FSTL TEKS EF Motorcycles - A New Job For Stan

Exploring verbs

Invent a motorcycle sport or act 1. Think of a new motorcycle sport or motorcycle act for a circus.

Choose a verb (action or doing word) from the box to write under each photograph. ride

fly

Lesson Plans

Activity card

Blackline master

race

2. Draw a picture of this new sport or act in the box.

jump

3. Give the new sport or act a name and write about it.

2. Draw a line to match the present tense verb to the past tense verb. jump

kicked

fly

Level I (16)

Motorcycles discusses how motorcycles are used for work, sport, and entertainent. It also looks at motorcycle safety.

In A New Job For Stan, the circus ringmaster doesn’t want motorcycle stunts at her circus, until Stan rescues Lizzie using some very fancy stunts.

Running words: 420 Text type: Report

Running words: 522 Text type: Narrative

Content vocabulary

Ball of Death big top boots circus farmers flips gloves handstand/s helmet hill climb jacket job jump/s motoball motocross motorcycle/s police race/d ramp ringmaster roads sports stunts track trapeze turn/s work

Phonics

• Identifying the “oi” digraph as in points • Identifying the long /o/ sound as in motorcycle, rode

Text features

turned

race

Early Fluent reading stage

Motorcycles

• Contents page, chapters, and index • Labeled photograph

A New Job For Stan

• Chapters with headings • Illustrations and dialogue

Reading strategies

• Asking questions • Making inferences about characters

rode

kick

climbed

turn

flew

Texas Essential Knowledge and Skills

ride

jumped

climb

raced

Flying Start to Literacy Lesson Plans Motorcycles / A New Job For Stan © 2015-2019 EC Licensing Pty Ltd.

Assessment Can the student identify and use verbs appropriately?

Can the student identify the past tense of verbs, including common irregular verbs?

Flying Start to Literacy Lesson Plans Motorcycles / A New Job For Stan © 2015-2019 EC Licensing Pty Ltd.

Developed by Eleanor Curtain Publishing

© 2015-2019 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: “© 2015-2019 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 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) (i) Demonstrate and apply phonetic knowledge by decoding words in isolation and in context by applying common letter sound correspondences.

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) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information 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) (E) Listen to and experience first- and third-person texts.

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

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

Lesson 1 Motorcycles

Lesson 2 A New Job For Stan

Key concepts • M otorcycles can do things that cars cannot.

• M otorcycles are used for work, sport, and entertainment.

• M otorcycle riders wear certain types of clothing for safety.

Returning to the book

Key concepts

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.

• Circus workers have specific jobs.

• Motorcycles are used for work, sport, and entertainment.

• Motorcycles can jump high in the air.

• Motorcycle tricks can be an exciting circus act.

Developing fluency Have students work in pairs and take turns to each read a page. Say: Make sure your reading is at a good pace – not too slow and not too fast.

Returning to the book 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.

Developing fluency Have students perform a readers’ theater by reading out parts from the book (narrator, Stan, ringmaster, Lizzie).

Encourage them to read with expression.

Before reading

After reading

Word work

Before reading

After reading

Word work

Getting ready to read

Talking about the book

Phonics

Getting ready to read

Talking about the book

Phonics

Encourage students to activate their prior knowledge.

Ask: What is a motorcycle? Have students turn to a partner and talk about their answer. Ask: What do you know about motorcycles? Use students’ responses to create a concept map about motorcycles.

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.

How is the game of motoball played? (Literal) Why are motorcycles used by some police officers? (Inferential) What other jobs are motorcycles used for? (Synthesizing) Do all motorcycle riders like playing motorcycle sports? Explain.

(Critical)

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.

What was Stan’s original job at the circus? What is his new job?

(Literal) Why was Stan unhappy? Why did he leave the circus? (Inferential) Why were Stan and his motorcycle able to save Lizzie?

(Synthesizing) Do all circuses have a motorcycle act? (Critical)

Write the word motorcycle. Ask: What letter makes the long /o/ sound in this word? Write the word rode. Ask: What letter or letters make the long /o/ sound in this word? Draw out that “o_e” makes the long /o/ sound. Have students list other words in the text with the long /o/ sound (e.g. Stan, smoke, Bobo, posters).

