FSTL TEKS EF Message Sent - Saving Dad

Crack the code …

Send a message

In the chart below, every letter of the alphabet has been given a symbol.

A

N

B

O

C

P

D

+ Q

E

R

F

+ S

G

H

&

#

T

U

$

Lesson Plans

Activity card

Blackline master

I

J

K

L

?

V

W

%

Use these symbols to write a message to a friend in the boxes below.

Hint: Leave a blank space in between each word.

M

@ X

Y

You will need: an instrument such as a drum, a tambourine, a shaker, a triangle, or a recorder.

Early Fluent reading stage

What to do: Work with a friend to fill in both of your sound charts.

Use your instrument to send messages to each other.

Level I (16)

Hint: Make sure you include words and phrases that will allow you to ask and answer each other’s questions.

Z

!

Key

Slow Beat = SB

Message

Sound

Hello

SB SB

Goodbye

FB FB

I need help.

FB FB FB FB

How are you?

SB FB FB

Fast Beat = FB

Message

Sound

Message Sent reports on the different ways people sent messages before the invention of electronic communication.

Saving Dad is a narrative about Abby and her dad, who has an accident. They are a long way from home and Abby’s dad has a broken leg. Abby and her dad come up with some clever ways of sending messages to get help.

Running words: 553 Text type: Report

Running words: 563 Text type: Narrative

Content vocabulary

Africa cell phones code computers drum electronically fire flags Ghana horn horses Incas light matches messages Native American pigeon Pony Express radio relay runner sending smoke signals South America television travel Vikings write

Phonics

• I dentifying the vowel digraph “ou” as in mountains, sound, south, thousand • Identifying “are” making the /air/ sound as in scared

Text features Message Sent

• Contents page and index • Headings

Saving Dad

• Dialogue • Illustrations support and extend the text

Reading strategies

• Using an index to locate information • Linking events in the story

Texas Essential Knowledge and Skills

Flying Start to Literacy Lesson Plans Message Sent / Saving Dad © 2010–2019 EC Licensing Pty Ltd.

Assessment Can the student understand a code?

Can the student write a message using a code?

Flying Start to Literacy Lesson Plans Message Sent / Saving Dad © 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

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) (F) Make inferences and use evidence to support understanding with adult assistance.

1(6) (H) Synthesize information to create new understanding with adult assistance.

1(9) (D) (ii) Recognize characteristics and structures of informational text, including features and simple graphics to locate or gain information.

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

Speaking and Listening 1(1) (D) Work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.

Lesson 1 Message Sent

Lesson 2 Saving Dad Key concepts • P eople send messages to each other in different ways.

• Over the years, people have developed new and different ways to send messages.

Before reading

After reading

Getting ready to read

Talking about the book

Support the students in activating their prior knowledge. Talk about sending messages and communication. Ask: How do people send messages to each other? What ways do you communicate with other people? Show students a letter, an email, a fax, a text message on a cell phone, etc. Discuss each different form of communication. Invite students to share their personal experiences with sending and receiving messages.

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 is a message relay? How are flags used to send messages?

(Literal) How has sending messages changed over time? Why has this happened? (Inferential) Why are many of these ways of sending messages no longer used?

(Synthesizing) Did you find the information in this book interesting? What other forms of sending messages could have been included? (Critical)

Vocabulary building Refer to the list of ways to send messages made during the Getting ready to read section. Say: These are all modern ways of sending messages. How did people send messages before we had phones, computers, etc? List students’ suggestions. Add others from the book that students may not have identified (relay on horseback, running, flags, smoke signals, horns, drums, pigeons, dogs).

Introducing the book Give each student a copy of Message Sent and have them read the title and the contents page. Say: What do you expect to be learning about in this book? Talk about each chapter heading. For example, you could say: Chapter 3 is about sending messages by sound. How might messages be sent using sound? If the students are uncertain about any of the methods, direct them to that chapter and talk about the photographs. Have the students prepare for reading by thinking and talking about the book with your support.

During reading As each student reads the text independently, monitor and support them where appropriate. Ask the students to stop reading and remind them to use the reading strategies you are focused on. For example, do the students know how to use the index to locate information? Say: One of the ways good readers find information in a book is by using the index. Where might you find some information about smoke signals?

Reviewing reading strategies 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 the information in this book? If appropriate, comment on how well the students were able to use the index. Say: That was good reading. You will be able to use what you have learned about how an index works when you are reading other information books.

