FSTL TEKS EA The Jump Rope Team - The Fun Run

Blackline master

Lesson Plans

Activity card Think and draw

Jump rope snap!

Cut up the cards and work with a partner. Use both sets of cards to play a game of snap.

You will need a blank piece of paper. Think about a time when you had to work hard to learn something. Draw and write about what you did and what you achieved.

✂

Early reading stage Level F (10)

Example:

jump

team

ropes

fit

trick

coach

The Jump Rope Team is about how a girl worked hard to get fit to become a member of the jump rope team.

Running words: 233 Text type: Personal narrative

In The Fun Run, Elly and Hippo learn that there will be a race, so they decide to get fit and win the prize of a trip to the beach.

Running words: 246 Text type: Narrative

High-frequency words

Key vocabulary

New: after again any be before best day end good home if just keep long made need one very would

animals beach coach finish first fit fun grinned hop jump/ed jumping kids line lion log mistakes mother over pant/ed puff/ed rest ropes run team tiger trick/s two vet week win winning zoo

Phonics

• I dentifying the long /i/ sound (i–e) as in line, time • Identifying rhyming words as in fun/run

Text features

kids

school

The Jump Rope Team • P hotographs support the text; some dialogue The Fun Run • Illustrations extend the story; dialogue

mother

Reading strategies

• U nderstanding the use of tense to support reading • Using visual cues to support reading

Texas Essential Knowledge and Skills

Assessment Can the student read each word?

Can the student match the word with an appropriate picture?

Flying Start to Literacy Lesson Plans The Jump Rope Team / The Fun Run © 2009–2019 EC Licensing Pty Ltd.

Flying Start to Literacy Lesson Plans The Jump Rope Team / The Fun Run © 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) (i) Demonstrate phonological awareness by producing a series of rhyming words.

1(2) (B) (i) Demonstrate and apply phonetic knowledge by decoding words in isolation and in context by applying common letter sound correspondences.

Reading 1(6) (I) Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.

1(7) (D) Retell texts in ways that maintain meaning.

1(10) (B) Discuss how the use of text structure contributes to the author’s purpose.

Writing 1(7) (B) Write brief comments on literary or informational texts.

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

The Jump Rope Team

Key concepts • P ersistence enables achievements that would be unlikely otherwise.

• T here are many activities that promote fitness.

Before reading

After reading

Getting ready to read

Talking about the book

Encourage students to activate their prior knowledge.

Show the students the cover of The Jump Rope Team. Ask the students to discuss what they know about jumping rope.

Ask: Why is jumping rope fun? Why is it hard? What might you have to do to get better at jumping rope? Is jumping rope a healthy thing to do? Why?

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 happened the first time that the girl went to practice with the jump rope team? (Literal) Why did the girl get better at jumping rope? (Inferential) If someone wants to learn how to do something, what should he/she do to become good at it? (Synthesizing) Who do you think would be interested in reading this book?

(Critical)

Vocabulary building On the board, list words from the text that you think might be challenging for your students (e.g. tricks, team, fit, rope, coach). Say: These words are in the book we are going to read. Provide examples of the words being used in context, following the structure of the sentences in the text. For example, say: The coach said to come next week.

Introducing the book Give each student a copy of the book The Jump Rope Team.

Discuss the picture on the front cover. Ask: What are these girls doing? How hard would it be to do this jump rope trick? How would they have prepared so that they could do this trick? Talk the students through the book. Say: This book is about how a girl worked hard so that she could join a jump rope team. To do this, she had to get fit and learn jump rope tricks. It was hard, but she didn’t give up.

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. Talk about words that are related to tense (e.g. jumped, saw, was, did) as the students read them.

Ask: What does this word tell you about when it happened?

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? Show us a page where you did some problem solving.

Returning to the book

• Photographs support and extend the text.

• Clear sequence of events.

Key concepts • Persistence enables achievements that would be unlikely otherwise.

• There are many activities that promote fitness.

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

Ask the students to sit facing a partner and to take turns reading double-page spreads to each other. After they finish, encourage the students to comment on two good things their partner did while reading. Students could then change partners and repeat the exercise.

