FSTL TEKS EA Squid - Big Squid And Little Squid

Blackline master

A good place for a squid

Guess the word Play this game with some friends. Cut out the cards and place them face down in a pile.

Pick up a card and give your friends clues about the word by acting it out, speaking, or pointing to things. The person to guess the correct word gets the next turn.

Draw a picture of a good place for a squid to swim.

Write labels to explain why your place is good for squid.

✂ squid

red

black

water

Lesson Plans

Activity card

little

green

Early reading stage Level E (8)

Example:

ink

yellow

Squid is a report about the behavior of squid.

Running words: 130 Text type: Report

Big Squid and Little Squid is a narrative about how squid can change color to stay safe from predators.

Running words: 243 Text type: Narrative

High-frequency words

Key vocabulary

New: be eat from if just or were

black eggs fish green hide ink lives plants play/ing red rocks sea skin swim squid water yelled yellow

Phonics

• Use of the short /i/ sound as in ink, fish, little • Identifying the “qu” consonant digraph as in squid

Text features

eat

swim

big

rocks

Assessment Can the student read the words?

Can the student describe the word accurately?

Flying Start to Literacy Lesson Plans Squid / Big Squid and Little Squid © 2009–2019 EC Licensing Pty Ltd.

fish

skin

sea

Squid

Big Squid and Little Squid

• • • •

Reading strategies

• Reading a report and using an index • Using punctuation to support reading

Photographic index Photographs extend the text Question marks; exclamation point; ellipsis Illustrations support the text

Texas Essential Knowledge and Skills

eggs

Flying Start to Literacy Lesson Plans Squid / Big Squid and Little Squid © 2009–2019 EC Licensing Pty Ltd. Developed by Eleanor Curtain Publishing

© 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.

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

Phonics 1(2) (A) (iii) Demonstrate phonological awareness by distinguishing between long and short vowel sounds in onesyllable 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) (F) Make inferences and use evidence to support understanding with adult assistance.

1(8) (B) Describe the main character(s) and the reason(s) for their actions.

1(9) (D) (ii) Recognize characteristics and structures of informational text, including features and simple graphics to locate or gain information.

Writing 1(12) (A) Dictate or compose literary texts, including personal narratives and poetry.

Speaking and Listening 1(10) (C) Discuss with adult assistance the author’s use of print and graphic features to achieve specific purposes.

Lesson 1

Lesson 2

Squid

Key concepts • S quid have features and behavior that enable them to live and grow, and to protect themselves from predators.

• P redator–prey relationships are part of life.

Returning to the book

Ask the students to read the story in groups of four, with each student taking a part (Big Squid, Little Squid, the Big Fish, and the narrator). Encourage the students to read with expression.

Getting ready to read

Talking about the book

Word work

Reviewing reading strategies

Make a list of “squid words” on the board (squid, eggs, skin, sea, red, yellow, black, ink, water). Talk about what each word means. Turn to appropriate pages in the book to illustrate meaning. As you talk through the book, refer to the list and ask the students to try to find the words on the page.

Encourage the students to identify what they did to help themselves as readers. Ask: What are some of the things you did to help yourself? Comment on how well the students were able to recall information from the book. For example: You were doing such a good job of talking about the information in the book.

Introducing the book Give each student a copy of the book Squid. Say: This book is a report about squid. It gives us information about where squid live, what they look like, what they eat, how they stay safe from big fish that want to eat them, and how they have babies. Talk the students through the book, discussing the pictures and referring to the “squid” vocabulary. Refer to the index, asking how and why it is used in a book. Talk about how good readers can recall and talk about the information they have read in reports.

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, as the students finish each page, ask: What did this page tell us about squid? If the students have difficulty answering, have them reread the page. Say: Think about what information the author is telling us on this page.

ELL support • Photographs support and extend the text.

• Content vocabulary is supported by the context.

• Illustrated index.

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

After reading

Vocabulary building

• Squid have features and behavior that enable them to live and grow, and to protect themselves from predators.

• Predator–prey relationships are part of life.

Returning to the book

Developing fluency

Before reading

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 squid live? (Literal) How do squid protect themselves from big fish? (Inferential) What did you learn about squid from reading this book?

(Synthesizing) What other things about squid would you like to find out? (Critical)

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.

Discuss the need to read in a smooth and flowing way.

Ask the students to sit facing a partner while reading the book. Encourage them to try to make their reading sound smooth, like they are talking.

