Animal show-off memory game
Animal Show-offs – Why and how they do it
1. Cut out the cards and place them face-down. 2. Join with a friend and take turns turning over two cards at a time. 3. I f the cards match, keep them and have another turn. If they do not match, turn them back over. 4. The winner is the player with the most pairs.
Choose four animals from the book and fill in the data chart below. Use the book to help you.
Animal
Why it shows off
How it shows off
Lesson Plans
Activity card
Blackline master
✂ lions
giraffes
elk
elephants
roar loudly
make themselves look big and scary
fight by hitting with necks and heads
build and decorate huts
Fluent reading stage Level K (20)
Animal Show-offs reports on animals that attract attention to protect territory, find a mate, or scare away other animals.
Lion sees a mysterious dancer and is desperate to find her. He uses her pink tutu to find out who she is.
Running words: 607 Text type: Report
Running words: 664 Text type: Narrative
Content vocabulary
antlers attack bowerbirds brayed bugling chattered curtseyed dancer elk galloped gnu mate meerkat/s mobs pufferfish roaring shrieked territory threatened tutu
Phonics
• Identifying the /or/ sound made by “oar” as in roar • Identifying the /oo/ sound as in moon, true
Text features Animal Show-offs
bowerbirds
hippopotamuses
design circle patterns in the sand
bugle and fight
The Too-tight Tutu
Reading strategies
meerkats
pufferfish
flap ears and swish trunk
show off teeth and run fast
Flying Start to Literacy Lesson Plans Animal Show-offs / The Too-tight Tutu © 2016–2019 EC Licensing Pty Ltd.
Assessment Can the student find relevant information within a text? Can the student fill in a data chart with accurate information?
Flying Start to Literacy Lesson Plans Animal Show-offs / The Too-tight Tutu © 2016–2019 EC Licensing Pty Ltd.
Developed by Eleanor Curtain Publishing
© 2016–2019 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: “© 2016–2019 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
• • • • • •
Contents page Chapters with headings and sub-headings Summary chart and index Chapters with headings Full-color illustrations Repetitive refrain
• Integrating information from fact boxes • Making inferences about characters’ motives
Texas Essential Knowledge and Skills 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(7) (C) Use text evidence to support an appropriate response. 2(8) (B) Describe the main character’s (characters’) internal and external traits.
Writing 2(12) (B) Compose informational texts, including procedural texts and reports. Speaking and Listening 2(1) (A) Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses.
Lesson 1 Animal Show-offs
Lesson 2 The Too-tight Tutu
Key concepts
• Animals that “show off” do it in •
different ways. Some animals draw attention to themselves to protect territory, to find a mate, or to scare away other animals.
Returning to the book
Key concept
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.
• Animals that “show off” do it in different ways.
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
Developing fluency
Have students sit in small groups and take turns reading one page of the book each. Remind students to read fluently. Say: When you read, try to keep your voice smooth and clear, like you are talking.
Have students read the story in small groups, taking on the parts of the lion, the meerkat, the gnu, the hippo, the elephant, the giraffe, and the narrator (the whole group could read the monkeys’ parts). Encourage students to read with fluency and expression.
Before reading
After reading
Word work
Before reading
After reading
Getting ready to read
Talking about the book
Phonics
Getting ready to read
Talking about the book
Encourage students to activate their prior knowledge. Ask: What is showing off? Do animals show off? If so, how do they show off? Why do they show off? Discuss. Say: Some animals attract attention to themselves to keep other animals away from where they live, to find a mate, or to protect themselves.
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 do lions protect their territory? (Literal) How does showing off help animals to survive? (Inferential) Can you think of other animals that show off? If so, how do they show off and why? (Synthesising) What have you learned from this book? What other information could the author have included? (Critical)
Have pairs of students list words with the /or/ sound (e.g. floor, more, fork). Ask: What different letters can represent the /or/ sound? Refer to the word roar. Ask: What letters represent the /or/ sound in this word? Explain that “oar” is an uncommon way to represent the /or/ sound.
Encourage students to activate their prior knowledge. Ask: What is a tutu? Who wears tutus? If you were going to write a story about an animal that wears a tutu to dance in, what animal would you choose as the main character? Discuss students’ ideas.
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. Who was the only animal that knew who the tutu belonged to? (Literal) Why didn’t the meerkat come forward earlier to say it was her tutu? (Inferential) How would the story have been different if another animal was the animal who wore the tutu? Do you think the meerkat was a good choice? Why or why not? (Synthesizing) What message did you get from this story? (Critical)
Phonics
Reviewing reading strategies
Writing
Say: When animals show off, they are deliberately attracting attention to themselves. They do this in different ways. What might some of these ways be?
