Lesson Plans
Activity card
Blackline master Make a timeline
Put yourself in the picture
1. Cut out the photographs and sentences from the boxes below.
Think of a “team” you would like to be part of in the future. It could be a sports team, a music group, a dance group, an environmental group, or any other group. Draw a picture of yourself on this “team”. Below the picture, write the name of the team and why you would be a good team member.
2. Using My Soccer Journal as a reference, paste the sentences and photographs on a strip of paper to create a timeline of events. 3. Add dates to show when each event happened.
✂ First training session with Mike the coach.
Level J (18)
My Soccer Journal is about a boy who joins a soccer team. His journal entries tell how the team trains hard, improves their skills, and has lots of fun.
Played against a new team but lost again.
Doing knee jumps at training.
Early Fluent reading stage
The Leaping Lions is about a team of lions who think they are too good at soccer to bother training. Running words: 529 Text type: Narrative
Running words: 577 Text type: Personal narrative
First day at a new school.
Photo and story about team is in the newspaper.
ball celebrate cheered clapped coach fast fit friends games goal goalie kicked knee jumps lazy leaping park pass playground pouncing practiced push-ups referee running sit-ups skills team train won
Phonics
• Identifying “a” making the /ar/ sound as in asked, fast, pass • Identifying “u” making the /oo/ sound as in push
First winning game.
First game against another team.
Text features
Talked to teacher about playing soccer.
Had photo taken for the newspaper.
R SOCCE
T EA M
GAIN! WINS A
r Local socce e, stsid team, Ea
its has won games. last five yer One pla ed a has kick ble 16 remarka total! goals in
Can the student sequence events from a narrative? Can the student use the text to check the order of events?
Flying Start to Literacy Lesson Plans My Soccer Journal / The Leaping Lions © 2010–2019 EC Licensing Pty Ltd.
• Journal entries with a date
The Leaping Lions
• Dialogue • Illustrations support the text
Reading strategies
• Recognizing and using text features (journal) • Using a range of problem-solving strategies
Texas Essential Knowledge and Skills
Flying Start to Literacy Lesson Plans My Soccer Journal / The Leaping Lions © 2010–2019 EC Licensing Pty Ltd.
Assessment
My Soccer Journal
Found players and a coach to make a soccer team.
Content vocabulary
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 2(2) (B) (iii) Decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams; r-controlled syllables; and final stable syllables. 2(2) (B) (vii) Identifying and reading high-frequency words from a research-based list. Reading 2(6) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information. 2(6) (I) Monitor comprehension and make adjustments when understanding breaks down. 2(9) (D) (ii) Recognize characteristics and structures of informational text, including features and graphics to locate and gain information.
Writing 2(12) (A) Compose literary texts, including personal narratives and poetry. Speaking and Listening 2(1) (A) Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses.
Lesson 1 My Soccer Journal
Lesson 2 The Leaping Lions
Key concepts • B eing a part of a team can be fun. • Working as a team involves skills such as listening to others and trying your best.
Before reading
After reading
Getting ready to read
Talking about the book
Support the students in activating their prior knowledge. Ask pairs of students to brainstorm a list of all the things they know about soccer. Have students share their lists and use these to make a group list.
Use the list of things that the students know about soccer from the Getting ready to read section. Have the students underline words on the list that are related to soccer. Add other words from the book the students might not have listed (goal, goalie, shots, skills, train, coach).
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. Why did the boy organize a weekend soccer team? What things did Mike and the boys do at soccer training? (Literal) Why did this soccer team end up winning lots of games? (Inferential) Did the boys work well as a team? What makes you think so? What sorts of skills do you need to work as a team? (Synthesizing) Could this book have been written about a girl? Why?/Why not? Would this have changed the story? If so, how? (Critical)
Introducing the book
Reviewing reading strategies
Vocabulary building
Give each student a copy of My Soccer Journal and have them read the title. Ask: What do you expect to be reading about in a book called My Soccer Journal? If necessary, show the students another example of a personal narrative written as a journal, such as My Camp Journal (Flying Start Level 5). Have the students think and talk about the book, and note the headings and photographs. Say: What do you notice about the headings? On the top of page 4, the heading is Monday, April 5. What does this tell you?
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 able to recognize and use the text features of a journal? Ask: Why does a journal have the dates written at the top of each entry? How does this help you understand what is happening and when it is happening? How long did it take the team to become very good?
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? If appropriate, comment on how well the students used the headings in the journal to make sense of the boy’s entries. Say: Noticing the headings in the journal entries helped you make sense of the boy’s life.
ELL support • Headings reflect the time sequence. • Strong photograph and text match.
Returning to the book
Key concepts
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.
• Being a part of a team can be fun. • Working as a team involves skills such as listening to others and trying your best.
