Blackline master
Lesson Plans
Activity card Hiking memory game
Packing your backpack Draw and label at least ten things that you would pack in your backpack if you were going on an overnight hike.
Cut out the cards below. Work with a partner and use both sets of word cards to play a game of memory.
✂ tent
hat
sleeping bag
hiking boots
sleeping mat
food
Transitional reading stage Level G (12)
Hiking is about the different types of hikes that a boy called Max has been on. Running words: 325 Text type: Personal narrative
Maddy and the Prince is a story about a prince who gets lost in the forest. He is rescued by Maddy, who helps him hike back to his palace. Running words: 405 Text type: Narrative
High-frequency words
Key vocabulary
New: away back been big could find him let(’s) most never next over these thing(s) want(ed) walk(ed) while until year(s)
backpack forest hike hiking hot chocolate king noodles overnight packed prince queen stove sleeping bags tent volcano Yellowstone National Park
Phonics
• Identifying the vowel digraph “o-e” as in stove, rode • Identifying the /s/ sound represented by “ce” as in palace, prince
Text features Hiking Maddy and the Prince
Reading strategies
stove
Assessment Was the student able to learn new information by reading the text? Was the student able to find specific information from within the text?
Flying Start to Literacy Lesson Plans Hiking / Maddy and the Prince © 2009–2019 EC Licensing Pty Ltd.
backpack
hot chocolate
Flying Start to Literacy Lesson Plans Hiking / Maddy and the Prince © 2009–2019 EC Licensing Pty Ltd. © 2009–2019 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: “© 2009–2019 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.
Developed by Eleanor Curtain Publishing
okapi
educational publishing
Text: Kerrie Shanahan and Lyn Reggett Consultant: Susan Hill 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
• Photographs support and extend the text • Dialogue • Illustrations extend the text • Using semantic cues • Reading punctuation
Texas Essential Knowledge and Skills Phonics 1(2) (B) (iii) Demonstrate and apply phonetic knowledge by: decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables. 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) (F) Make inferences and use evidence to support understanding with adult assistance. 1(6) (I) Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down. 1(9) (D) (ii) Recognize characteristics and structures of informational text, including features and simple graphics to locate or gain information.
Writing (12) (A) Dictate or compose literary texts, including personal narratives and poetry. Speaking and Listening 1(1) (C) Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language.
Lesson 1
Lesson 2
Hiking
Key concepts • H iking is a pastime that some people enjoy. • Hiking allows people to explore the natural environment. • Hiking helps people to keep fit and healthy.
Before reading
After reading
Getting ready to read
Talking about the book
Support the students in activating their prior knowledge. Show the students a photograph from a book or the Internet of people hiking. Ask: What is hiking? Invite the students to share their ideas. Ask: What questions do you have about hiking? What are you wondering about? Establish that hiking is a taking a long walk in places like the deep woods or the mountains.
Ask the students to talk about the book. Promote discussion by choosing questions that are appropriate for your students. Ask them to support their answers by referring to the photographs and the text in the book. What do Max and his parents need to take with them when they go on overnight hikes? In what places has Max been hiking? (Literal) Why does Max like hiking? (Inferential) What are the good things about going on long hikes? What might the negative things be? (Synthesizing) Would everyone enjoy going on hikes like Max does? Explain. (Critical)
Vocabulary building Say: Imagine you are going on a long hike and you are going to sleep outside. What things would you need to take? Ask the students to brainstorm a list of things they would need.
Introducing the book Give each student a copy of Hiking. Say: Hiking is about Max and his love of hiking. He explains what sorts of hikes he has been on and what he does on a hike. Refer the students to pages 2 and 3. Say: This is Max with his mom and dad. They like to go hiking together. Have the students talk about the book. Draw their attention to the photographs. Ask: What hiking equipment can you see in these photos?
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 using semantic cues when they are reading? Do the students stop, pause, or hesitate when their reading does not make sense? Encourage this behavior. Did that make sense? How do you know? Read it again and check.
Reviewing reading strategies Encourage the 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 made sense of what they were reading. For example: You made sure that what you read made sense for this book.
Returning to the book
• Strong photograph and text match. • Content vocabulary is supported by the context.