Encourage students to activate their prior knowledge.

Show the students the cover of the book. Ask: Do you know what this animal is? Where does it live? Have you ever seen one at an aquarium? Ask the students to turn and talk to a partner about all of the things they know about squid and all of the things they would like to know about squid. List the students’ ideas on a KWL chart under the headings Things we know and Things we want to know. Include a third column labeled Things we learned from reading the book.

Big Squid and Little Squid

Phonemic awareness and phonics Ask the students to look through the book to locate and list all of the words with the short “i” sound (in, ink, fish, squid, little, big, into, if). Students should then look through other familiar books to find and list words with that sound.

Exploring words Provide the students with the word cards from the Blackline master (BLM). Ask the students to make these words with magnetic letters. Then ask the students to work in pairs, with one student making the word and leaving one letter out (e.g. “h_ve”). Their partner should then finish the word.

Writing Modeled writing With the students, complete the third column of the KWL chart labeled Things we learned from reading the book.

Invite the students to contribute using their knowledge of high-frequency words. For example: We need to write the word “their”. Who can write “their” on our chart? Students should also be encouraged to identify sounds within words and to write these on the chart. For example: We need to write the word “eat”. Who can hear the sounds in “eat”?

What letters can make the long sound /e/?

Independent writing Ask the students to write about what they know about squid. The students could draw a picture to match their writing, and label the picture.

Sharing and presenting Ask the students to share the KWL chart. Ask: What do we now know about squid?

Before reading

After reading

Getting ready to read

Talking about the book

It is recommended that the students read the book Squid prior to reading this book. Encourage students to activate their prior knowledge. Show the cover of Big Squid and Little Squid to the students. Ask: Where could these squid hide? Why might they need to hide?

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.

What colors could Big Squid make his skin change to? (Literal) Why did Big Squid put black ink into the water? (Inferential) Why was it hard for Little Squid to learn to change color?

(Synthesizing) Could this story happen in real life? Do you think it is true that little squid have to learn how to change color? (Critical)

Vocabulary building On the board, write “I can make my skin red.” Ask: What does it mean to make your skin red? Talk about the way that animals such as squid and chameleons can change the color of their skin to look like the things they are near. (Note: squid have many different colored cells in their skin. They are able to make cells of one color bigger and cells of other colors smaller. This makes them change color.

Introducing the book Give each student a copy of the book Big Squid and Little Squid. Say: This is a story about how a little squid learned about something that all squid can do – change color. Squid can change color to match the plants they swim near and they can put black ink into the water to hide from big fish that want to eat them. Little Squid can’t do this at first, but when a big hungry fish swims up, he has to learn very fast or he will get eaten by the big fish. Talk about the use of quotation marks in the book. Say: When you see these marks, you know someone is talking. Talk the students through the book. For example, turn to pages 10 and 11 and ask: What did Big Squid do?

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?

ELL support • Illustrations are clear and support the storyline.

• Main characters are introduced on the first page.

• There is a clear problem and solution.

Phonemic awareness and phonics Write the word “squid” on the board. Underline “qu” and ask: What sounds are these letters making in this word? Discuss how the letter “q” is usually followed by a “u”. Ask the students to look through first-letter dictionaries to find and list other words with this sound.

Exploring words Provide high-frequency word cards (were, how, when, just, then, by). Ask the students to cut each word into individual letters and then to reassemble the words.

Writing Modeled writing Make a story map showing the things that Big Squid and Little Squid did as they swam from place to place in the sea.

Invite the students to contribute, using their knowledge of high-frequency words. For example: Who can write “came” on our story map? Encourage students to identify sounds within words. For example: We need to write the word “hide”. Who can hear the sounds in “hide”?

Independent writing Ask the students to write about either Big Squid or Little Squid, and about what happened to them at the beginning, in the middle, and the end of the story.

Sharing and presenting Ask the students to share the story map with the class.

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, look for students who are noticing the punctuation as they read. Support the students by pointing to the quotation marks. Ask: What are these? How do they help us read?

Word work

Synthesizing: Talk about the pair Discuss all of the things that the students have learned about squid. List these in the first column of a chart, and the titles of the books in the second and third colums.

Then place a check in the appropriate column to indicate which book the information was found in.

Blackline master

A good place for a squid

Guess the word Play this game with some friends. Cut out the cards and place them face down in a pile.

