Blackline master
Lesson Plans
Activity card The perfect kelp forest
What I know about sea otters Fill in as much information as you can under each of the headings in the concept map below.
Create the perfect kelp-forest home. The winner is the first person to draw every part of the kelp forest on his/her piece of paper. You will need: A piece of paper, colored pencils, and a die What to do:
hunt
eat
1. Work with two or three friends. 2. Take turns throwing the die. 3. Match the number you roll with the number on the table below, then draw a picture of this word (e.g. if you roll a 4, draw a crab). 1
sea otters
2
3
live
swim sleep
look after pups
Can the student find relevant information in the text? Can the students organize information under headings in a concept map?
Flying Start to Literacy Lesson Plans Sea Otters and the Kelp Forest / The Luck of the Sea Otters © 2009–2019 EC Licensing Pty Ltd.
Level H (14)
Sea Otters and the Kelp Forest is a report about sea otters and the different ways they use the kelp forest to survive. Running words: 437 Text type: Report
The Luck of the Sea Otters is about fishermen who take the shellfisheating sea otters away from the kelp forest, before realizing their mistake. Running words: 425 Text type: Narrative
High-frequency words
Key vocabulary
New: away back because could find found into live must over than these until water while
clams crabs eating fisherman fishing hunt(ing) jetty kelp kelp forest pups rocks sea otters shellfish skin swimming tails webbed
Phonics
• I dentifying the /v/ sound made by “ve” as in leaves • Identifying the /j/ sound represented by “ge” as in change
Text features Sea Otters and the Kelp Forest
kelp 4
sea otter 5
pup 6
The Luck of the Sea Otters
Reading strategies
• • • •
Photographs with captions Photographic summary of a food chain Dialogue Illustrations support and extend the text
• Reading captions to gain further information from the text • Self-correcting for meaning
Texas Essential Knowledge and Skills
crab
Assessment
Transitional reading stage
sea urchin
clams
Flying Start to Literacy Lesson Plans Sea Otters and the Kelp Forest / The Luck of the Sea Otters © 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 and bound 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 1(2) (B) (i) Demonstrate and apply phonetic knowledge by decoding words in isolation and in context by applying common letter sound correspondences. 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) (I) Monitor comprehension and make adjustments such as rereading, 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. 1(10) (C) Discuss with adult assistance the author’s use of print and graphic features to achieve specific purposes.
Writing 1(12) (B) Dictate or compose informational texts, including procedural texts. 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
Sea Otters and the Kelp Forest
Key concepts • S ea otters and kelp forests both need each other to survive. • I f one link in a food chain is broken, all members of the chain are affected. • Human actions can have an impact on environments and their inhabitants.
Before reading
After reading
Getting ready to read
Talking about the book
Support the students in activating their prior knowledge. Show them the photograph of the sea otter on the title page. Say: This is what a sea otter looks like. What do you know about sea otters? Show the students the photograph of the kelp forest on page 3. Say: This is a photograph of kelp in a kelp forest. What words could you use to describe this plant? Draw a chart with the headings What we know about sea otters and What we know about kelp. Invite the students to tell you what they know about these things. Record the students’ ideas on the chart.
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. Where do sea otters live? What do they eat? How do they get their food? (Literal) Why is the kelp forest important to the sea otters? Why are sea otters important to the kelp forest? (Inferential) What have you learned about food chains by reading this book? (Synthesizing) What would the author have needed to know in order to write this book? (Critical)
Vocabulary building Write a list of the vocabulary from the book that the students may be unfamiliar with (sea otters, kelp forest, pups, clams, etc.). Talk about each of the words and its meaning.
Introducing the book Give each student a copy of Sea Otters and the Kelp Forest. Say: This book is called Sea Otters and the Kelp Forest. It is a report about sea otters that live in kelp forests. It gives us information about sea otters and also explains why sea otters and kelp forests need each other. Ask the students to talk their way through the book, noting the headings and captions.
Reviewing reading strategies Encourage the students to identify what they did to help themselves as readers. What are some of the things you did to help yourself? Can you find a place where you did some problem solving? If appropriate, comment on how the students read the information in the captions. For example: I noticed that you remembered to include the information from the captions as you read the book.
ELL support
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 reading the captions to gain further information? Ask: What extra information did the caption give you that the photograph alone did not?
• Introduction states the main concept in the book. • Captions add information to the photographs.