ELL support • The introduction states the key concept of the text.

• Index supports the location of information.

• Headings signal the content of the chapter.

Returning to the book

Key concept • People send messages to each other in different ways.

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.

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

Developing fluency

Have the students choose a chapter to read to the group.

Encourage the students to read fluently, attending to the punctuation. Say: Make sure you are pausing in the right places so that the listener can understand the information you are reading.

Students could record themselves reading the story.

Students could then reflect on their reading in terms of fluency and expression. Ask: Did your reading sound smooth?

Were you easy to understand? Did you use expression? Did your voice change when the story was getting exciting? Did you use character voices for reading direct speech?

Before reading

After reading

Phonics

Getting ready to read

Talking about the book

Write the word house on the board. Ask: What sounds do you hear in this word? What letters represent these sounds? H/ou/se. In pairs, students could find words in the book that have “ou” in them making the same sound (mountains, sound, south, thousands). Students could also look through other familiar texts to find words with this spelling pattern. Students could share their lists and make a group list of words.

Support the students in activating their prior knowledge.

Talk about what to do when someone gets hurt badly, e.g. breaking an arm. Ask: Who might you need to contact? How would this normally be done? Vary the context. Discuss being hurt at school, in the park, while hiking, etc.

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 illustrations and the text in the book.

What accident did Abby’s dad have? (Literal) Why was making noise a good way to let people know where they were? (Inferential) Why did Abby need to do all of the things she did to get the rescuers’ attention? (Synthesizing) What would you have done if you were Abby? (Critical)

Word work

Exploring words Revisit the list of words made during the Vocabulary building section. Students could use these words to play a game of pictionary with a friend (one person chooses a word and draws clues that allow their partner to guess the word; students then change roles).

Writing Students could draw a T-chart with the headings, Messages in the past and Messages today. By referring to Message Sent, students could fill in the chart.

Sharing and presenting In small groups, students could take turns talking about and reading from their writing.

Vocabulary building Say: The book we are going to read is set on a very big farm. What words might be in a book about a farm? Make a list (cows, horses, motorcycle, truck, etc). Say: If you had an accident on a farm and you were stuck a long way from help, how could you get the attention of the people who are trying to rescue you? Make a list of the students’ ideas.

Introducing the book Give each student a copy of Saving Dad and have them read the title. Ask: What do the title and the illustration on the cover suggest to you? Have the students look at the book and discuss their thoughts. Establish that the farm is very, very large. You could say: Some farms are so big that it takes hours to drive from one side to another. If someone gets hurt, the person can be a long way from help. Have the students prepare for reading by thinking and talking about the book with your support.

Reviewing reading strategies 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?

ELL support • T itle reflects the content of the text.

• Illustrations make clear the actions and feelings of the characters.

Word work Phonics Write the word scared on the board. Ask: What sounds can you hear in this word? What letters make the /air/ sound in this word?

Write the letters “are” on the board. Ask students to work with a partner to list other words that have the /air/ sound represented by “are” (dare, bare, spare, hare, etc).

Exploring words Students could find words and phrases in the book that tell them about how Abby was feeling after her dad’s accident (she was scared, she ran quickly to the side of the hill, she frantically waved her jacket). Discuss what other words and phrases students could use that mean the same thing.

Writing Students could write a personal narrative (real or imagined) of a time when they had to get help for someone who was hurt.

Sharing and presenting Students could sit with a partner and take turns reading their personal narratives to each other.

During reading Ask each student to read the text independently. Monitor the students as they read and support them where appropriate. If necessary, remind them to use the reading strategies you are focused on. For example, ask: What has happened so far? What has Abby done to get the attention of the rescuers?

Synthesizing: Talk about the pair After students have read both Message Sent and Saving Dad, ask: What are some of the reasons that people send messages to each other? What are some of the ways this has been done in the past? The students could use a Venn diagram to record

what they have learned about sending messages from the two books.

Saving Dad

Message Sent

Crack the code …

Send a message

In the chart below, every letter of the alphabet has been given a symbol.

A

N

B

O

C

P

D

+ Q

E

R

F

+ S

G

H

&

#

T

U

$

Lesson Plans

Activity card

Blackline master

I

J

K

L

?

V

W

%

Use these symbols to write a message to a friend in the boxes below.

Hint: Leave a blank space in between each word.

M

@ X

Y

You will need: an instrument such as a drum, a tambourine, a shaker, a triangle, or a recorder.

