Lesson Plans
Activity card
Blackline master Are hummingbirds the most amazing birds?
Design and draw a hummingbird feeder 1. Design a feeder for a hummingbird. Think about where the food goes, something to attract the hummingbirds, and where the feeder can be put (on a person, on a windowsill, or in a tree).
1. Think about the question. Do you agree or disagree? 2. Answer the question by writing in full sentences under each heading.
Fluent reading stage Level M (28)
2. Draw and label your invention in the space below.
Introduction – write your opinion
3. Be creative and make your feeder look great! Hummingbirds reports on how hummingbirds fly, how they get their food, and how they look after their young.
Johnny would love to be “kissed” by a hummingbird’s wing, but first he has to find a way to stand still. Running words: 790 Text type: Narrative
Reasons – write why you have this opinion
Running words: 699 Text type: Report
1.
Content vocabulary
bills bird feeder bloom bodies chicks direction energy feathers flap helmet-feeder hover hummingbird/s mate nectar Ruby–throated hummingbird sugar syrup territory wing/s
Phonics
• Identifying ways to represent the short /e/ sound • Distinguishing between the short and long /i/ sound
2.
Text features Hummingbirds The Kiss of a Hummingbird’s Wing
3.
Reading strategies
Flying Start to Literacy Lesson Plans Hummingbirds / The Kiss of a Hummingbird’s Wing © 2016–2019 EC Licensing Pty Ltd.
Can the student write an opinion piece using an appropriate structure? Can the student provide suitable reasons to support their opinion? Flying Start to Literacy Lesson Plans Hummingbirds / The Kiss of a Hummingbird’s Wing © 2016–2019 EC Licensing Pty Ltd.
Chapters with headings and sub-headings Fact boxes; photographs with captions Full-color illustrations A note from the author
• Making connections • Reading dialogue to reflect an understanding of the characters and events
Texas Essential Knowledge and Skills
Conclusion – rewrite your opinion and summarize why you have this opinion
Assessment
• • • •
Developed by Eleanor Curtain Publishing
© 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: “© 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 3(2) (A) (ii) Decoding multisyllabic words with closed syllables. 3(2) (A) (iii) Decoding compound words, contractions, and abbreviations. Reading 3(6) (E) Make connections to personal experiences, ideas in other texts, and society. 3(7) (G) Discuss specific ideas in the text that are important to the meaning. 3(9) (D) (i) Recognize characteristics and structures of informational text, including the central idea with supporting evidence.
Writing 3(12) (C) Compose argumentative texts using genre characteristics and craft. Speaking and Listening 3(10) (B) Explain how the use of text structure contributes to the author’s purpose.
Lesson 1 Hummingbirds
Lesson 2 The Kiss of a Hummingbird’s Wing
Key concepts
• Hummingbirds are the smallest birds and the only ones that can hover.
• Hummingbirds have body parts that help •
them to get the food they need to survive. Some hummingbirds travel long distances to find food.
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.
• Hummingbirds are the smallest birds and the only ones that can hover.
• Some hummingbirds travel long distances to find food.
Developing fluency Have students record themselves reading on an audiorecording device. As they listen back to their reading, have them think about how fluently they read. Ask: Is your voice smooth and not jerky?
Word work
Before 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. Have pairs of students discuss what they know about birds. Have students share their ideas and create a list of bird facts. Ask: Have you heard of a hummingbird? What do you know about this bird? Discuss.
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 did the hummingbird get its name? (Literal) Why are hummingbirds remarkable animals? (Inferential) What new information did you find out about hummingbirds? (Synthesizing) What do you think is the author’s opinion of hummingbirds? What makes you think that? (Critical)
Write the words nectar, territory, and direction on the board. Ask students to underline the short /e/ sound in each word. Write the word feathers. Ask: What letters make the short /e/ sound in this word? Explain that “ea” usually makes the long /e/ sound as in beak.
Encourage students to activate their prior knowledge. Say: A hummingbird flaps its wings up and down very, very quickly. What might it feel like for a hummingbird’s wings to flap against your face?
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 did the family have to do to be “kissed” by a hummingbird’s wing? (Literal) Why couldn’t Johnny stand still? (Inferential) Would you be good at wearing a helmet-feeder and getting kissed by a hummingbird’s wing? (Synthesizing) Would everyone like to be kissed by a hummingbird’s wing? Why or why not? (Critical)
Vocabulary building Introduce the term hover. Say: Hover means to stay in one spot in the air. A hummingbird is the only bird that can hover. How do you think it does this? Why might this bird need to be able to hover?
Introducing the book Give each student a copy of the book and have them read the title and the contents page. Ask: What information has the author included? How is it organized? Have students prepare for reading by thinking and talking about the book with your support. Ask: What do you want to find out about hummingbirds? Do you think they are an interesting bird? If so, why?