Ask the students to act out the story, taking the parts of the animals and the narrator. Encourage students to read fluently. Think about how Elly would say that. Try to make your voice sound frustrated/excited/pleased, like Elly would be in different parts of the story.

Word work Phonemic awareness and phonics Ask the students to turn to page 4 and locate the word “like”. Ask: What sounds can you hear in this word? Which letters are making the /i/ sound? Write the word on the board and underline the “i_e”. Ask: Do you know any other words with this sound and these letters? Ask the students to look through this book and other familiar texts to find and list words with “i_e”.

Exploring words Give each student a copy of the Blackline master (BLM).

Ask them to read each word and then work in pairs, with one student making the word and leaving one letter out (e.g. “tr_ck”). Their partner could finish the word.

Writing Modeled writing

ELL support

The Fun Run

Ask the students to talk about what the girl did to become good at jumping rope. Let’s make a list of your ideas.

Invite the students to contribute using their knowledge of high-frequency words. For example: The sentence starts with the word “they”. Who can write “they” on our chart?

Students could also be encouraged to identify sounds within words. For example: We need to write the word “tricks”. Who can hear the sounds in “tricks”? Who can write those letters on the chart?

Independent writing Ask the students to write about what they could do to get fit.

Sharing and presenting Ask the students to share their writing.

Before reading

After reading

Getting ready to read

Talking about the book

Encourage students to activate their prior knowledge.

Display the Vocabulary Starter Zoo Animals. Ask: Which of these animals are good at running? Students should write the names of the animals in order of speed, from fastest to slowest. Allow time for the students to share their work and explain their reasoning.

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 vet decide to hold a fun run? (Literal) Why didn’t Lion and Tiger do any training? (Inferential) Can you think of four words that describe why Elly and Hippo won the race? (Synthesizing) Can all people win races if they train hard enough? Why do you think so? (Critical)

Vocabulary building To support the vocabulary in the book, ask the students to predict some words they might see in a book called The Fun Run. Show the students the book cover. Ask: What is the elephant doing? Why would an elephant be jumping rope?

Introducing the book Give each student a copy of the book The Fun Run. Say: This is a story about a fun run at the zoo. The vet noticed that the animals were not fit, so she decided to hold a fun run to help the animals to get fit. Lion and Tiger were sure that they would win, and Elly and Hippo trained really hard. Who do you think will win the race? Why? Turn through the book, discussing the illustrations and asking the students to predict what will happen next.

Reviewing reading strategies Encourage students to identify what they did to help themselves as readers. What things did you do to help yourself?

ELL support • Illustrations make clear the characters’ feelings • •

and actions.

Title reflects the plot of the story.

There is a clear problem and solution.

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 how they use visual information when they come to an unfamiliar word.

Do they sound it out? Are they looking across the word?

Do they use letter clusters to make an attempt at the word?

Encourage this behavior.

Word work Phonemic awareness and phonics Write the words “fun” and “run” on the board. Ask: What do you notice about these words? Prompt students to discuss how the words rhyme. Students could select ten other words from the book (e.g. day, ran, rest, week, beach, stop, puff, pant, jump, fit) and write rhyming words for them.

Exploring words Ask the students to work with a partner to find words and phrases in the book that tell you what the characters were doing (e.g. run, jump, hop, getting fit).

Writing Modeled writing Use the rhyming-word lists written earlier to write a simple poem about Elly and Hippo. For example: “Elly and Hippo had to run. Getting fit was lots of fun.” Invite the students to contribute, using their knowledge of high-frequency words.

Ask: Who can write “had” on our chart? Students could also be encouraged to identify patterns within words. For example: We need to write the word “fun”. We know how to write “run”; how will that help us? Who can write “fun” on the chart?

Independent writing Ask the students to write about their favorite part in the story.

Sharing and presenting Ask the students to share the group poem with the class.

Synthesizing: Talk about the pair Introduce the word “persistent”. Explain that it means to not give up, to keep on trying, to make an effort, and to work hard. Ask: Which of the characters in the books were

persistent? What did they do that showed that they were persistent?

How did being persistent help them to get what they wanted?

Blackline master

Lesson Plans

Activity card Think and draw

Jump rope snap!

Cut up the cards and work with a partner. Use both sets of cards to play a game of snap.

You will need a blank piece of paper. Think about a time when you had to work hard to learn something. Draw and write about what you did and what you achieved.

✂

Early reading stage Level F (10)

Example:

jump

team

ropes

fit

trick

coach

The Jump Rope Team is about how a girl worked hard to get fit to become a member of the jump rope team.

Running words: 233 Text type: Personal narrative

In The Fun Run, Elly and Hippo learn that there will be a race, so they decide to get fit and win the prize of a trip to the beach.

Running words: 246 Text type: Narrative

High-frequency words

Key vocabulary

New: after again any be before best day end good home if just keep long made need one very would

animals beach coach finish first fit fun grinned hop jump/ed jumping kids line lion log mistakes mother over pant/ed puff/ed rest ropes run team tiger trick/s two vet week win winning zoo

Phonics

• I dentifying the long /i/ sound (i–e) as in line, time • Identifying rhyming words as in fun/run

Text features

kids

school

The Jump Rope Team • P hotographs support the text; some dialogue The Fun Run • Illustrations extend the story; dialogue

mother

Reading strategies

• U nderstanding the use of tense to support reading • Using visual cues to support reading

Texas Essential Knowledge and Skills

Assessment Can the student read each word?

Can the student match the word with an appropriate picture?

Flying Start to Literacy Lesson Plans The Jump Rope Team / The Fun Run © 2009–2019 EC Licensing Pty Ltd.

Flying Start to Literacy Lesson Plans The Jump Rope Team / The Fun Run © 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) (i) Demonstrate phonological awareness by producing a series of rhyming words.

1(2) (B) (i) Demonstrate and apply phonetic knowledge by decoding words in isolation and in context by applying common letter sound correspondences.

Reading 1(6) (I) Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.

1(7) (D) Retell texts in ways that maintain meaning.

1(10) (B) Discuss how the use of text structure contributes to the author’s purpose.

Writing 1(7) (B) Write brief comments on literary or informational texts.

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

Lesson Plans

Activity card Think and draw

Jump rope snap!

Cut up the cards and work with a partner. Use both sets of cards to play a game of snap.

You will need a blank piece of paper. Think about a time when you had to work hard to learn something. Draw and write about what you did and what you achieved.

✂

Early reading stage Level F (10)

Example:

jump

team

ropes

fit

trick

coach

The Jump Rope Team is about how a girl worked hard to get fit to become a member of the jump rope team.

Running words: 233 Text type: Personal narrative

In The Fun Run, Elly and Hippo learn that there will be a race, so they decide to get fit and win the prize of a trip to the beach.

Running words: 246 Text type: Narrative

High-frequency words

Key vocabulary

New: after again any be before best day end good home if just keep long made need one very would

animals beach coach finish first fit fun grinned hop jump/ed jumping kids line lion log mistakes mother over pant/ed puff/ed rest ropes run team tiger trick/s two vet week win winning zoo

Phonics

• I dentifying the long /i/ sound (i–e) as in line, time • Identifying rhyming words as in fun/run

Text features

kids

school

The Jump Rope Team • P hotographs support the text; some dialogue The Fun Run • Illustrations extend the story; dialogue

mother

Reading strategies

• U nderstanding the use of tense to support reading • Using visual cues to support reading

Texas Essential Knowledge and Skills

Assessment Can the student read each word?

Can the student match the word with an appropriate picture?

Flying Start to Literacy Lesson Plans The Jump Rope Team / The Fun Run © 2009–2019 EC Licensing Pty Ltd.

Flying Start to Literacy Lesson Plans The Jump Rope Team / The Fun Run © 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) (i) Demonstrate phonological awareness by producing a series of rhyming words.

1(2) (B) (i) Demonstrate and apply phonetic knowledge by decoding words in isolation and in context by applying common letter sound correspondences.

Reading 1(6) (I) Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.

1(7) (D) Retell texts in ways that maintain meaning.

1(10) (B) Discuss how the use of text structure contributes to the author’s purpose.

Writing 1(7) (B) Write brief comments on literary or informational texts.

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