Vocabulary building As needed, introduce the vocabulary from the book.

Ask: What words might be in a book about motorcycles?

Make a list of students’ suggestions.

Introducing the book Give each student a copy of the book. Say: Motorcycles is a book written as a report. Ask students to turn to the contents page. Read through the headings and sub-headings listed and then ask: What information will we read about in this book?

Which chapter are you most interested in reading? Why? Give students time to browse through the book before reading.

During 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. Encourage students to ask questions about the details of the content they have read. For example, ask: What didn’t you understand about that information? What else would you like to find out?

Reviewing reading strategies Encourage students to identify what they did to help themselves as readers. Say: I liked the way you asked questions about the information and then re-read the text to find out the answers. That’s what good readers do.

ELL support • Headings and sub-headings signal content.

• Photographs support information.

• The introduction states the concepts in the book.

Refer students to page 12. Ask: What word has the /oy/ sound in it? What letters make this sound? (points – “oi”) List other words with the /oy/ sound made by the letters “oi” (e.g. coin, oil, soil, boil).

Exploring words Ask students to list verbs (action words) from the text (e.g. ride, race, fly). Say: The verb race is changed to raced if it is in past tense. Discuss how each of the other verbs is changed to show past tense. Point out that with many verbs, the “ed” ending is added, but some are changed in other ways (e.g. fly/flew, ride/rode). Have students complete the Blackline master to further explore verbs.

Writing Revisit the concept map created during the “Getting ready to read” stage. Ask: What other information can we add? Use students’ ideas to model writing facts about motorcycles on the concept map.

Ask students to browse through the book and decide how they would most like to ride a motorcycle (e.g. on a farm, as a police officer, in the Ball of Death, playing motoball, jumping over cars). Have students write an opinion piece about this choice. Encourage them to state their opinion and then give their reasons for it.

Sharing and presenting Have students take turns to read their opinion pieces in a small group.

Encourage students to activate their prior knowledge. Ask: Have you ever seen a motorcycle rider doing stunts? Give students time to share their personal experiences. If needed, revisit the text Motorcycles and show students photographs of motorcycles doing jumps and stunts.

Vocabulary building As needed, introduce the vocabulary from the book. Write the words circus, trapeze, jump, fire, ringmaster, and flips. Discuss each word. Ask: Can you say the word circus in a sentence with the word motorcycle? Have pairs of students take turns to say each word in a sentence with the word motorcycle.

Introducing the book Give each student a copy of the book. Say: This story is about a motorcycle rider called Stan. Stan works for a circus, putting up posters to advertise the circus. But Stan wants to perform in the circus. What could he do? Discuss and then give students time to browse through the book looking at the illustrations and chapter headings.

During reading

Reviewing reading strategies Encourage students to identify what they did to help themselves as readers. Say: You can talk about the characters as if you know them. This shows me that you are able to work out what the characters are like by what they do and say.

ELL support • Illustrations support the plot.

• Chapter headings signal content.

Exploring words Ask students to write the word motorcycle. Say: This is a compound word. It is made of two words. Have students draw a circle around the two smaller words (motor/cycle). Ask students to find other compound words in the book (e.g. handstands, ringmaster).

Writing Say: If this story really happened, it would probably be reported in the newspaper. I am going to write a newspaper article about what happened. Model writing a newspaper article about Stan’s brave rescue. Include a catchy headline (e.g. Motorcycle rider saves performer) and quotes from the people involved (e.g.

The ringmaster said, “I have never seen a braver act.”).

Have students make a story map by writing and drawing about the main events from the story.

Sharing and presenting

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, discuss the characters in the book. Ask: What sort of personality does Stan have? How would you describe him? What makes you think this?

Have pairs of students take turns to share their story maps.

Synthesizing: Talk about the pair Ask: How are motorcycles similar to cars? How are they different?

Record students’ responses on a Venn diagram. Ask: Why would someone choose to use a motorcycle instead of a car?

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

Exploring verbs

Invent a motorcycle sport or act 1. Think of a new motorcycle sport or motorcycle act for a circus.