Vocabulary building Write the words territory and threatened on the board. Discuss these words and write a definition for each one. List the names of the animals that appear in the book and show a photo of each one.
Introducing the book Give each student a copy of the book and have them read the title and the contents page. Say: The author has organized the information under headings according to why animals show off. What are the three reasons the author has given? Have students prepare for reading by thinking and talking about the book with your support. Ask: How might the animals in the book show off?
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. Say: Before you read on, check what the fact box says. What information does it add to what you have already read?
Reviewing reading strategies Encourage students to identify what they did to help themselves as readers. Say: I like the way you read the information in the fact boxes. Good readers take in all the information on a page.
ELL support • Headings and sub-headings signal content. • Text boxes add additional information. • A summary chart organizes the key content.
Exploring words Write roaring, barking, and bugling on the board. Discuss what animals make these sounds (lions, meerkats, elk). In small groups, have students brainstorm a list of other animals that make noises and the words used to describe the noises they make (e.g. elephant – trumpet, mouse – squeak, bats – screech).
Writing Choose an animal from the book. Model writing about this animal in terms of why it shows off and how it shows off. Talk aloud as you write, to demonstrate the way writers think. Say: I need a sentence that explains how this animal shows off. I could say… Have students complete the Blackline master about why and how animals show off. Explain to students that they can use the information they learned about the animal by reading Animal Show-offs, but they must use their own words when filling in the data chart. Encourage students to write using full sentences.
Sharing and presenting Have students sit in small groups and take turns sharing their completed Blackline master.
Support students by ensuring they know what meerkats and gnus are. Show images of these animals on an interactive whiteboard or from the book.
Vocabulary building Write the names of the animal characters from the book on the board (giraffe, hippo, elephant, meerkat, monkey, lion, zebra, gnu). Say: These animal characters are in a story about a mysterious dancer who wears a tutu. Invite students to take turns showing how each of the animals might dance.
Introducing the book Give each student a copy of the book and have them read the title and the contents page. Have them browse through the book, taking note of the illustrations. Focus on the contents page and read through the chapter headings. Have students prepare for reading by thinking and talking about the book with your support. Ask: What clues do the illustrations and the chapter headings give you about the problem that might occur in this story?
Encourage students to identify what they did to help themselves as readers. Say: You know why characters act the way they do. This shows me that you understand what you are reading. Well done!
ELL support • Illustrations support the setting. • Chapter headings signal content.
Read the refrain on page 24. Ask: Which words rhyme? List these (true, tutu, you). Underline the letters that make the /oo/ sound. Have pairs of students look through the book to find other words with this sound (moonlight, gnu, do, too, who). Add these to the list.
Exploring words Have pairs of students hunt through the book to find words the author has used in place of the word “said” (saying verbs). Make a list (roared, ordered, snorted, shrieked, chattered, chanted, demanded, cried). Use students’ ideas to add other words to this list.
Tell students to imagine that they saw the meerkat dancing at the lion’s party. Model writing your opinion of what you saw. Say: Last night I saw a magical, graceful dancer. The dancer was a meerkat dressed in a tutu that glittered in the moonlight. The meerkat moved smoothly and elegantly. Think aloud and invite students to give input as you write. Have students create a poster advertising the lion’s party. Encourage them to include information about the acts at the party, what they do, and why people should come to see them.
Sharing and presenting Display students’ finished posters and have them view each other’s posters. Encourage students to share their thoughts by giving positive feedback.
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. As students read aloud, stop them at certain points to check their understanding of the characters’ motives. Ask: Why did the dancer disappear? What does this tell you about her?
Word work
Synthesizing: Talk about the pair Ask: Why do some animals show off? What do these animals do to show off? Discuss students’ ideas and list these on the board. In small groups, have students draw and label an
animal “showing off.” Have students work further with the books by completing the Activity card provided.
Animal show-off memory game
Animal Show-offs – Why and how they do it
1. Cut out the cards and place them face-down. 2. Join with a friend and take turns turning over two cards at a time. 3. I f the cards match, keep them and have another turn. If they do not match, turn them back over. 4. The winner is the player with the most pairs.
Choose four animals from the book and fill in the data chart below. Use the book to help you.
