Spiders / A Good Trap Lesson Plan

Blackline master

Spider's web

Spider drawing Draw pictures to match these words.

spider

eight legs

help

trap

Lesson Plans

Activity card

You will need: pipe cleaners, wool, googly eyes, craft glue, and a box.

1. Take three pipe cleaners and wrap some wool around the middle to make an insect with six legs. Use your craft glue to stick two googly eyes to the wool.

2. Take four pipe cleaners and wrap some wool around the middle to make a spider with eight legs. Use your craft glue to stick two googly eyes to the wool.

3. Use some wool to make a web in the box, then put the spider and the insect on the web.

4. Write a description of your spider and its web.

silk

catch

Emergent reading stage Level D (6)

Spiders is a report about the characteristics and behaviors of spiders.

Running words: 125 Text type: Report

A Good Trap echoes The Three Billy Goats Gruff. It is about three insects that outwit a spider that wants to eat them.

Running words: 177 Text type: Narrative

Vocabulary web

insects

spin

black

green

jumps

High-frequency words

Key vocabulary

a all am and are as at big can do eats going have he her his I in is it little look make me my no not of on onto out said see she so some that the them there they this to too up went will with your

black catch eight green hand help insects jumped legs lots pin plink plonk plunk red silk spider spin top trap tree web

Phonics

lended sounds: /pl/ as in plink, plonk, plunk • B • Blended sounds: /sp/ as in spider, spin

Text features

eats

red

Spiders A Good Trap

• P hotographs support and extend the text • Dialogue; exclamation points; bold print

Reading strategies

– rereading and asking what would make sense?

• Searching • Searching – using the information on the page to correct errors

Correlations with State Standards

Assessment Is the student able to recognize and read the key vocabulary?

Can the student draw pictures to match the words to make meaning?

Flying Start to Literacy Lesson Plans Spiders / A Good Trap © 2009–2017 EC Licensing Pty Ltd.

Flying Start to Literacy Lesson Plans Spiders / A Good Trap © 2009–2017 EC Licensing Pty Ltd. Developed by Eleanor Curtain Publishing

© 2009–2017 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: “© 2009–2017 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.

okapi educational publishing

Text: Jenny Feely and Lyn Reggett Consultant: Susan Hill Illustration by Bettina Guthridge 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

Reading literature K.RL.2 With prompting and support, retell familiar stories, including key details.

Informational texts K.RI.7 With prompting and support, describe the relationship between illustrations and the text in which they appear.

Foundational skills K.RF.4 Read emergent-reader texts with purpose and understanding.

Writing K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Speaking and listening K.SL.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Language K.L.1c Form regular plural nouns orally by adding /s/ or /es/.

Lesson 1

Lesson 2

Spiders

Key concepts • S piders are animals with eight legs.

• Some spiders make webs and all spiders eat insects.

A Good Trap

Returning to the book

Key concepts

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.

• Spiders have eight legs, eat insects, and can make webs.

• Cooperation enables the achievement of things that could not be done alone.

Developing fluency

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 the students are cross-checking by searching the page for information that helps them correct errors. Encourage this behavior. For example: What can you see that will help you work out what that says? Look at the word and then look at the photograph. Think about what you have just read.

Encourage students to activate their prior knowledge.

Say: We are going to read and learn about spiders. Use a KWL chart and ask: What are spiders like? How many legs do they have?

What do they eat? Do you like spiders? What do you want to learn about spiders? List the students’ responses on the chart.

Vocabulary building Ask: What words might you find in a book about spiders? List the students’ responses on the board. Discuss words such as “web”. Ask: What is the web made from? Why do spiders make silk?

Introducing the book Give each student a copy of the book. Say: This is an information book called Spiders. It gives us information about what spiders look like, what they can do, and what they eat. Turn to page 2. Say: This book starts off by giving us an overview of all of the information in the book. Ask the students to look for “spider” words from the list you have made. Turn the pages of the book, discussing the pictures and pointing out key vocabulary.

If necessary, model the structure of the sentences in the text.

For example, on pages 10 and 11 you might say: These pages tell us that all spiders can spin silk. What do you think this spider is making with the silk? Yes, this spider can spin silk to make a web.

After reading Talking about the book

Ask the students to participate in paired reading. They should practice reading the book to a partner. Say: Try to make your voice sound smooth. Encourage the students to think about what they could do to make their reading more fluent.