Choose a verb (action or doing word) from the box to write under each photograph. ride

fly

Lesson Plans

Activity card

Blackline master

race

2. Draw a picture of this new sport or act in the box.

jump

3. Give the new sport or act a name and write about it.

2. Draw a line to match the present tense verb to the past tense verb. jump

kicked

fly

Level I (16)

Motorcycles discusses how motorcycles are used for work, sport, and entertainent. It also looks at motorcycle safety.

In A New Job For Stan, the circus ringmaster doesn’t want motorcycle stunts at her circus, until Stan rescues Lizzie using some very fancy stunts.

Running words: 420 Text type: Report

Running words: 522 Text type: Narrative

Content vocabulary

Ball of Death big top boots circus farmers flips gloves handstand/s helmet hill climb jacket job jump/s motoball motocross motorcycle/s police race/d ramp ringmaster roads sports stunts track trapeze turn/s work

Phonics

• Identifying the “oi” digraph as in points • Identifying the long /o/ sound as in motorcycle, rode

Text features

turned

race

Early Fluent reading stage

Motorcycles

• Contents page, chapters, and index • Labeled photograph

A New Job For Stan

• Chapters with headings • Illustrations and dialogue

Reading strategies

• Asking questions • Making inferences about characters

rode

kick

climbed

turn

flew

Texas Essential Knowledge and Skills

ride

jumped

climb

raced

Flying Start to Literacy Lesson Plans Motorcycles / A New Job For Stan © 2015-2019 EC Licensing Pty Ltd.

Assessment Can the student identify and use verbs appropriately?

Can the student identify the past tense of verbs, including common irregular verbs?

Flying Start to Literacy Lesson Plans Motorcycles / A New Job For Stan © 2015-2019 EC Licensing Pty Ltd.

Developed by Eleanor Curtain Publishing

© 2015-2019 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: “© 2015-2019 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 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) (i) Demonstrate and apply phonetic knowledge by decoding words in isolation and in context by applying common letter sound correspondences.

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) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information 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) (E) Listen to and experience first- and third-person texts.

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

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

Exploring verbs

Invent a motorcycle sport or act 1. Think of a new motorcycle sport or motorcycle act for a circus.

Choose a verb (action or doing word) from the box to write under each photograph. ride

fly

Lesson Plans

Activity card

Blackline master

race

2. Draw a picture of this new sport or act in the box.

jump

3. Give the new sport or act a name and write about it.

2. Draw a line to match the present tense verb to the past tense verb. jump

kicked

fly

Level I (16)

Motorcycles discusses how motorcycles are used for work, sport, and entertainent. It also looks at motorcycle safety.

In A New Job For Stan, the circus ringmaster doesn’t want motorcycle stunts at her circus, until Stan rescues Lizzie using some very fancy stunts.

Running words: 420 Text type: Report

Running words: 522 Text type: Narrative

Content vocabulary

Ball of Death big top boots circus farmers flips gloves handstand/s helmet hill climb jacket job jump/s motoball motocross motorcycle/s police race/d ramp ringmaster roads sports stunts track trapeze turn/s work

Phonics

• Identifying the “oi” digraph as in points • Identifying the long /o/ sound as in motorcycle, rode

Text features

turned

race

Early Fluent reading stage

Motorcycles

• Contents page, chapters, and index • Labeled photograph

A New Job For Stan

• Chapters with headings • Illustrations and dialogue

Reading strategies

• Asking questions • Making inferences about characters

rode

kick

climbed

turn

flew

Texas Essential Knowledge and Skills

ride

jumped

climb

raced

Flying Start to Literacy Lesson Plans Motorcycles / A New Job For Stan © 2015-2019 EC Licensing Pty Ltd.

Assessment Can the student identify and use verbs appropriately?

Can the student identify the past tense of verbs, including common irregular verbs?

Flying Start to Literacy Lesson Plans Motorcycles / A New Job For Stan © 2015-2019 EC Licensing Pty Ltd.

Developed by Eleanor Curtain Publishing

© 2015-2019 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: “© 2015-2019 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 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) (i) Demonstrate and apply phonetic knowledge by decoding words in isolation and in context by applying common letter sound correspondences.

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) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information 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) (E) Listen to and experience first- and third-person texts.

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

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