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
Students could practice reading the book fluently with a partner. Encourage students to think about reading fluently. Say: Try to make your voice sound like you are the boy in the book talking.
Students could read the book in a small group, taking turns to read a page each. Encourage students to concentrate on their phrasing. Say: Look for groups of words that go together. Look for the punctuation to show you where to pause.
Before reading
After reading
Phonics
Getting ready to read
Talking about the book
Write the word hard on the board. Ask: What letters in this word make the /ar/ sound? Write the word pass on the board. Ask: Does this word have the /ar/ sound, too? What letter makes the /ar/ sound in this word? Students could talk with a partner about other words they know that have “a” making the /ar/ sound. Students could also look for examples in My Soccer Journal (asked, pass, fast) and other familiar texts.
Support the students in activating their prior knowledge. Talk with the students about your experiences of being a part of a team (what the team was, training/practice, skills needed to be in the team, etc). Ask: What teams are you on? Invite students to share their personal experiences of being on a team. Ask: What makes a good team? Invite students to share their ideas and create a group list.
Exploring words
Vocabulary building
Students could work with a partner and look through the book to find and list words relating to soccer. Pairs of students could then work with other pairs and take turns using each of the words on their lists in a sentence.
Ask: What makes a good soccer team? Ask pairs of students to write about this question. Have students share their ideas and use them to make a list (e.g. train hard, work as a team, get fit, go for long runs, kick goals, 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. At the beginning of the story, why didn’t the Leaping Lions listen to their coach? (Literal) Why did the Leaping Lions change how they played as a team? What did they learn about being a good team? (Inferential) What did the Lions learn about teamwork? (Synthesizing) Do teams that work hard, play as a team, and improve their skills always win? Explain your answer. (Critical)
Writing
Introducing the book
Students could write a dated journal entry about an event they have been involved in (a team sport, a musical performance, a family event, a party, etc). Remind the students that they need to write this entry in the first person. Say: Use the book My Soccer Journal to help you write your entry. Notice how the boy made lots of “I” statements .
Give each student a copy of The Leaping Lions and have them read the title. Say: The Leaping Lions is the name of one of the soccer teams in this book. The other team is called The Pouncing Panthers. Have the students turn the pages and talk about the book. Ask: What do you notice about the Leaping Lions? Direct the students to pages 6 and 7. Say: It looks as if the Leaping Lions are not playing very well together. They are not playing as a team. What does that tell you about their attitude? Have the students prepare for reading by thinking and talking about the book with your support.
Word work
Sharing and presenting Students could sit with a partner and take turns reading their journal entries to each other.
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? What strategies did you use?
ELL support
Word work Phonics Write the words pull and push on the board. Ask: What sound does the “u” make in these words? List other words with this sound (put, full, bull, bush, butcher).
Exploring words Students could work in pairs to play charades. Have each student make a list of about ten words from the book that they could use in the game (lazy, soccer, team, coach, ball, kick, etc). Students then take turns choosing a word from their list to act out, and their partner tries to guess the word.
Writing Students could write a story about The Leaping Lions playing another team (e.g. The Running Rhinos, The Tackling Tigers, etc). Ask: What problem might come up in this story? How will the problem be solved?
Sharing and presenting Have the students present their charades to another group of students.
• Illustrations make clear the actions and feelings of the characters.
• There is a clear problem and solution.
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. Check that students are using a range of strategies when reading a new book. Ask: What kind of story do you think this will be? When you have a problem as you read, what can you do? What else can you do to help yourself?
Synthesizing: Talk about the pair Write the words Agree and Disagree on two large cards. Post the cards on opposite walls in the room. Read the following statements aloud and ask students to position themselves next to a card according to how they feel
about the statement: Team work is important. All kids like being part of a team. It is important to try your best. Winning is an important part of being on a team. Discuss students’ reasons for their opinions after reading each statement.
Lesson Plans
Activity card
Blackline master Make a timeline
Put yourself in the picture
1. Cut out the photographs and sentences from the boxes below.
Think of a “team” you would like to be part of in the future. It could be a sports team, a music group, a dance group, an environmental group, or any other group. Draw a picture of yourself on this “team”. Below the picture, write the name of the team and why you would be a good team member.
2. Using My Soccer Journal as a reference, paste the sentences and photographs on a strip of paper to create a timeline of events. 3. Add dates to show when each event happened.
✂ First training session with Mike the coach.
Level J (18)
My Soccer Journal is about a boy who joins a soccer team. His journal entries tell how the team trains hard, improves their skills, and has lots of fun.
Played against a new team but lost again.
Doing knee jumps at training.
Early Fluent reading stage
The Leaping Lions is about a team of lions who think they are too good at soccer to bother training. Running words: 529 Text type: Narrative
Running words: 577 Text type: Personal narrative
First day at a new school.
Photo and story about team is in the newspaper.
ball celebrate cheered clapped coach fast fit friends games goal goalie kicked knee jumps lazy leaping park pass playground pouncing practiced push-ups referee running sit-ups skills team train won
Phonics
• Identifying “a” making the /ar/ sound as in asked, fast, pass • Identifying “u” making the /oo/ sound as in push
First winning game.
First game against another team.
Text features
Talked to teacher about playing soccer.
Had photo taken for the newspaper.
R SOCCE
T EA M
GAIN! WINS A
r Local socce e, stsid team, Ea
its has won games. last five yer One pla ed a has kick ble 16 remarka total! goals in
Can the student sequence events from a narrative? Can the student use the text to check the order of events?
Flying Start to Literacy Lesson Plans My Soccer Journal / The Leaping Lions © 2010–2019 EC Licensing Pty Ltd.
• Journal entries with a date
The Leaping Lions
• Dialogue • Illustrations support the text
Reading strategies
• Recognizing and using text features (journal) • Using a range of problem-solving strategies
Texas Essential Knowledge and Skills
Flying Start to Literacy Lesson Plans My Soccer Journal / The Leaping Lions © 2010–2019 EC Licensing Pty Ltd.
Assessment
My Soccer Journal
Found players and a coach to make a soccer team.
Content vocabulary
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 2(2) (B) (iii) Decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams; r-controlled syllables; and final stable syllables. 2(2) (B) (vii) Identifying and reading high-frequency words from a research-based list. Reading 2(6) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information. 2(6) (I) Monitor comprehension and make adjustments when understanding breaks down. 2(9) (D) (ii) Recognize characteristics and structures of informational text, including features and graphics to locate and gain information.
Writing 2(12) (A) Compose literary texts, including personal narratives and poetry. Speaking and Listening 2(1) (A) Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses.
Lesson Plans
Activity card
Blackline master Make a timeline
Put yourself in the picture
1. Cut out the photographs and sentences from the boxes below.
Think of a “team” you would like to be part of in the future. It could be a sports team, a music group, a dance group, an environmental group, or any other group. Draw a picture of yourself on this “team”. Below the picture, write the name of the team and why you would be a good team member.
2. Using My Soccer Journal as a reference, paste the sentences and photographs on a strip of paper to create a timeline of events. 3. Add dates to show when each event happened.
✂ First training session with Mike the coach.
Level J (18)
My Soccer Journal is about a boy who joins a soccer team. His journal entries tell how the team trains hard, improves their skills, and has lots of fun.
Played against a new team but lost again.
Doing knee jumps at training.
Early Fluent reading stage
The Leaping Lions is about a team of lions who think they are too good at soccer to bother training. Running words: 529 Text type: Narrative
Running words: 577 Text type: Personal narrative
First day at a new school.
Photo and story about team is in the newspaper.
ball celebrate cheered clapped coach fast fit friends games goal goalie kicked knee jumps lazy leaping park pass playground pouncing practiced push-ups referee running sit-ups skills team train won
Phonics
• Identifying “a” making the /ar/ sound as in asked, fast, pass • Identifying “u” making the /oo/ sound as in push
First winning game.
First game against another team.
Text features
Talked to teacher about playing soccer.
Had photo taken for the newspaper.
R SOCCE
T EA M
GAIN! WINS A
r Local socce e, stsid team, Ea
its has won games. last five yer One pla ed a has kick ble 16 remarka total! goals in
Can the student sequence events from a narrative? Can the student use the text to check the order of events?
Flying Start to Literacy Lesson Plans My Soccer Journal / The Leaping Lions © 2010–2019 EC Licensing Pty Ltd.
• Journal entries with a date
The Leaping Lions
• Dialogue • Illustrations support the text
Reading strategies
• Recognizing and using text features (journal) • Using a range of problem-solving strategies
Texas Essential Knowledge and Skills
Flying Start to Literacy Lesson Plans My Soccer Journal / The Leaping Lions © 2010–2019 EC Licensing Pty Ltd.
Assessment
My Soccer Journal
Found players and a coach to make a soccer team.
Content vocabulary
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 2(2) (B) (iii) Decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams; r-controlled syllables; and final stable syllables. 2(2) (B) (vii) Identifying and reading high-frequency words from a research-based list. Reading 2(6) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information. 2(6) (I) Monitor comprehension and make adjustments when understanding breaks down. 2(9) (D) (ii) Recognize characteristics and structures of informational text, including features and graphics to locate and gain information.
Writing 2(12) (A) Compose literary texts, including personal narratives and poetry. Speaking and Listening 2(1) (A) Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses.