Lesson Plans
Activity card
Blackline master What Tom thinks
Picture glossary Cut out the cards below to make your own glossary. Match the correct picture to each word, then paste the cards on a blank piece of paper and write the definitions beside them. Remember to put the words in alphabetical order. Blank cards have been provided so that you can add extra words and pictures to your glossary.
Pretend you are Tom and write about these pictures from Wipe-out! Make sure that you write the text as if Tom is talking.
aerial
wipe-out
Fluent Plus reading stage Level O (34)
Riding the Waves discusses learning to surf, different surfing moves, where the best waves are in the world, and surfing safety. Running words: 1,253 Text type: R eport – Explanation, Interview
Wipe-out! is a narrative about Tom preparing for a surfing competition. After experiencing a wipe-out in the surf, Tom is scared to return to the water.
Content vocabulary
aerial body-boarding breaks churning cutback dropping in dumped extreme floater leg-rope lifeguards lunge patrolled professional rip sandbar straddled surfboard surfing tube-riding swell wetsuit wiping out
Phonics
• Identifying “or” words as in important • Identifying “ai” words as in paid aerial moaned ocean practice warnings
cutback
Irregularly spelled words
Running words: 1,496 Text type: Narrative
Text structures and features
tube-riding
extreme surfing
Assessment Can the student write the text from Tom’s viewpoint? Can the student write descriptively?
Flying Start to Literacy Lesson Plans Riding the Waves / Wipe-out! © 2012–2019 EC Licensing Pty Ltd.
© 2012–2019 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.
All other rights reserved.
• Introduction and conclusion, glossary • Headings and subheadings; captions; questions and answers
Wipe-out!
• Third-person narrative with dialogue • Contents page, chapter headings
Reading strategies
• C omparing the author’s point of view to one’s own opinion • Identifying and describing a character’s feelings
Texas Essential Knowledge and Skills
Flying Start to Literacy Lesson Plans Riding the Waves / Wipe-out! © 2012–2019 EC Licensing Pty Ltd.
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: “© 2012–2019 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.
Riding the Waves
Developed by Eleanor Curtain Publishing
okapi educational publishing
Text: Elizabeth Golding 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(9) (D) (ii) Recognize characteristics and structures of informational text, including features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding. 3(10) (B) Explain how the use of text structure contributes to the author’s purpose. 3(10) (E) Identify the use of literary devices.
Writing 3(7) (B) Write a response to a literary or informational text that demonstrates an understanding of a text. Speaking and Listening 3(1) (A) Listen actively, ask relevant questions to clarify information, and make pertinent comments.
Lesson 1 Riding the Waves
Lesson 2 Wipe-out! Key concepts • Surfing is an activity that can be dangerous. • W hen a surfer gets dumped by a wave, the force of the water pushes the surfer down under the water. • P eople surf for fun, professionally, or as an extreme sport.
Before reading
After reading
Getting ready to read
Talking about the book
Support the students in activating their prior knowledge. Ask the students to share their experiences of the beach or their knowledge of the ocean or surfing the waves. Ask: What do you think some of the safety issues might be when you are at the beach?
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 tube-riding? What is a rip current? (Literal) Why do you need to watch out for others in the surf? Why can surfing be dangerous? (Inferential) Why do surfers ride Pipeline in Hawaii? Where is the best surf found? (Synthesizing) Would you surf in a place that was known to be dangerous? (Critical)
Vocabulary building Write the following words on blank cards: cutback, floater, tube-riding, aerial, dropping in, wipe-out. Ask the students to illustrate a blank card with a picture to match one of the words. Mix up the cards and place them face down for a game of memory.
Introducing the book Give each student a copy of Riding the Waves. Direct the students to use the cover, title page, and contents page to get themselves ready to read. Ask: What do you already know about this book? Have the students turn to page 7. Look at the photographs and captions. Discuss the photographs. What do you think it would be like to ride a wave? Which surf move would you like to try if you could?
During reading As each student reads the text independently, monitor and support the students where appropriate. Ask the students to stop reading and remind them to use the reading strategies you are focused on. Say: As you read, think about the author’s point of view. What is your opinion? Is the author’s point of view the same as yours? Encourage the students to apply appropriate comprehension strategies, such as making connections about what they know and new information they are reading. Say: Think about what you already know about surfing. As you read, connect that to the new information you are reading.
Reviewing reading strategies Encourage students to identify what they did to help themselves as readers. Ask: How did you figure out the author’s point of view? How does knowing what the author thinks help you as a reader?
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.
• Photographs are clearly labeled. • Specialized vocabulary is supported with a photographic glossary. • Chapter headings and subheadings clearly signal content.
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 each student work with a partner and read alternate chapters from the book to one another. Remind them to listen for smooth, clear reading that is read at a good volume.
Word work Phonics Write the word important. Say: What sounds can you hear? Now focus on the “or” sound. What other words do you know that have this sound in them? List these as well.
Exploring words Look back at the word cards the students illustrated in the Vocabulary building section. Supply the students with more blank cards. Ask them to write down any new words that they discovered in the text on the blank cards. Also make separate illustrated cards for these words. Now the students can play an expanded version of their memory game.
Before reading
After reading
Ask students to work in pairs and read their favorite sections of the text to one another. Remind the students that they need to read expressively, especially in the sections where a character is speaking. Ask the students to share their reasons for selecting a particular piece of text.
Getting ready to read
Talking about the book
Word work
Support the students in activating their prior knowledge. Ask the students to retell any experiences they have had of going to the beach. Ask: What do you like to do at the beach? If students haven’t been to the beach, ask them to imagine what they might like to do there.
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. How did Tom get to the beach? What section had Tom entered in the surfing competition? (Literal) Why didn’t Tom tell his mom about the wipe-out? How did he feel when he did tell her? (Inferential) How would it feel to wipe out? Why did Tom decide to go to the surfing competition? (Synthesizing) Is surfing safe? Would you go surfing? (Critical)
Phonics
Reviewing reading strategies
Writing
Vocabulary building Write the word surfing. Ask the students what the word means. Brainstorm with the students words that might be linked to surfing (e.g. waves, surge, churning, paddled).
Writing
Introducing the book
Students could write down the most interesting piece of information they read in Riding the Waves. Remind the students to write in their own words rather than copying the text from the book.
Give each student a copy of Wipe-out! Direct the students to use the cover, title page, and contents page to get themselves ready to read. Ask: What do you already know about this book? Who do you think is the main character? Now look at the contents page. By reading the headings, what do you think the story is going to be about? What is a wipe-out?
Sharing and presenting ELL support
Key concepts • Surfing is an activity that can be dangerous. • When a surfer gets dumped by a wave, the force of the water pushes the surfer down under the water.
Have the students gather in small groups to share their writing. Ask the students to read their facts to one another. Also ask them to discuss why they picked their particular facts from the text.
Encourage students to identify what they did to help themselves as readers. Ask: How did you figure out what Tom was feeling? What clues did the author give you?
As each student reads the text independently, monitor and support the students where appropriate. Ask the students to stop reading and remind them to use the reading strategies you are focused on. Say: Think about Tom. How have his views about the ocean and surfing changed throughout the book? Why have they changed? Which key parts of the text tell you this? Encourage the students to apply appropriate comprehension strategies, such as using knowledge of narrative text structure as they read. Say: Think about how the author organized the events in this story.
Exploring words Refer students to the list of words developed in the Vocabulary building section. Ask students to write a piece of text that makes sense, using as many of these words as they can. In pairs, students can then share their pieces of text.
Ask students to rewrite the story, having Tom tell his mom straight away about how he nearly drowned. Ask: How do you think that she would react? Would he ever surf again?
Sharing and presenting ELL support
During reading
Say the word paid. Ask: How do you spell this word? Now write it on a chart. Ask students to think of other words that also contain the “ai” spelling pattern. List all of the words on a class list that can be added to as further words are discovered.
• I llustrations give a clear indication of the main character’s feelings. • Chapter headings signal content. • Chapter 1 clearly sets up the problem.
Students could share their rewrites of the story with the group. Explore whether there were any versions that were similar or shared common elements, or whether they were all different.
Synthesizing: Talk about the pair Ask: What did you learn about by reading these books? What information about surfing was similar between the two books and what was different? Discuss the different text types.
Explore the features of a narrative text compared with a report. Students could work further with these books by completing the Activity card and the Blackline master.
Lesson Plans
Activity card
Blackline master What Tom thinks
Picture glossary Cut out the cards below to make your own glossary. Match the correct picture to each word, then paste the cards on a blank piece of paper and write the definitions beside them. Remember to put the words in alphabetical order. Blank cards have been provided so that you can add extra words and pictures to your glossary.
Pretend you are Tom and write about these pictures from Wipe-out! Make sure that you write the text as if Tom is talking.
aerial
wipe-out
Fluent Plus reading stage Level O (34)
Riding the Waves discusses learning to surf, different surfing moves, where the best waves are in the world, and surfing safety. Running words: 1,253 Text type: R eport – Explanation, Interview
Wipe-out! is a narrative about Tom preparing for a surfing competition. After experiencing a wipe-out in the surf, Tom is scared to return to the water.