Early Fluent reading stage

What to do: Work with a friend to fill in both of your sound charts.

Use your instrument to send messages to each other.

Level I (16)

Hint: Make sure you include words and phrases that will allow you to ask and answer each other’s questions.

Z

!

Key

Slow Beat = SB

Message

Sound

Hello

SB SB

Goodbye

FB FB

I need help.

FB FB FB FB

How are you?

SB FB FB

Fast Beat = FB

Message

Sound

Message Sent reports on the different ways people sent messages before the invention of electronic communication.

Saving Dad is a narrative about Abby and her dad, who has an accident. They are a long way from home and Abby’s dad has a broken leg. Abby and her dad come up with some clever ways of sending messages to get help.

Running words: 553 Text type: Report

Running words: 563 Text type: Narrative

Content vocabulary

Africa cell phones code computers drum electronically fire flags Ghana horn horses Incas light matches messages Native American pigeon Pony Express radio relay runner sending smoke signals South America television travel Vikings write

Phonics

• I dentifying the vowel digraph “ou” as in mountains, sound, south, thousand • Identifying “are” making the /air/ sound as in scared

Text features Message Sent

• Contents page and index • Headings

Saving Dad

• Dialogue • Illustrations support and extend the text

Reading strategies

• Using an index to locate information • Linking events in the story

Texas Essential Knowledge and Skills

Flying Start to Literacy Lesson Plans Message Sent / Saving Dad © 2010–2019 EC Licensing Pty Ltd.

Assessment Can the student understand a code?

Can the student write a message using a code?

Flying Start to Literacy Lesson Plans Message Sent / Saving Dad © 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

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) (F) Make inferences and use evidence to support understanding with adult assistance.

1(6) (H) Synthesize information to create new understanding with adult assistance.

1(9) (D) (ii) Recognize characteristics and structures of informational text, including features and simple graphics to locate or gain information.

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

Speaking and Listening 1(1) (D) Work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.

Crack the code …

Send a message

In the chart below, every letter of the alphabet has been given a symbol.

A

N

B

O

C

P

D

+ Q

E

R

F

+ S

G

H

&

#

T

U

$

Lesson Plans

Activity card

Blackline master

I

J

K

L

?

V

W

%

Use these symbols to write a message to a friend in the boxes below.

Hint: Leave a blank space in between each word.

M

@ X

Y

You will need: an instrument such as a drum, a tambourine, a shaker, a triangle, or a recorder.

Early Fluent reading stage

What to do: Work with a friend to fill in both of your sound charts.

Use your instrument to send messages to each other.

Level I (16)

Hint: Make sure you include words and phrases that will allow you to ask and answer each other’s questions.

Z

!

Key

Slow Beat = SB

Message

Sound

Hello

SB SB

Goodbye

FB FB

I need help.

FB FB FB FB

How are you?

SB FB FB

Fast Beat = FB

Message

Sound

Message Sent reports on the different ways people sent messages before the invention of electronic communication.

Saving Dad is a narrative about Abby and her dad, who has an accident. They are a long way from home and Abby’s dad has a broken leg. Abby and her dad come up with some clever ways of sending messages to get help.

Running words: 553 Text type: Report

Running words: 563 Text type: Narrative

Content vocabulary

Africa cell phones code computers drum electronically fire flags Ghana horn horses Incas light matches messages Native American pigeon Pony Express radio relay runner sending smoke signals South America television travel Vikings write

Phonics

• I dentifying the vowel digraph “ou” as in mountains, sound, south, thousand • Identifying “are” making the /air/ sound as in scared

Text features Message Sent

• Contents page and index • Headings

Saving Dad

• Dialogue • Illustrations support and extend the text

Reading strategies

• Using an index to locate information • Linking events in the story

Texas Essential Knowledge and Skills

Flying Start to Literacy Lesson Plans Message Sent / Saving Dad © 2010–2019 EC Licensing Pty Ltd.

Assessment Can the student understand a code?

Can the student write a message using a code?

Flying Start to Literacy Lesson Plans Message Sent / Saving Dad © 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

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) (F) Make inferences and use evidence to support understanding with adult assistance.

1(6) (H) Synthesize information to create new understanding with adult assistance.

1(9) (D) (ii) Recognize characteristics and structures of informational text, including features and simple graphics to locate or gain information.

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

Speaking and Listening 1(1) (D) Work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.