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: Think about what you already know about how a hummingbird flies. Now, what might that word say? Hover – yes, that’s right!
Reviewing reading strategies Encourage students to identify what they did to help themselves as readers. Say: When you were reading, you thought about what you knew and what the text was trying to explain. That helped you to decode. Well done!
ELL support • Text boxes add additional information. • Chapter headings signal content. • Photographs and captions support the text.
Write the word fly on the board. Ask students to say it in a sentence, e.g. “The hummingbird can fly backwards.” Say: I am going to say that sentence in past tense. The hummingbird flew backwards. How did I change the word fly? Write fly and flew on the board. Discuss other irregular verbs, e.g. say/said, think/thought.
Writing Ask: What facts do we now know about hummingbirds? Use students’ ideas to model writing statements of fact, e.g. Hummingbirds are the only birds that can hover. Hummingbirds are the smallest birds. Hummingbirds have an amazing memory. Have students write an opinion piece about hummingbirds by answering the question: Do you think hummingbirds are the most amazing birds? Encourage students to include an introduction that states their opinion, at least three reasons to support their opinion, and a conclusion that restates their opinion. Have students use the Blackline master provided to compose their writing.
Sharing and presenting Have students read their opinion pieces in a small group. Have them give positive feedback to each other after each student reads.
Developing fluency Word work
After reading
Exploring words
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.
Have students read and act out the story in small groups. Encourage them to read fluently and with expression.
Before reading
Show pictures of hummingbirds on an interactive whiteboard or from the book. Say: A hummingbird is a tiny bird. Using a ruler, show students how long they are (3 inches).
Returning to the book
Read Chapter 4 from Hummingbirds. Say: Some people like to watch the hummingbirds as they stop to feed on their long journey. Some people even wear bird feeders on their head so that the hummingbird gets very close to them. Sometimes, the bird’s wings flap against their face. This is called being “kissed” by a hummingbird.
Vocabulary building Write the words bird feeder, sugar syrup, and helmet-feeder on the board. Discuss what each thing is in terms of hummingbirds and their long journey.
Introducing the book Give each student a copy of the book and have them read the title and the contents page. Say: This book is about a boy who would love to be touched on the cheek by a hummingbird’s wing – this is called being kissed by a hummingbird’s wing. What will the boy have to be able to do for the hummingbird to get close to him? Have students prepare for reading by thinking and talking about the book with your support. Ask: Do you think the boy will get his wish?
After reading
Reviewing reading strategies Encourage students to identify what they did to help themselves as readers. Say: When you read aloud, I knew you understood the story and how the character was feeling by the way you read the direct speech. Well done! That’s how good readers read.
ELL support • Illustrations support and extend the story. • The author’s note links the story to personal experience.
Write the words wing, excited, kiss, and still on the board. Ask: Which is the odd word out? Why? Draw out that three of the words have the short /i/ sound (wing, kiss, still) and one has the long /i/ sound (excited). Have pairs of students find words in the book with both of these sounds and record on a chart.
Exploring words Turn to page 4. Ask: Why is there an apostrophe on this page? Draw out that this is an apostrophe for possession because the wings belong to the hummingbird. Ask: When else are apostrophes used? Draw out the use for contractions. Have students list five contractions from the book.
Writing
Model writing questions on the board about hummingbirds. Say: I am going to write questions about hummingbirds that I think you now know the answers to. Write “Why do hummingbirds need to hover? Why do some hummingbirds fly long distances? Why are hummingbirds small and light? Why can’t hummingbirds walk? How do hummingbirds get their food?” Have students talk about the answers with a partner. Have students choose a question from the list and write an answer using full sentences. Encourage students to refer to the book if necessary.
Sharing and presenting Compile students’ answered questions to make a book. Read the book to the group.
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. Ask them to read aloud where there is direct speech on the page. Say: When you read what the character says, read it so that it shows you know how they are feeling.
Phonics
Synthesizing: Talk about the pair Ask: What have you learned about hummingbirds? Discuss. Have small groups draw and label a hummingbird to show
what they have learned. Have students work further with the books by completing the Activity card provided.
Lesson Plans
Activity card
Blackline master Are hummingbirds the most amazing birds?
Design and draw a hummingbird feeder 1. Design a feeder for a hummingbird. Think about where the food goes, something to attract the hummingbirds, and where the feeder can be put (on a person, on a windowsill, or in a tree).
1. Think about the question. Do you agree or disagree? 2. Answer the question by writing in full sentences under each heading.
Fluent reading stage Level M (28)
2. Draw and label your invention in the space below.
Introduction – write your opinion
3. Be creative and make your feeder look great! Hummingbirds reports on how hummingbirds fly, how they get their food, and how they look after their young.
Johnny would love to be “kissed” by a hummingbird’s wing, but first he has to find a way to stand still. Running words: 790 Text type: Narrative
Reasons – write why you have this opinion
Running words: 699 Text type: Report
1.
Content vocabulary
bills bird feeder bloom bodies chicks direction energy feathers flap helmet-feeder hover hummingbird/s mate nectar Ruby–throated hummingbird sugar syrup territory wing/s
Phonics
• Identifying ways to represent the short /e/ sound • Distinguishing between the short and long /i/ sound
2.
Text features Hummingbirds The Kiss of a Hummingbird’s Wing
3.
Reading strategies
Flying Start to Literacy Lesson Plans Hummingbirds / The Kiss of a Hummingbird’s Wing © 2016–2019 EC Licensing Pty Ltd.
Can the student write an opinion piece using an appropriate structure? Can the student provide suitable reasons to support their opinion? Flying Start to Literacy Lesson Plans Hummingbirds / The Kiss of a Hummingbird’s Wing © 2016–2019 EC Licensing Pty Ltd.
Chapters with headings and sub-headings Fact boxes; photographs with captions Full-color illustrations A note from the author
• Making connections • Reading dialogue to reflect an understanding of the characters and events
Texas Essential Knowledge and Skills
Conclusion – rewrite your opinion and summarize why you have this opinion
Assessment
• • • •
Developed by Eleanor Curtain Publishing
© 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: “© 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 3(2) (A) (ii) Decoding multisyllabic words with closed syllables. 3(2) (A) (iii) Decoding compound words, contractions, and abbreviations. Reading 3(6) (E) Make connections to personal experiences, ideas in other texts, and society. 3(7) (G) Discuss specific ideas in the text that are important to the meaning. 3(9) (D) (i) Recognize characteristics and structures of informational text, including the central idea with supporting evidence.
Writing 3(12) (C) Compose argumentative texts using genre characteristics and craft. Speaking and Listening 3(10) (B) Explain how the use of text structure contributes to the author’s purpose.
Lesson Plans
Activity card
Blackline master Are hummingbirds the most amazing birds?
Design and draw a hummingbird feeder 1. Design a feeder for a hummingbird. Think about where the food goes, something to attract the hummingbirds, and where the feeder can be put (on a person, on a windowsill, or in a tree).
1. Think about the question. Do you agree or disagree? 2. Answer the question by writing in full sentences under each heading.
Fluent reading stage Level M (28)
2. Draw and label your invention in the space below.
Introduction – write your opinion
3. Be creative and make your feeder look great! Hummingbirds reports on how hummingbirds fly, how they get their food, and how they look after their young.
Johnny would love to be “kissed” by a hummingbird’s wing, but first he has to find a way to stand still. Running words: 790 Text type: Narrative
Reasons – write why you have this opinion
Running words: 699 Text type: Report
1.
Content vocabulary
bills bird feeder bloom bodies chicks direction energy feathers flap helmet-feeder hover hummingbird/s mate nectar Ruby–throated hummingbird sugar syrup territory wing/s
Phonics
• Identifying ways to represent the short /e/ sound • Distinguishing between the short and long /i/ sound
2.
Text features Hummingbirds The Kiss of a Hummingbird’s Wing
3.
Reading strategies
Flying Start to Literacy Lesson Plans Hummingbirds / The Kiss of a Hummingbird’s Wing © 2016–2019 EC Licensing Pty Ltd.
Can the student write an opinion piece using an appropriate structure? Can the student provide suitable reasons to support their opinion? Flying Start to Literacy Lesson Plans Hummingbirds / The Kiss of a Hummingbird’s Wing © 2016–2019 EC Licensing Pty Ltd.
Chapters with headings and sub-headings Fact boxes; photographs with captions Full-color illustrations A note from the author
• Making connections • Reading dialogue to reflect an understanding of the characters and events
Texas Essential Knowledge and Skills
Conclusion – rewrite your opinion and summarize why you have this opinion
Assessment
• • • •
Developed by Eleanor Curtain Publishing
© 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: “© 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 3(2) (A) (ii) Decoding multisyllabic words with closed syllables. 3(2) (A) (iii) Decoding compound words, contractions, and abbreviations. Reading 3(6) (E) Make connections to personal experiences, ideas in other texts, and society. 3(7) (G) Discuss specific ideas in the text that are important to the meaning. 3(9) (D) (i) Recognize characteristics and structures of informational text, including the central idea with supporting evidence.
Writing 3(12) (C) Compose argumentative texts using genre characteristics and craft. Speaking and Listening 3(10) (B) Explain how the use of text structure contributes to the author’s purpose.