Key concepts • Hiking is a pastime that some people enjoy. • Hiking allows people to explore the natural environment. • Hiking helps people to keep fit and healthy.
Provide multiple opportunities for the 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 Ask the students to sit facing a partner and to take turns reading a page. Encourage the students to read fluently. Try to make your voice smooth when you are reading to your partner.
Word work Phonemic awareness and phonics Ask: What do Max and his family use to cook their food when they are camping? Write the word “stove” on the board. This word has the long /o/ sound in it. What letters make this sound? Ask the students to think of other words that have this digraph in them. Add these words to the list.
Exploring words
Before reading
After reading
Getting ready to read
Talking about the book
Support the students in activating their prior knowledge. Say: We are going to read a book about a prince who must go on a long hike if he wants to get back to his palace. What do you know about people who live in palaces? Ask the students to think about stories where the characters are kings, queens, princes, or princesses.
Ask the students to talk about the book. Promote discussion by choosing questions that are appropriate for your students. Ask them to support their answers by referring to the illustrations and the text in the book. Why was the Prince lost? Why did he have to sleep in a tent? (Literal) Why did the Prince say, “I do not hike”? Why did he change his mind? (Inferential) What information did this book contain about hiking? (Synthesizing) Would all princes be like this one and say that they do not hike? Explain. (Critical)
Write the words “overnight”, “backpacks”, and “sleeping bags” on a chart. What do these three words have in common? Yes, they are all words that are made up of two smaller words. These types of words are called compound words. Students could browse through other familiar texts to find compound words to add to the list.
Vocabulary building
Writing
Give each student a copy of Maddy and the Prince. Say: In this story, a prince gets lost in the forest. Maddy finds him, but the only way for the Prince to get back to his palace is for him to hike all the way. The Prince learns a lot about hiking from his rescuer, Maddy. Ask the students to talk about the book. Say: This is Maddy. What is she doing here?
Talk about hiking. Max knows a lot about hiking. What have you learned about hiking? What do you think is the best thing about going hiking? Ask the students to write about their ideas.
Sharing and presenting ELL support
Maddy and the Prince
Ask the students to share their writing with each other.
Say: There is a prince in the story that we are going to read. What other words come to mind when you think of the word “prince”? Brainstorm a list of “royal” words.
Introducing the book
During reading
Reviewing reading strategies Encourage the students to identify what they did to help themselves as readers. What are some of the things you did that helped you make sense of this book? If appropriate, comment on how well the students attended to the exclamation points.
ELL support • Well-defined characters. • Illustrations support and extend the text.
Returning to the book Provide multiple opportunities for the 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 Ask the students to work in a group and to practice reading the text in parts (Maddy, the Prince, and the narrator). Give positive feedback to students who read fluently. For example: You read the words smoothly.
Word work Phonemic awareness and phonics Ask pairs of students to browse through the book and to list all of the words that have the /s/ sound in them. Make a chart with the following headings: /s/ represented by “s”, /s/ represented by “se”, and /s/ represented by “ce”. Ask the students to decide where their words should go. Then ask: What other words could we add to the last column?
Exploring words Ask the students to scan the text to find and list all the words that are related to hiking. Then ask: What else can we add to our list?
Writing Ask the students to talk about the two main characters. How would you describe Maddy? What is the Prince like? Students could create a T-chart with the headings Maddy and The Prince, and add in words that describe the characters.
Sharing and presenting Ask the students to share their T-charts with each other.
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, check that the students are making meaning by attending to the punctuation in the text. When you saw the question mark, how did that change the way you read the sentence? What did the exclamation point add to the meaning of that sentence?
Synthesizing: Talk about the pair After reading both books, ask: Why do people go hiking? What are the benefits of going on hikes? What do people like
about hiking? Students can work further with these books by completing the Activity card.
Blackline master
Lesson Plans
Activity card Hiking memory game
Packing your backpack Draw and label at least ten things that you would pack in your backpack if you were going on an overnight hike.
Cut out the cards below. Work with a partner and use both sets of word cards to play a game of memory.
