Pets At Home / My Pet Lesson Plan

Blackline master

Snap!

Make a book Write a sentence next to each photograph. Use words from the word bank to help you.

Cut out the sentences and make them into a book.

Cut out the cards and play a game of snap with two friends.

✂

here

Lesson Plans

Activity card

dog

is

fish

Early Emergent reading stage

✂ mouse

my in

Level A (1)

Pets at Home presents different pets and the places where they live or like to go.

Running words: 35 Text type: Personal narrative (first person, my)

My Pet introduces a range of pets that different children have.

Running words: 28 Text type: Personal narrative (first person, my)

Vocabulary Starter

Vocabulary

dog fish

High-frequency words

Key vocabulary

here in is my

bird cat dog fish mouse rabbit turtle

Phonics

• Hearing final sounds in a word • Syllables/beats in a word

Text features

• Caption book: one line of text per double-page spread • Photographs • Word bank

Reading strategies

• Identifying the parts of a book – cover, title page • Turning pages from left to right • Finding text on a page

mouse

turtle

turtle

bird

rabbit

bird

cat

rabbit Correlations with State Standards

cat Assessment Can the student write a sentence?

Can the student identify high-frequency words and key vocabulary?

Flying Start to Literacy Lesson Plans Pets at Home / My Pet © 2009–2020 EC Licensing Pty Ltd.

Flying Start to Literacy Lesson Plans Pets at Home / My Pet © 2009–2020 EC Licensing Pty Ltd. © 2009–2020 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: “© 2009–2020 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 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

Informational texts K.RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Foundational skills K.RF.2a Recognize and produce rhyming words.

Writing K.W.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book.

Speaking and listening K.SL.1a Follow agreed-upon rules for discussion.

Language K.L.5a Sort common objects into categories to gain a sense of the concepts the categories represent.

Lesson 1

Lesson 2

Pets at Home

Key concepts • Pets need to be cared for by people.

• D ifferent types of pets have different needs.

Before reading

During reading

Getting ready to read

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 students are able to identify where the text is on the page. Where are the words?

Where is the photograph? Can you show me where you read the story?

Encourage students to activate their prior knowledge.

Talk about pets. Ask: What sort of pet do you have? Does your pet need a special place to live in or sleep in?

Vocabulary building Introduce the key vocabulary from the book using the Vocabulary Starter Pets. Refer to the teacher notes on the back of the Vocabulary Starter for ideas about how to use this resource.

Introducing the book Show the students a copy of the book Pets at Home.

Say: This book is about pets and where they like to be. Give each student the book. As they turn each page talk about the featured pet and what it is doing. Ask: What pet is this?

Where is it? What is it in? Respond using the structure of the sentences in the text. For example: Yes, the girl might say, “My fish is in here.”

After reading Talking about the book 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 does the pet fish live? Which pet goes in a basket? (Literal) Why do some pets need a special place to live? (Inferential) What do you need to do before you get a new pet? (Synthesizing) What other pets could the author have included? (Critical)

Reviewing reading strategies Give positive feedback on the problem-solving strategies the students used as they read the book. For example, say: I noticed that you made sure you were pointing to the words in the book as you read. That is what good readers do.

Returning to the book

Use the teacher notes Developing oral vocabulary for English Language Learners on the back of the Vocabulary Starter Pets to support ELL students.

Key concept • Pets need to be cared for by people.

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.

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

Developing fluency

Have students read the book to a partner. Talk about the positive things that each pair does when reading.

For example: You read the words clearly. You made your reading sound smooth.

Ask students to read the book in small groups. Ask one student in each group to be the reader and ask the other students to “act out” what is being read. Then have the students change roles. Encourage students to read in clear, loud voices.

Word work Phonemic awareness and phonics Turn to the word bank on page 16. Read each word and, as you do so, highlight each syllable in the word by clapping (one clap for each syllable). Say: The beats in each word are called syllables. How many syllables or beats are there in the word “dog”? How many in “fish”? How many in “turtle”?

Exploring words Give each student a sentence from the text and jumble the word order. For example: “In here cat my is”. Ask the students to cut out the words and paste them in the right order.

Writing Modeled writing Ask the students to talk about how we care for pets at home. Use their responses to model how we write about our ideas. For example: Let’s call our chart “Caring for pets at home”. Watch while I write that title on our chart.

Independent writing Ask students to draw a picture of a place where a pet might like to live or go (a fish tank, a kennel, a cage).

Then ask the students to use high-frequency words from the book to write about their pictures.

Sharing and presenting Ask students to turn and talk with a partner about their writing and drawing.

ELL Support: Pets at Home/My Pet

My Pet

Before reading

During reading

Getting ready to read

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 students know the parts of the book. Where is the front cover? Where is the title?

Can you turn to the title page? What does the title page tell you?

Where are the page numbers?

Encourage students to activate their prior knowledge.

Talk about different types of pets. Ask: Do you have a pet?

What sort of pet is it? List these pets on a chart. You could invite students to bring a photograph of a pet they own to class. Or students could draw a picture of a pet they have or one they know about. When students are sharing their photographs or pictures, suggest that they use sentences such as: Here is my dog and Here is my fish.

Vocabulary building Introduce the vocabulary from the book. This can be done using the Vocabulary Starter Pets. Refer to the teacher notes on the back of the Vocabulary Starter for ideas about how to use this resource.

Introducing the book Show the students a copy of the book My Pet. Say: This book is about different types of pets. Give each student a copy of the book. Talk them through the book. As they turn the pages ensure that the students know the name of the pet on each page. Ask: What pet does this boy have? Respond using the structure of the sentences in the text. For example: Yes, this boy has a dog. He might say, “Here is my dog.”

After reading Talking about the book 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 pets did you read about in this book? (Literal) Do the children in this book like having a pet? What makes you think this? (Inferential) What do the pets in this book have in common? (Synthesizing) What does the author of this book think about pets? What makes you think this? (Critical)

Reviewing reading strategies Give positive feedback on the problem-solving strategies the students used as they read the book. For example, say: Everyone knows where the title of the book is. That shows you are good readers.

Word work Phonemic awareness and phonics Say the word “pet”. What sound can you hear at the end of this word? Have students turn to the word bank on page 16.

What other words in the word bank end with the /t/ sound? What sound can you hear at the end of the word “dog”? “Mouse”? “Bird”?

Exploring words Refer to the word bank on page 16 and ask the students to sort the listed pets into categories under the headings: Pets I have, Pets I would like to have, and Pets I would not like to have.

Students could form small groups and talk about the word charts they have made.

Writing Modeled writing Invite the students to give reasons why they would like to have certain pets, and why they would not like to have certain pets. Use their responses to model how we write about our ideas. Say: Watch while I write these ideas on our chart.

Independent writing Using the text as a model, ask students to complete a sentence about a pet they have or would like to have.

Students should then illustrate their sentences. The pages can be made into a class book.

Sharing and presenting Ask students to share their writing about My Pet. Ask: What did you learn about pets by reading this book?

Synthesizing: Talk about the pair After students have read both Pets at Home and My Pet they can break into small groups and talk about the pets in the books. Ask: What have you learned about pets by

reading these books? Students can work further with these books by completing the Activity card.