Word work Phonemic awareness and phonics Ask the students to find the words from the book that begin with the /sp/ blend (spider, spin). Students should then look through familiar books to find and record other words that use the /sp/ blend. Illustrate and display these words on a chart.

Exploring words Ask the students to work in pairs and find words in the book that are about spiders (eight, web, silk, spin, catch, insects). Ask the students to list these words. Students should then use their lists to make labeled diagrams about spiders.

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 is the same about all spiders? (Literal) How do spiders catch their food? (Inferential) How can you tell whether an animal is a spider? (Synthesizing) What other things about spiders would you like to know? (Critical)

Writing

Reviewing reading strategies

Suggest that the students draw and write what they know about spiders. Encourage them to use the information from the book in their writing.

Give positive feedback on the problem-solving strategies the students used as they read the book. For example, say: You are really thinking about what you are reading and making sure that the words and the photograph match. That’s what good readers do.

Modeled writing Refer to the KWL chart that you made before reading.

Ask the students to talk about what they have learned.

Use their responses to complete the chart. Encourage the students to contribute where they can. For example: Who can tell me how to write the word “have”?

Independent writing

Sharing and presenting Ask the students to work with a partner and to take turns telling each other a “spider fact”. See which pair can come up with the most information. Ask the pairs to share their spider facts with the class. List these facts on the board.

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

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 the students are scanning words to identify the medial sounds. Students who read “plink” and then correct to “plonk” are likely to be doing this. Support students by suggesting that they look at the middle letter if an error is made.

Encourage students to activate their prior knowledge.

Read or tell the story of The Three Billy Goats Gruff to your students. Ask: What happens to the billy goats? How do they trick the troll that lives under the bridge? Say: We are going to read a story like The Three Billy Goats Gruff, but this story is about a spider.

Vocabulary building Refer to the vocabulary list that you made when reading Spiders. Say: These words will be useful when we read our next book.

Read through the list with the students.

After reading

Introducing the book

Talking about the book

Give each student a copy of the book A Good Trap. Say: This story is about how a small red insect, a medium-sized green insect, and a big black insect tricked a spider into not eating them. Ask the students to look at the pages of the book, and discuss the pictures. Turn to page 6 and say: As the Red Insect stepped onto the web his feet made a funny sound. Point out the word “plink”.

Say: This word describes what the sound was like. If necessary, model the structure of the sentences in the text. For example, say: Who jumped onto the web? Yes, the Red Insect jumped onto the web. What sound did he make? Yes, plink went his legs on the web.

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.

Who was the biggest insect? (Literal) Why did the Red Insect say, “I am too little. You can eat Green Insect. He is a big insect.” (Inferential) How did the insects trick the spider? (Synthesizing) How is this story like The Three Billy Goats Gruff? How is it different? (Critical)

Reviewing reading strategies Give positive feedback on the problem-solving strategies the students used as they read the book. For example, say: You were noticing the letters in the middle of the words as well as the first letter and the last letter. That’s good reading.

In groups, students could take on the parts of the different characters as they read the book. One student should be the narrator. Encourage the students to keep track of the text so that they know when it is their turn.

Word work Phonemic awareness and phonics Turn to page 6 and ask the students to focus on the word “plink”. Which two sounds are blended together at the start of this word? Students could look through the book to find other words that start with the /pl/ blend (plonk, plunk). Ask the students to work in pairs to find and illustrate five or more words that start with the /pl/ blend. They could look through some familiar books to help them find words.

Exploring words Provide a list of the high-frequency words used in the book (am, up, said, etc.). Ask the students to search the book for a particular high-frequency word. Students could make these words with magnetic letters.

Writing Modeled writing Invite the students to think about other endings for the story. Use their responses to model how we write about our ideas. For example: Spider was too late, the Black Insect gobbled him up. Invite the students to contribute where they can. For example: I will need to write “gobbled”. Who can help me?

Independent writing Ask the students to retell the story in their own words.

Sharing and presenting Ask the students to share their retellings with partners, focusing on the things that are the same in their own stories and A Good Trap, and the things that are different.

Ask: Is there anything you have left out?

ELL Support: Spiders/A Good Trap

Synthesizing: Talk about the pair

Use the teacher notes Developing oral vocabulary for English Language Learners on the back of the Vocabulary Starters Mini Beasts, Colors, Doing Things, and I Like to… to support ELL students.

Ask: What do we know about spiders from reading these two books? Would a spider really let an insect go after catching it?

Make a Venn diagram comparing what information was the same and what was different in each book.