Animal
Why it shows off
How it shows off
Lesson Plans
Activity card
Blackline master
✂ lions
giraffes
elk
elephants
roar loudly
make themselves look big and scary
fight by hitting with necks and heads
build and decorate huts
Fluent reading stage Level K (20)
Animal Show-offs reports on animals that attract attention to protect territory, find a mate, or scare away other animals.
Lion sees a mysterious dancer and is desperate to find her. He uses her pink tutu to find out who she is.
Running words: 607 Text type: Report
Running words: 664 Text type: Narrative
Content vocabulary
antlers attack bowerbirds brayed bugling chattered curtseyed dancer elk galloped gnu mate meerkat/s mobs pufferfish roaring shrieked territory threatened tutu
Phonics
• Identifying the /or/ sound made by “oar” as in roar • Identifying the /oo/ sound as in moon, true
Text features Animal Show-offs
bowerbirds
hippopotamuses
design circle patterns in the sand
bugle and fight
The Too-tight Tutu
Reading strategies
meerkats
pufferfish
flap ears and swish trunk
show off teeth and run fast
Flying Start to Literacy Lesson Plans Animal Show-offs / The Too-tight Tutu © 2016–2019 EC Licensing Pty Ltd.
Assessment Can the student find relevant information within a text? Can the student fill in a data chart with accurate information?
Flying Start to Literacy Lesson Plans Animal Show-offs / The Too-tight Tutu © 2016–2019 EC Licensing Pty Ltd.
Developed by Eleanor Curtain Publishing
© 2016–2019 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: “© 2016–2019 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
• • • • • •
Contents page Chapters with headings and sub-headings Summary chart and index Chapters with headings Full-color illustrations Repetitive refrain
• Integrating information from fact boxes • Making inferences about characters’ motives
Texas Essential Knowledge and Skills 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(7) (C) Use text evidence to support an appropriate response. 2(8) (B) Describe the main character’s (characters’) internal and external traits.
Writing 2(12) (B) Compose informational texts, including procedural texts and reports. Speaking and Listening 2(1) (A) Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses.
Animal show-off memory game
Animal Show-offs – Why and how they do it
1. Cut out the cards and place them face-down. 2. Join with a friend and take turns turning over two cards at a time. 3. I f the cards match, keep them and have another turn. If they do not match, turn them back over. 4. The winner is the player with the most pairs.
Choose four animals from the book and fill in the data chart below. Use the book to help you.
Animal
Why it shows off
How it shows off
Lesson Plans
Activity card
Blackline master
✂ lions
giraffes
elk
elephants
roar loudly
make themselves look big and scary
fight by hitting with necks and heads
build and decorate huts
Fluent reading stage Level K (20)
Animal Show-offs reports on animals that attract attention to protect territory, find a mate, or scare away other animals.
Lion sees a mysterious dancer and is desperate to find her. He uses her pink tutu to find out who she is.
Running words: 607 Text type: Report
Running words: 664 Text type: Narrative
Content vocabulary
antlers attack bowerbirds brayed bugling chattered curtseyed dancer elk galloped gnu mate meerkat/s mobs pufferfish roaring shrieked territory threatened tutu
Phonics
• Identifying the /or/ sound made by “oar” as in roar • Identifying the /oo/ sound as in moon, true
Text features Animal Show-offs
bowerbirds
hippopotamuses
design circle patterns in the sand
bugle and fight
The Too-tight Tutu
Reading strategies
meerkats
pufferfish
flap ears and swish trunk
show off teeth and run fast
Flying Start to Literacy Lesson Plans Animal Show-offs / The Too-tight Tutu © 2016–2019 EC Licensing Pty Ltd.
Assessment Can the student find relevant information within a text? Can the student fill in a data chart with accurate information?
Flying Start to Literacy Lesson Plans Animal Show-offs / The Too-tight Tutu © 2016–2019 EC Licensing Pty Ltd.
Developed by Eleanor Curtain Publishing
© 2016–2019 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: “© 2016–2019 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
• • • • • •
Contents page Chapters with headings and sub-headings Summary chart and index Chapters with headings Full-color illustrations Repetitive refrain
• Integrating information from fact boxes • Making inferences about characters’ motives
Texas Essential Knowledge and Skills 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(7) (C) Use text evidence to support an appropriate response. 2(8) (B) Describe the main character’s (characters’) internal and external traits.
Writing 2(12) (B) Compose informational texts, including procedural texts and reports. Speaking and Listening 2(1) (A) Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses.