Blackline master
Lesson Plans
Activity card For and against
My vacation Draw and write about your vacation.
Transitional reading stage
Fill in the table.
I went …
Level G (12)
Vacation activity:
I liked …
Good things about this activity
Bad things about this activity
but I didn’t like …
Summer Vacation shares a classroom conversation about the good and bad aspects of the recent summer vacation. Running words: 237 Text type: Personal narrative– opinion
Camping With Dad tells the story of a boy’s first camping trip, where he has a great time, even though he won’t admit it to his father. Running words: 329 Text type: Narrative
High-frequency words
Key vocabulary
New: again asked back because first good just kind only put try showed want
best campfire camping catch cooked fire fish fishing lake line match night poles rained school ski/skiing sky sleeping smoke snow summer stars teacher tent top
Phonics
• I dentifying the short /i/ sound as in swim • Identifying the /ch/ sound as in catch
Text features Summer Vacation
because …
Camping With Dad
Reading strategies
• • • •
Personal opinions Compare and contrast: “I liked ... But I didn’t like …” First-person narrative Dialogue
• Cross-checking using syntax: Does that sound right? • Connecting events/ideas in the story
Texas Essential Knowledge and Skills
Flying Start to Literacy Lesson Plans Summer Vacation / Camping With Dad © 2014–2019 EC Licensing Pty Ltd. © 2014–2019 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.
Assessment Can the student write a simple opinion piece about a vacation experience? Can the student provide reasons for his/her point of view? Flying Start to Literacy Lesson Plans Summer Vacation / Camping With Dad © 2014–2019 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: “© 2014–2019 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: Jenny Feely 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
Phonics 1(2) (A) (iii) Demonstrate phonological awareness by distinguishing between long and short vowel sounds in one-syllable words. 1(2) (B) (ii) Demonstrate and apply phonetic knowledge by decoding words with initial and final consonant blends, digraphs, and trigraphs. Reading 1(6) (H) Synthesize information to create new understanding with adult assistance. 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(10) (B) Discuss how the use of text structure contributes to the author’s purpose.
Writing 1(12) (A) Dictate or compose literary texts, including personal narratives and poetry. Speaking and Listening 1(1) (A) Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses.
Lesson 1
Lesson 2
Summer Vacation Key concepts • People have different likes and dislikes. • People choose to do different things during their vacation.
Before reading
After reading
Getting ready to read
Talking about the book
Encourage students to activate their prior knowledge. Ask: What things do you like to do on your vacation? List students’ suggestions on the board. Allow time for students to tell each other some of the good things that have happened to them while on vacation. Ask: Are there things that you don’t like about vacations?
Ask the 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 in the book. Why did the boy like camping? (Literal) Why did the teacher say that the best thing for her was being back at school? (Inferential) Why do people take vacations? (Synthesizing) Do all people get to take vacations like the children in the book? (Critical) Return to the list made at the start of the lesson. Which of these things did the people in the book do on vacation?
Vocabulary building As needed, introduce the vocabulary from the book. List the following words on the board: camping, tent, fishing, lake, ski. Make sure that the students know what each word means. Have them create spoken sentences that use at least two words from the list.
Introducing the book Give each student a copy of the book. Say: In this book, some school children tell about the things they did on vacation. They liked some things, but not everything. When you are reading today, I want you to practice thinking about what sounds right when you read. Write this sentence on the board: What was the best thing we ____ over summer? Ask: Which word would sound right in this sentence: did or do? Have the students try both words in the sentence. Ask: Do we say it that way?
During reading As each student reads the text independently, monitor and support them where appropriate. If necessary, ask them to stop reading and remind them to use the reading strategies you are focused on. Look for students who are using syntax to cross-check what they read. When you see them correct a syntax-based error, ask: What did you notice? Encourage this behavior when an error occurs. Ask: Does that sound right? Do we say it that way?
Reviewing reading strategies Give positive feedback on the reading strategies the students used as they read the book. For example, say: I noticed that you stopped when it didn’t sound right. Then you corrected the sentence so it was right. That’s what good readers do.
ELL support • Dialogue makes clear who each speaker is. • Clear photographs illustrate the text. • Key vocabulary is repeated to support mastery.
Camping With Dad
Returning to the book
Key concepts • People have different likes and dislikes. • Experiences can change people’s preferences.
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.
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
Ask: What things do you need to think about to read fluently? List suggested strategies on the board. Have pairs of students take turns to read the text aloud and give each other feedback about the skills that were displayed.