The Luck of the Sea Otters
Returning to the book
Key concepts • Sea otters and kelp forests both need each other to survive. • If one link in a food chain is broken, all members of the chain are affected. • Human actions can have an impact on environments and their inhabitants.
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 of the book. When they have finished reading, students could tell each other what they liked about the way the other student read the book. For example: I liked the way your voice was smooth and the way you paused in the right places.
Word work Phonemic awareness and phonics Write the words “leaves” and “themselves” on a chart. Ask: What letters make the /v/ sound in these words? Ask the students to turn and talk with a partner about other words that have the letters “ve” representing the /v/ sound. Make a group list of these words.
Exploring words Refer the students back to the chart you made during the “Getting ready to read” activity. Ask: Which words can only be used when we talk about the sea or oceans? Ask the students to highlight these words.
Writing Refer the students to the image on page 15. What information does this give us? This is an example of a food chain. Each link in the chain is important. Ask the students to write an explanation of the food chain.
Sharing and presenting Ask the students to read aloud their explanations of the food chain pictured on page 15 of Sea Otters and the Kelp Forest.
Before reading
After reading
Getting ready to read
Talking about the book
Support the students in activating their prior knowledge. Ask: Who has gone fishing? What did you fish for? Where did you go fishing? Invite the students to share their fishing experiences with the group. Support the students by ensuring that they know what fishing is. Say: Some people like to go fishing for fun. Other people go fishing as a job. The men in the story we are going to read are fishermen who are fishing for shellfish in the sea.
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 did the fishermen remove the sea otters from the kelp forest? Why did they bring the sea otters back to the kelp forest? (Literal) Why was the wise man in the story so wise? (Inferential) What does this story tell you about an animal’s home? (Synthesizing) What message do you think the author is trying to get across by writing this story? (Critical)
Vocabulary building Say: We are going to read a book about fishermen who fish for shellfish in a kelp forest where there are a lot of sea otters. What words might be used in a story like this? List the students’ ideas on the board.
Introducing the book Give each student a copy of The Luck of the Sea Otters. Say: This book is called The Luck of the Sea Otters. It is about a group of fishermen who are fishing for shellfish. When they realize that the sea otters are eating the shellfish, they decide to move the sea otters away. They think this will solve their problem, but it doesn’t. Ask the students to talk about each page of the book. Say: Here are the fishermen. What are they doing to the sea otters? Why are they doing this?
Reviewing reading strategies Encourage the students to identify what they did to help themselves as readers. What are some of the things you did to help yourself? Can you find a place where you did some problem solving?
ELL support • There is a clear problem and solution. • Illustrations support and extend the text.
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 read the book in pairs. One student could read the speaking parts of the text and the other student could read the rest. Encourage the students to read with fluency. When you are reading, try to make your voice sound smooth.
Word work Phonemic awareness and phonics Write this sentence from the top of page 10 on a chart: “But then things began to change.” Underline the word “change”. Ask: What sounds do you hear in the word “change”? What letters make the /j/ sound in this word? Do you know other words that have this sound? Make a list of the students’ responses. In each of the words, underline the letters that make the /j/ sound.
Exploring words Write the words “fishermen” and “shellfish” on a chart. What do you notice about these words? Establish that they are compound words. Make a list of other compound words that the students know. Ask the students to circle each word in the compound words.
Writing Ask the students to talk about what the fisherman in the story learned. What happened when there were no sea otters left? Were the sea otters good or bad? Ask the students to write about their ideas.
Sharing and presenting Ask the students to take turns reading their writing to the group.
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, check that the students are self-correcting to make meaning. Do the students notice when an error is made? Do they recognize when the meaning of the text is lost?
Returning to the book
Synthesizing: Talk about the pair After the students have read both Sea Otters and the Kelp Forest and The Luck of the Sea Otters, ask: Why is the kelp forest important to the sea otters? Why are sea otters important
to the kelp forest? Students can work further with these books by completing the Activity card.
Blackline master
Lesson Plans
Activity card The perfect kelp forest
What I know about sea otters Fill in as much information as you can under each of the headings in the concept map below.
Create the perfect kelp-forest home. The winner is the first person to draw every part of the kelp forest on his/her piece of paper. You will need: A piece of paper, colored pencils, and a die What to do:
hunt
eat
1. Work with two or three friends. 2. Take turns throwing the die. 3. Match the number you roll with the number on the table below, then draw a picture of this word (e.g. if you roll a 4, draw a crab). 1
sea otters
2
3
live
swim sleep
look after pups
Can the student find relevant information in the text? Can the students organize information under headings in a concept map?
Flying Start to Literacy Lesson Plans Sea Otters and the Kelp Forest / The Luck of the Sea Otters © 2009–2019 EC Licensing Pty Ltd.
Level H (14)
Sea Otters and the Kelp Forest is a report about sea otters and the different ways they use the kelp forest to survive. Running words: 437 Text type: Report
The Luck of the Sea Otters is about fishermen who take the shellfisheating sea otters away from the kelp forest, before realizing their mistake. Running words: 425 Text type: Narrative
High-frequency words
Key vocabulary
New: away back because could find found into live must over than these until water while
clams crabs eating fisherman fishing hunt(ing) jetty kelp kelp forest pups rocks sea otters shellfish skin swimming tails webbed
Phonics
• I dentifying the /v/ sound made by “ve” as in leaves • Identifying the /j/ sound represented by “ge” as in change
Text features Sea Otters and the Kelp Forest
kelp 4
sea otter 5
pup 6
The Luck of the Sea Otters
Reading strategies
• • • •
Photographs with captions Photographic summary of a food chain Dialogue Illustrations support and extend the text
• Reading captions to gain further information from the text • Self-correcting for meaning
Texas Essential Knowledge and Skills
crab
Assessment
Transitional reading stage
sea urchin
clams
Flying Start to Literacy Lesson Plans Sea Otters and the Kelp Forest / The Luck of the Sea Otters © 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 and bound 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 1(2) (B) (i) Demonstrate and apply phonetic knowledge by decoding words in isolation and in context by applying common letter sound correspondences. 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) (I) Monitor comprehension and make adjustments such as rereading, 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. 1(10) (C) Discuss with adult assistance the author’s use of print and graphic features to achieve specific purposes.
Writing 1(12) (B) Dictate or compose informational texts, including procedural texts. 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 The perfect kelp forest
What I know about sea otters Fill in as much information as you can under each of the headings in the concept map below.
Create the perfect kelp-forest home. The winner is the first person to draw every part of the kelp forest on his/her piece of paper. You will need: A piece of paper, colored pencils, and a die What to do:
hunt
eat
1. Work with two or three friends. 2. Take turns throwing the die. 3. Match the number you roll with the number on the table below, then draw a picture of this word (e.g. if you roll a 4, draw a crab). 1
sea otters
2
3
live
swim sleep
look after pups
Can the student find relevant information in the text? Can the students organize information under headings in a concept map?
Flying Start to Literacy Lesson Plans Sea Otters and the Kelp Forest / The Luck of the Sea Otters © 2009–2019 EC Licensing Pty Ltd.
Level H (14)
Sea Otters and the Kelp Forest is a report about sea otters and the different ways they use the kelp forest to survive. Running words: 437 Text type: Report
The Luck of the Sea Otters is about fishermen who take the shellfisheating sea otters away from the kelp forest, before realizing their mistake. Running words: 425 Text type: Narrative
High-frequency words
Key vocabulary
New: away back because could find found into live must over than these until water while
clams crabs eating fisherman fishing hunt(ing) jetty kelp kelp forest pups rocks sea otters shellfish skin swimming tails webbed
Phonics
• I dentifying the /v/ sound made by “ve” as in leaves • Identifying the /j/ sound represented by “ge” as in change
Text features Sea Otters and the Kelp Forest
kelp 4
sea otter 5
pup 6
The Luck of the Sea Otters
Reading strategies
• • • •
Photographs with captions Photographic summary of a food chain Dialogue Illustrations support and extend the text
• Reading captions to gain further information from the text • Self-correcting for meaning
Texas Essential Knowledge and Skills
crab
Assessment
Transitional reading stage
sea urchin
clams
Flying Start to Literacy Lesson Plans Sea Otters and the Kelp Forest / The Luck of the Sea Otters © 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 and bound 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 1(2) (B) (i) Demonstrate and apply phonetic knowledge by decoding words in isolation and in context by applying common letter sound correspondences. 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) (I) Monitor comprehension and make adjustments such as rereading, 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. 1(10) (C) Discuss with adult assistance the author’s use of print and graphic features to achieve specific purposes.
Writing 1(12) (B) Dictate or compose informational texts, including procedural texts. 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.