✂ tent
hat
sleeping bag
hiking boots
sleeping mat
food
Transitional reading stage Level G (12)
Hiking is about the different types of hikes that a boy called Max has been on. Running words: 325 Text type: Personal narrative
Maddy and the Prince is a story about a prince who gets lost in the forest. He is rescued by Maddy, who helps him hike back to his palace. Running words: 405 Text type: Narrative
High-frequency words
Key vocabulary
New: away back been big could find him let(’s) most never next over these thing(s) want(ed) walk(ed) while until year(s)
backpack forest hike hiking hot chocolate king noodles overnight packed prince queen stove sleeping bags tent volcano Yellowstone National Park
Phonics
• Identifying the vowel digraph “o-e” as in stove, rode • Identifying the /s/ sound represented by “ce” as in palace, prince
Text features Hiking Maddy and the Prince
Reading strategies
stove
Assessment Was the student able to learn new information by reading the text? Was the student able to find specific information from within the text?
Flying Start to Literacy Lesson Plans Hiking / Maddy and the Prince © 2009–2019 EC Licensing Pty Ltd.
backpack
hot chocolate
Flying Start to Literacy Lesson Plans Hiking / Maddy and the Prince © 2009–2019 EC Licensing Pty Ltd. © 2009–2019 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: “© 2009–2019 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.
Developed by Eleanor Curtain Publishing
okapi
educational publishing
Text: Kerrie Shanahan and Lyn Reggett Consultant: Susan Hill 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
• Photographs support and extend the text • Dialogue • Illustrations extend the text • Using semantic cues • Reading punctuation
Texas Essential Knowledge and Skills Phonics 1(2) (B) (iii) Demonstrate and apply phonetic knowledge by: decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables. 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) (F) Make inferences and use evidence to support understanding with adult assistance. 1(6) (I) Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down. 1(9) (D) (ii) Recognize characteristics and structures of informational text, including features and simple graphics to locate or gain information.
Writing (12) (A) Dictate or compose literary texts, including personal narratives and poetry. Speaking and Listening 1(1) (C) Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language.
Blackline master
Lesson Plans
Activity card Hiking memory game
Packing your backpack Draw and label at least ten things that you would pack in your backpack if you were going on an overnight hike.
Cut out the cards below. Work with a partner and use both sets of word cards to play a game of memory.
✂ tent
hat
sleeping bag
hiking boots
sleeping mat
food
Transitional reading stage Level G (12)
Hiking is about the different types of hikes that a boy called Max has been on. Running words: 325 Text type: Personal narrative
Maddy and the Prince is a story about a prince who gets lost in the forest. He is rescued by Maddy, who helps him hike back to his palace. Running words: 405 Text type: Narrative
High-frequency words
Key vocabulary
New: away back been big could find him let(’s) most never next over these thing(s) want(ed) walk(ed) while until year(s)
backpack forest hike hiking hot chocolate king noodles overnight packed prince queen stove sleeping bags tent volcano Yellowstone National Park
Phonics
• Identifying the vowel digraph “o-e” as in stove, rode • Identifying the /s/ sound represented by “ce” as in palace, prince
Text features Hiking Maddy and the Prince
Reading strategies
stove
Assessment Was the student able to learn new information by reading the text? Was the student able to find specific information from within the text?
Flying Start to Literacy Lesson Plans Hiking / Maddy and the Prince © 2009–2019 EC Licensing Pty Ltd.
backpack
hot chocolate
Flying Start to Literacy Lesson Plans Hiking / Maddy and the Prince © 2009–2019 EC Licensing Pty Ltd. © 2009–2019 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: “© 2009–2019 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.
Developed by Eleanor Curtain Publishing
okapi
educational publishing
Text: Kerrie Shanahan and Lyn Reggett Consultant: Susan Hill 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
• Photographs support and extend the text • Dialogue • Illustrations extend the text • Using semantic cues • Reading punctuation
Texas Essential Knowledge and Skills Phonics 1(2) (B) (iii) Demonstrate and apply phonetic knowledge by: decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables. 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) (F) Make inferences and use evidence to support understanding with adult assistance. 1(6) (I) Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down. 1(9) (D) (ii) Recognize characteristics and structures of informational text, including features and simple graphics to locate or gain information.
Writing (12) (A) Dictate or compose literary texts, including personal narratives and poetry. Speaking and Listening 1(1) (C) Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language.