Content vocabulary
aerial body-boarding breaks churning cutback dropping in dumped extreme floater leg-rope lifeguards lunge patrolled professional rip sandbar straddled surfboard surfing tube-riding swell wetsuit wiping out
Phonics
• Identifying “or” words as in important • Identifying “ai” words as in paid aerial moaned ocean practice warnings
cutback
Irregularly spelled words
Running words: 1,496 Text type: Narrative
Text structures and features
tube-riding
extreme surfing
Assessment Can the student write the text from Tom’s viewpoint? Can the student write descriptively?
Flying Start to Literacy Lesson Plans Riding the Waves / Wipe-out! © 2012–2019 EC Licensing Pty Ltd.
© 2012–2019 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.
All other rights reserved.
• Introduction and conclusion, glossary • Headings and subheadings; captions; questions and answers
Wipe-out!
• Third-person narrative with dialogue • Contents page, chapter headings
Reading strategies
• C omparing the author’s point of view to one’s own opinion • Identifying and describing a character’s feelings
Texas Essential Knowledge and Skills
Flying Start to Literacy Lesson Plans Riding the Waves / Wipe-out! © 2012–2019 EC Licensing Pty Ltd.
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: “© 2012–2019 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.
Riding the Waves
Developed by Eleanor Curtain Publishing
okapi educational publishing
Text: Elizabeth Golding 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(9) (D) (ii) Recognize characteristics and structures of informational text, including features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding. 3(10) (B) Explain how the use of text structure contributes to the author’s purpose. 3(10) (E) Identify the use of literary devices.
Writing 3(7) (B) Write a response to a literary or informational text that demonstrates an understanding of a text. Speaking and Listening 3(1) (A) Listen actively, ask relevant questions to clarify information, and make pertinent comments.
Lesson Plans
Activity card
Blackline master What Tom thinks
Picture glossary Cut out the cards below to make your own glossary. Match the correct picture to each word, then paste the cards on a blank piece of paper and write the definitions beside them. Remember to put the words in alphabetical order. Blank cards have been provided so that you can add extra words and pictures to your glossary.
Pretend you are Tom and write about these pictures from Wipe-out! Make sure that you write the text as if Tom is talking.
aerial
wipe-out
Fluent Plus reading stage Level O (34)
Riding the Waves discusses learning to surf, different surfing moves, where the best waves are in the world, and surfing safety. Running words: 1,253 Text type: R eport – Explanation, Interview
Wipe-out! is a narrative about Tom preparing for a surfing competition. After experiencing a wipe-out in the surf, Tom is scared to return to the water.
Content vocabulary
aerial body-boarding breaks churning cutback dropping in dumped extreme floater leg-rope lifeguards lunge patrolled professional rip sandbar straddled surfboard surfing tube-riding swell wetsuit wiping out
Phonics
• Identifying “or” words as in important • Identifying “ai” words as in paid aerial moaned ocean practice warnings
cutback
Irregularly spelled words
Running words: 1,496 Text type: Narrative
Text structures and features
tube-riding
extreme surfing
Assessment Can the student write the text from Tom’s viewpoint? Can the student write descriptively?
Flying Start to Literacy Lesson Plans Riding the Waves / Wipe-out! © 2012–2019 EC Licensing Pty Ltd.
© 2012–2019 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.
All other rights reserved.
• Introduction and conclusion, glossary • Headings and subheadings; captions; questions and answers
Wipe-out!
• Third-person narrative with dialogue • Contents page, chapter headings
Reading strategies
• C omparing the author’s point of view to one’s own opinion • Identifying and describing a character’s feelings
Texas Essential Knowledge and Skills
Flying Start to Literacy Lesson Plans Riding the Waves / Wipe-out! © 2012–2019 EC Licensing Pty Ltd.
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: “© 2012–2019 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.
Riding the Waves
Developed by Eleanor Curtain Publishing
okapi educational publishing
Text: Elizabeth Golding 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(9) (D) (ii) Recognize characteristics and structures of informational text, including features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding. 3(10) (B) Explain how the use of text structure contributes to the author’s purpose. 3(10) (E) Identify the use of literary devices.
Writing 3(7) (B) Write a response to a literary or informational text that demonstrates an understanding of a text. Speaking and Listening 3(1) (A) Listen actively, ask relevant questions to clarify information, and make pertinent comments.