have you learned about these animals and their smells?

In small groups, students could fill in a T-chart with the headings Smelly animal and Why their smell is important.

What’s that smell?

Create a very smelly zoo

Use the book Animal Smells as a reference. Cut out the pictures below and put them in the correct column on the chart. Do some research and see if you can add any other animals to your chart.

Animals that use smell for protection

Lesson Plans

Activity card

Blackline master

Animals that use smell to mark their territory

You will need: a die and cut-out pictures of smelly animals.

What to do: Cut out the animal cards below. Then find a partner and take turns rolling the die. Pick up the animal picture that has the same number on it that you rolled (e.g. roll a 3 and pick up a fox). Then put the animal in the right pen. The winner is the first person to fill up his/her zoo.

Animals that use smell to find a mate

This animal uses smell to protect itself.

This animal uses smell to mark its territory.

This animal uses smell to find a mate.

This animal uses smell to protect itself.

This animal uses smell to mark its territory.

This animal uses smell to find a mate.

Early Fluent reading stage Level I (16)

Animal Smells explains why some animals use smells: to protect themselves, to mark their territory, or to find a mate.

Angus Cleans Up is a narrative about a zookeeper who cleans up all the animals’ smells – even the animals that don’t want their smells cleaned up!

Running words: 503 Text type: Explanation

Running words: 458 Text type: Narrative

Content vocabulary

alive attract enemy’s female foxes goats hunting hunting ground hyenas liquid male mate musk oxen polecat protect skunks smells spraying stink bug Tasmanian devils territory turkey vultures

Phonics

• I dentifying the “schwa” vowel as in devils, eaten, hyenas, protection, vultures • Identifying the vowel digraph “or” making the /er/ sound as in work

Text features

✁ ✁ goat

stink bug

musk ox

Tasmanian devil

polecat

1

2

hyena hyena

fox

skunk

turkey vulture

Assessment Can the student locate information in the text?

Can the student sort and classify animals according to set criteria?

Flying Start to Literacy Lesson Plans Animal Smells / Angus Cleans Up © 2010–2019 EC Licensing Pty Ltd.

turkey vulture

3

4

fox

5

goat

6

stink bug

Flying Start to Literacy Lesson Plans Animal Smells / Angus Cleans Up © 2010–2019 EC Licensing Pty Ltd. Developed by Eleanor Curtain Publishing

© 2010–2019 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: “© 2010–2019 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 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 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com

Animal Smells

• Introduction, conclusion, and chapter headings

Angus Cleans Up

• Dialogue • Illustrations that give readers extra information

Reading strategies

• U sing chapter headings and photographs to predict • Self-correcting errors

Texas Essential Knowledge and Skills

musk ox

Phonics 1(2) (B) (iii) Demonstrate and apply phonetic knowledge by: decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables.

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(6) (C) Make, correct, or confirm predictions using text features, characteristics of genre, and structures with adult assistance.

1(6) (I) Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.

1(8) (B) Describe the main character(s) and the reason(s) for their actions.

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

Speaking and Listening 1(1) (C) Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language.

What’s that smell?

Create a very smelly zoo

Use the book Animal Smells as a reference. Cut out the pictures below and put them in the correct column on the chart. Do some research and see if you can add any other animals to your chart.

Animals that use smell for protection

Lesson Plans

Activity card

Blackline master

Animals that use smell to mark their territory

You will need: a die and cut-out pictures of smelly animals.

What to do: Cut out the animal cards below. Then find a partner and take turns rolling the die. Pick up the animal picture that has the same number on it that you rolled (e.g. roll a 3 and pick up a fox). Then put the animal in the right pen. The winner is the first person to fill up his/her zoo.

Animals that use smell to find a mate

This animal uses smell to protect itself.

This animal uses smell to mark its territory.

This animal uses smell to find a mate.

This animal uses smell to protect itself.

This animal uses smell to mark its territory.

This animal uses smell to find a mate.

Early Fluent reading stage Level I (16)

Animal Smells explains why some animals use smells: to protect themselves, to mark their territory, or to find a mate.

Angus Cleans Up is a narrative about a zookeeper who cleans up all the animals’ smells – even the animals that don’t want their smells cleaned up!

Running words: 503 Text type: Explanation

Running words: 458 Text type: Narrative

Content vocabulary

alive attract enemy’s female foxes goats hunting hunting ground hyenas liquid male mate musk oxen polecat protect skunks smells spraying stink bug Tasmanian devils territory turkey vultures

Phonics

• I dentifying the “schwa” vowel as in devils, eaten, hyenas, protection, vultures • Identifying the vowel digraph “or” making the /er/ sound as in work

Text features

✁ ✁ goat

stink bug

musk ox

Tasmanian devil

polecat

1

2

hyena hyena

fox

skunk

turkey vulture

Assessment Can the student locate information in the text?

Can the student sort and classify animals according to set criteria?

Flying Start to Literacy Lesson Plans Animal Smells / Angus Cleans Up © 2010–2019 EC Licensing Pty Ltd.

turkey vulture

3

4

fox

5

goat

6

stink bug

Flying Start to Literacy Lesson Plans Animal Smells / Angus Cleans Up © 2010–2019 EC Licensing Pty Ltd. Developed by Eleanor Curtain Publishing

© 2010–2019 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: “© 2010–2019 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 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 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com

Animal Smells

• Introduction, conclusion, and chapter headings

Angus Cleans Up

• Dialogue • Illustrations that give readers extra information

Reading strategies

• U sing chapter headings and photographs to predict • Self-correcting errors

Texas Essential Knowledge and Skills

musk ox

Phonics 1(2) (B) (iii) Demonstrate and apply phonetic knowledge by: decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables.

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(6) (C) Make, correct, or confirm predictions using text features, characteristics of genre, and structures with adult assistance.

1(6) (I) Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.

1(8) (B) Describe the main character(s) and the reason(s) for their actions.

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

Speaking and Listening 1(1) (C) Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language.