Pick up a card and give your friends clues about the word by acting it out, speaking, or pointing to things. The person to guess the correct word gets the next turn.

Draw a picture of a good place for a squid to swim.

Write labels to explain why your place is good for squid.

✂ squid

red

black

water

Lesson Plans

Activity card

little

green

Early reading stage Level E (8)

Example:

ink

yellow

Squid is a report about the behavior of squid.

Running words: 130 Text type: Report

Big Squid and Little Squid is a narrative about how squid can change color to stay safe from predators.

Running words: 243 Text type: Narrative

High-frequency words

Key vocabulary

New: be eat from if just or were

black eggs fish green hide ink lives plants play/ing red rocks sea skin swim squid water yelled yellow

Phonics

• Use of the short /i/ sound as in ink, fish, little • Identifying the “qu” consonant digraph as in squid

Text features

eat

swim

big

rocks

Assessment Can the student read the words?

Can the student describe the word accurately?

Flying Start to Literacy Lesson Plans Squid / Big Squid and Little Squid © 2009–2019 EC Licensing Pty Ltd.

fish

skin

sea

Squid

Big Squid and Little Squid

• • • •

Reading strategies

• Reading a report and using an index • Using punctuation to support reading

Photographic index Photographs extend the text Question marks; exclamation point; ellipsis Illustrations support the text

Texas Essential Knowledge and Skills

eggs

Flying Start to Literacy Lesson Plans Squid / Big Squid and Little Squid © 2009–2019 EC Licensing Pty Ltd. Developed by Eleanor Curtain Publishing

© 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.

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

Phonics 1(2) (A) (iii) Demonstrate phonological awareness by distinguishing between long and short vowel sounds in onesyllable 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) (F) Make inferences and use evidence to support understanding with adult assistance.

1(8) (B) Describe the main character(s) and the reason(s) for their actions.

1(9) (D) (ii) Recognize characteristics and structures of informational text, including features and simple graphics to locate or gain information.

Writing 1(12) (A) Dictate or compose literary texts, including personal narratives and poetry.

Speaking and Listening 1(10) (C) Discuss with adult assistance the author’s use of print and graphic features to achieve specific purposes.

Blackline master

A good place for a squid

Guess the word Play this game with some friends. Cut out the cards and place them face down in a pile.

Pick up a card and give your friends clues about the word by acting it out, speaking, or pointing to things. The person to guess the correct word gets the next turn.

Draw a picture of a good place for a squid to swim.

Write labels to explain why your place is good for squid.

✂ squid

red

black

water

Lesson Plans

Activity card

little

green

Early reading stage Level E (8)

Example:

ink

yellow

Squid is a report about the behavior of squid.

Running words: 130 Text type: Report

Big Squid and Little Squid is a narrative about how squid can change color to stay safe from predators.

Running words: 243 Text type: Narrative

High-frequency words

Key vocabulary

New: be eat from if just or were

black eggs fish green hide ink lives plants play/ing red rocks sea skin swim squid water yelled yellow

Phonics

• Use of the short /i/ sound as in ink, fish, little • Identifying the “qu” consonant digraph as in squid

Text features

eat

swim

big

rocks

Assessment Can the student read the words?

Can the student describe the word accurately?

Flying Start to Literacy Lesson Plans Squid / Big Squid and Little Squid © 2009–2019 EC Licensing Pty Ltd.

fish

skin

sea

Squid

Big Squid and Little Squid

• • • •

Reading strategies

• Reading a report and using an index • Using punctuation to support reading

Photographic index Photographs extend the text Question marks; exclamation point; ellipsis Illustrations support the text

Texas Essential Knowledge and Skills

eggs

Flying Start to Literacy Lesson Plans Squid / Big Squid and Little Squid © 2009–2019 EC Licensing Pty Ltd. Developed by Eleanor Curtain Publishing

© 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.

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

Phonics 1(2) (A) (iii) Demonstrate phonological awareness by distinguishing between long and short vowel sounds in onesyllable 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) (F) Make inferences and use evidence to support understanding with adult assistance.

1(8) (B) Describe the main character(s) and the reason(s) for their actions.

1(9) (D) (ii) Recognize characteristics and structures of informational text, including features and simple graphics to locate or gain information.

Writing 1(12) (A) Dictate or compose literary texts, including personal narratives and poetry.

Speaking and Listening 1(10) (C) Discuss with adult assistance the author’s use of print and graphic features to achieve specific purposes.