Model how using phrasing supports fluent reading. Say: When I read, I try to read a few words at a time. I look for words that go together to make sense. Have pairs of students read to each other, using phrasing.
Word work Phonemic awareness and phonics List these words from the book on the board: swimming, did, in, it, thing, fish. Ask: What sound is in all of these words? Have students suggest other words with the short /i/ sound. Students can practice making these words with magnetic letters or letter tiles.
Exploring words Draw a chart on the board. word
+ ing
swim
swimming
Have students find other words in the book that have the suffix “ing.” Discuss how the base word can be affected in different ways when adding “ing.” For example: no change; last letter is doubled; final “e” is dropped. List other words that can have “ing” added to them.
Writing Modeled writing Say: I’m going to write about my last vacation. Model writing about the things you liked and the things that were less than you expected. Talk about how to make the writing interesting to the reader. For example, say: I’m thinking about what people would want to know about my vacation. Did anything unexpected happen? Did anything funny happen?
Independent writing Have students write about something that happened to them on vacation. Support students by providing copies of the Blackline master to work on.
Sharing and presenting Discuss the choices students have made in the content of their writing. What did they think about when choosing the thing to write about?
Before reading
After reading
Getting ready to read
Talking about the book
Encourage students to activate their prior knowledge. Ask: Have you ever been camping? What things did you like/not like? What did you do? For students who have never been camping, ask: Would you like to go camping? What things would you do? Are there any things that you don’t think you would like about camping?
Ask the 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 in the book. What did Dad catch on his fishing line? (Literal) How did the boy know what to do to get the fire started? (Inferential) What did the boy really think about camping? (Synthesizing) Is it believable that the boy would be better than his father at all of the camping activities? Why do you think this? (Critical)
Vocabulary building As needed, introduce the vocabulary from the book. Select words that you think may be challenging for the students and list these on the board. Review what the words mean. Have the students give clues for the words so that other students can identify them. For example, for fishing: You do it with a pole and a line.
Introducing the book Give each student a copy of the book. Say: This book is the story of a boy who went camping. He didn’t want to go. He said he didn’t like it. But things happened while he was camping that made him rethink how he felt. Have students read to page 7. Pause and ask: What has happened? Why does the boy say “. . . but it was kind of fun?” What has happened to make him change his mind? What do you think the boy will do next? Have the students read to the end of page 9. Ask: How is this the same as what has already happened in the story? How does this help us to understand the story? What do you think the boy will say about fishing?
During reading As each student reads the text independently, monitor and support them where appropriate. If necessary, ask them to stop reading and remind them to use the reading strategies you are focused on. Encourage students to connect the events in the story to support comprehension. Ask: What has the boy said about camping/fishing? Does he mean it? What did the boy say about camping? Why did he change his mind? Think about this as you read the next part.
Reviewing reading strategies Give positive feedback on the reading strategies the students used as they read the book. For example, say: You said that you expected the boy to change his mind about camping because he had changed his mind about everything else. You connected the different parts of the story to understand it better. That’s what good readers do.
ELL support
Word work Phonemic awareness and phonics Ask the students to turn to page 11. Ask: Can you find a word on this page that has the /ch/ sound? Write the word (catch) on the board. Ask: Which letters are making the /ch/ sound? Underline “tch.” Have the students find another word where /ch/ is made with these letters on page 13 (match). List other “tch” words.
Exploring words Discuss how the boy felt at the beginning of the story (e.g. annoyed, frustrated, angry, bored) and list these on a chart. Refer the students to the end of the story. Ask: How does the boy feel now? (e.g. proud of himself, grateful, cheerful) List these on the chart.
Writing Modeled writing Choose a different vacation activity, such as skiing. Say: I’m going to write the next chapter of Camping With Dad. What would the boy say when his dad took him skiing? What will happen to the dad when they start skiing? What will happen to the boy? What will the boy say about skiing afterwards?
Independent writing • There is a clear problem and solution. • Well-defined characters are introduced in the first two pages. • Humorous illustrations support the story.
Have students write about something they have done on vacation, showing how their feelings changed.
Sharing and presenting Have students read their stories to a group. Have each group compare and contrast the feelings in each story.
Synthesizing: Talk about the pair When students have read both books, ask: What do we know about what people like to do on vacation? You could collect and record this information in a chart. Have
students vote to show which things they would like to do on vacation. Students could explore this further by completing the Activity card.
Blackline master
Lesson Plans
Activity card For and against
My vacation Draw and write about your vacation.
Transitional reading stage
Fill in the table.
I went …
Level G (12)
Vacation activity:
I liked …
Good things about this activity
Bad things about this activity
but I didn’t like …
Summer Vacation shares a classroom conversation about the good and bad aspects of the recent summer vacation. Running words: 237 Text type: Personal narrative– opinion
Camping With Dad tells the story of a boy’s first camping trip, where he has a great time, even though he won’t admit it to his father. Running words: 329 Text type: Narrative
High-frequency words
Key vocabulary
New: again asked back because first good just kind only put try showed want
best campfire camping catch cooked fire fish fishing lake line match night poles rained school ski/skiing sky sleeping smoke snow summer stars teacher tent top
Phonics
• I dentifying the short /i/ sound as in swim • Identifying the /ch/ sound as in catch
Text features Summer Vacation
because …
Camping With Dad
Reading strategies
• • • •
Personal opinions Compare and contrast: “I liked ... But I didn’t like …” First-person narrative Dialogue
• Cross-checking using syntax: Does that sound right? • Connecting events/ideas in the story
Texas Essential Knowledge and Skills
Flying Start to Literacy Lesson Plans Summer Vacation / Camping With Dad © 2014–2019 EC Licensing Pty Ltd. © 2014–2019 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.
Assessment Can the student write a simple opinion piece about a vacation experience? Can the student provide reasons for his/her point of view? Flying Start to Literacy Lesson Plans Summer Vacation / Camping With Dad © 2014–2019 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: “© 2014–2019 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: Jenny Feely 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
Phonics 1(2) (A) (iii) Demonstrate phonological awareness by distinguishing between long and short vowel sounds in one-syllable words. 1(2) (B) (ii) Demonstrate and apply phonetic knowledge by decoding words with initial and final consonant blends, digraphs, and trigraphs. Reading 1(6) (H) Synthesize information to create new understanding with adult assistance. 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(10) (B) Discuss how the use of text structure contributes to the author’s purpose.
Writing 1(12) (A) Dictate or compose literary texts, including personal narratives and poetry. Speaking and Listening 1(1) (A) Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses.
Blackline master
Lesson Plans
Activity card For and against
My vacation Draw and write about your vacation.
Transitional reading stage
Fill in the table.
I went …
Level G (12)
Vacation activity:
I liked …
Good things about this activity
Bad things about this activity
but I didn’t like …
Summer Vacation shares a classroom conversation about the good and bad aspects of the recent summer vacation. Running words: 237 Text type: Personal narrative– opinion
Camping With Dad tells the story of a boy’s first camping trip, where he has a great time, even though he won’t admit it to his father. Running words: 329 Text type: Narrative
High-frequency words
Key vocabulary
New: again asked back because first good just kind only put try showed want
best campfire camping catch cooked fire fish fishing lake line match night poles rained school ski/skiing sky sleeping smoke snow summer stars teacher tent top
Phonics
• I dentifying the short /i/ sound as in swim • Identifying the /ch/ sound as in catch
Text features Summer Vacation
because …
Camping With Dad
Reading strategies
• • • •
Personal opinions Compare and contrast: “I liked ... But I didn’t like …” First-person narrative Dialogue
• Cross-checking using syntax: Does that sound right? • Connecting events/ideas in the story
Texas Essential Knowledge and Skills
Flying Start to Literacy Lesson Plans Summer Vacation / Camping With Dad © 2014–2019 EC Licensing Pty Ltd. © 2014–2019 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.
Assessment Can the student write a simple opinion piece about a vacation experience? Can the student provide reasons for his/her point of view? Flying Start to Literacy Lesson Plans Summer Vacation / Camping With Dad © 2014–2019 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: “© 2014–2019 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: Jenny Feely 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
Phonics 1(2) (A) (iii) Demonstrate phonological awareness by distinguishing between long and short vowel sounds in one-syllable words. 1(2) (B) (ii) Demonstrate and apply phonetic knowledge by decoding words with initial and final consonant blends, digraphs, and trigraphs. Reading 1(6) (H) Synthesize information to create new understanding with adult assistance. 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(10) (B) Discuss how the use of text structure contributes to the author’s purpose.
Writing 1(12) (A) Dictate or compose literary texts, including personal narratives and poetry. Speaking and Listening 1(1) (A) Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses.