FSTL TEKS EE The Dress - Up Box - Going Shopping

Blackline master

Lesson Plans

Activity card Different clothes

Get dressed up

122188170

Cut out the word cards. Use these cards to help you write sentences to match each picture.

Word cards

pants

skirt

jacket

socks

Choose one type of clothing. Brainstorm all of the different types of this clothing. Draw a picture of each type of clothing.

✂ t-shirt

hard hat

sun hat

Clothes

Early Emergent reading stage

hat

Look

at

• oral language • reading • writing

Level B (2)

hat

They reflect the vocabula years of school (key voca students’ everyday lives a support the curriculum, i This card can be:

• read as a book; • opened up into a chart • folded to reveal single i

rain hat

Flying Start to Literacy V

cap Vocabulary Starter

my

The Dress-up Box is about two children having fun as they select items from a dress-up box.

Running words: 49 Text type: Personal narrative

In Going Shopping, a girl is shopping for clothing.

Running words: 42 Text type: Personal narrative

Vocabulary

Key vocabulary

High-frequency words

hat jacket pants shoes skirt socks t-shirt

Vocabulary Starter

Phonics

•• Identifying the /j/ sound as in jacket •• Identifying the /h/ sound as in hat

Text features

•• Photographs •• Word bank (page 16)

Reading strategies

•• Locating known and unknown words •• Using initial letters to confirm words

Texas Essential Knowledge and Skills

Flying Start to Literacy Lesson Plans The Dress-up Box/Going Shopping © 2013–2019 EC Licensing Pty Ltd.

Can the student make a sentence?

Can the student match the words with the correct pictures?

Flying Start to Literacy Lesson Plans The Dress-up Box/Going Shopping © 2013–2019 EC Licensing Pty Ltd.

The Vocabulary Starter C supports the vocabulary in the Flying Start to Lite Early Emergent stage bo Dress-up Box and Going

Key vocabulary: hat soc

and at come look me my

Assessment

Vocabulary Sta

Flying Start to Literacy V the development of:

FS VS Clothes.indd 1-7

shoes

Clothes

© 2013–2019 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: “© 2013–2019 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.flyingstarttoliteracy.com

Reading K(2) (B) (i) Demonstrate and apply phonetic knowledge by identifying and matching the common sounds that letters represent.

K(5) (I) Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down with adult assistance.

K(6) (F) Respond using newly acquired vocabulary as appropriate.

Phonics and Phonemic Awareness K(2) (B) (i) Demonstrate phonological awareness by recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound.

K(2) (B) (iv) Demonstrate and apply phonetic knowledge by identifying and reading at least 25 high-frequency words from a research-based list.

Writing K(11) (B) Dictate or compose informational texts.

Speaking and Listening K(1) (C) Share information and ideas by speaking audibly and clearly using the conventions of language.

• to introduce new vocab • as a word bank – displa as a writing resource; • as a stimulus for discuss school? Which clothes d • to support students by vocabulary to clear pho • to build confidence usi

Lesson 1

The Dress-up Box

Lesson 2

Key concepts

• • There are many different types of clothes.

• • We wear different types of clothes on different parts of our body.

Before reading Getting ready to read Encourage students to activate their prior knowledge. Ask: Have you ever dressed up? What or who did you dress up as? What did you wear? Why do children like to dress up? What characters do children like to dress up as? What dress-ups would you need to wear to be a [clown/pirate/fairy]? Quickly sketch students’ suggestions. Draw out some of the vocabulary from the book. Ask: What [pants/jacket/socks] would you wear if you were a pirate?

Vocabulary building Introduce the vocabulary from the book. This can be done using the Vocabulary Starter Clothes. 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 The Dress-up Box. Say: This book is called The Dress-up Box. In it, a boy and a girl dress up. Give each student a copy of the book. Ask: What do you think the girl will dress up in? What do you think the boy will dress up in? Have the students turn to pages 2 and 3. Ask: Can you see any words that you know? Have the students read the words they know. Ask: What word might come after that? Can you see any words that you don’t know? Look at the picture. Can you see anything there that will help? Look at the first letter. What word might it be? Does _____ make sense?

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. Check for students who can read some words.

Ask: Which words do you know? Can you read those words together?

What might come next? You read “Look at” – these are words that you know. What word would make sense coming next? Does “Look at me” sound right? Does it look right?

Clothes to support ELL students.

different parts of our body.

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

Have students read the book with a partner, reading as either the boy or the girl. Encourage the students to read smoothly, as if they were talking, and to keep track of when it is their turn to read.

Model reading several pages of the book to the students.

Ask: What did you notice about how my voice sounded? Draw out that you read as if you were talking. Have students practice fluent reading by reading to a partner.

Word work Phonemic awareness and phonics Refer students to the word bank on page 16. Say: There is a piece of clothing on this page that begins with the /j/ sound. Can you say what it is? Can you think of other words that begin with the /j/ sound? List students’ suggestions on a chart in two columns: j words and g words.

Exploring words

Writing

Give positive feedback on the problem-solving strategies the students used as they read the book. For example, say: I noticed that you used the words you knew to help work out words that you didn’t know. That’s what good readers do.

•• There are many different types of clothes.

•• We wear different types of clothes on

Returning to the book

Developing fluency

Talking about the book

Reviewing reading strategies

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.

After reading

ELL support: The Dress-up Box / Going Shopping Use the teacher notes Developing oral vocabulary for English Language Learners on the back of the Vocabulary Starter

Returning to the book

Have students work with a partner to make sentences with the word cards from the blackline master. Have students read these sentences once they are complete.

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 clothes did the boy put on? (Literal) What did the boy dress up as? (Inferential) Why do children like to play with dress-ups? (Synthesizing) What would you like to dress up as? (Critical)

Going Shopping

Modeled writing Refer to the list of characters recorded in the Getting ready to read section. Model writing about the clothes that one character would wear. For example, as you write, say: I am a pirate. Look at my black jacket. Look at my pirate hat.

Independent writing Have students write about what they would like to dress up as or an adventure they would have if they were dressed up as a different character.

Sharing and presenting Have students share their writing with a partner. Talk about the characters the students wanted to dress up as.

Ask: Which were the same as the book? Which were different?

What clothes would be needed to dress up as each character?

Before reading Getting ready to read Encourage students to activate their prior knowledge.

Ask: Have you ever been shopping for clothes? What did you need to get? Did you have to try on the clothes? Why did you do this?

Did you agree with the choices that Mom or Dad made? List different kinds of clothing on a chart. Have students select an item of clothing without saying what it is and then act out putting it on. Other students must name the item of clothing.

Vocabulary building Introduce the vocabulary from the book. This can be done using the Vocabulary Starter Clothes. 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 Going Shopping. Say: This book is called Going Shopping. What do you think this book is about? Turn to the title page. Ask: What is this girl doing?

Why does she have lots of bags? What might be in these bags? Give each student a copy of the book. Have them turn to pages 2 and 3. Ask: Do you see any words that you know? Can you see “Come and look at my?” What word will come next? What letter would you expect to see at the start of pants? Is there a “p” at the start of pants?

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. Check that students use the first letter of unknown words to confirm them. Listen for students who say things such as Come and look at my j … j … jacket. Say: I noticed that you used the first letter of jacket to help you to work out what it said. Support students to use this strategy. Say: You read coat. Did you check the first letter? Would coat start with “j?” What could the word be?

Word work Phonemic awareness and phonics Refer students to the word bank on page 16. Ask: Can you see a word that begins with “h?” What sound do you hear at the start of hat? Can you think of any other words that begin with the sound /h/? Have students draw pictures of “h” words on paper and display. Label each picture.

Exploring words

After reading

Have students work with a partner to make the highfrequency words from the book using magnetic letters or letter tiles. Once the word is made, one partner covers their eyes while the other partner removes one letter. The first student must then identify the missing letter and replace it.

Talking about the book

Writing

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 kind of shoes did the girl try on? (Literal) How does the girl feel about going shopping for clothes? (Inferential) Why might the girl need so many new clothes? (Synthesizing) Do all children get to go shopping for lots of clothes at once? (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 looked at the first letter of the word socks and said /s/. This helped you to check that the word did say socks. Good readers do this.

Modeled writing Say: I am going to make a list of the clothes I need for a camping trip.

Talk about the specific items of clothing needed for this activity, such as a warm jacket. Model constructing a list.

Independent writing Have the students write a list of clothing that they need to wear for a given activity, such as going to a dance class or going fishing.

Sharing and presenting Have students share their clothing lists with the class.

Talk about items of clothing that appear on most lists and how these items, such as shoes, are different for different activities.

Synthesizing: Talk about the pair After students have read both The Dress-up Box and Going Shopping, discuss: Why do we need clothing? Do we always wear

clothes for the same reasons? Have students complete the activity card.

Blackline master

Lesson Plans

Activity card Different clothes

Get dressed up

122188170

Cut out the word cards. Use these cards to help you write sentences to match each picture.

Word cards

pants

skirt

jacket

socks

Choose one type of clothing. Brainstorm all of the different types of this clothing. Draw a picture of each type of clothing.

✂ t-shirt

hard hat

sun hat

Clothes

Early Emergent reading stage

hat

Look

at

• oral language • reading • writing

Level B (2)

hat

They reflect the vocabula years of school (key voca students’ everyday lives a support the curriculum, i This card can be:

• read as a book; • opened up into a chart • folded to reveal single i

rain hat

Flying Start to Literacy V

cap Vocabulary Starter

my

The Dress-up Box is about two children having fun as they select items from a dress-up box.

Running words: 49 Text type: Personal narrative

In Going Shopping, a girl is shopping for clothing.

Running words: 42 Text type: Personal narrative

Vocabulary

Key vocabulary

High-frequency words

hat jacket pants shoes skirt socks t-shirt

Vocabulary Starter

Phonics

•• Identifying the /j/ sound as in jacket •• Identifying the /h/ sound as in hat

Text features

•• Photographs •• Word bank (page 16)

Reading strategies

•• Locating known and unknown words •• Using initial letters to confirm words

Texas Essential Knowledge and Skills

Flying Start to Literacy Lesson Plans The Dress-up Box/Going Shopping © 2013–2019 EC Licensing Pty Ltd.

Can the student make a sentence?

Can the student match the words with the correct pictures?

Flying Start to Literacy Lesson Plans The Dress-up Box/Going Shopping © 2013–2019 EC Licensing Pty Ltd.

The Vocabulary Starter C supports the vocabulary in the Flying Start to Lite Early Emergent stage bo Dress-up Box and Going

Key vocabulary: hat soc

and at come look me my

Assessment

Vocabulary Sta

Flying Start to Literacy V the development of:

FS VS Clothes.indd 1-7

shoes

Clothes

© 2013–2019 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: “© 2013–2019 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.flyingstarttoliteracy.com

Reading K(2) (B) (i) Demonstrate and apply phonetic knowledge by identifying and matching the common sounds that letters represent.

K(5) (I) Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down with adult assistance.

K(6) (F) Respond using newly acquired vocabulary as appropriate.

Phonics and Phonemic Awareness K(2) (B) (i) Demonstrate phonological awareness by recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound.

K(2) (B) (iv) Demonstrate and apply phonetic knowledge by identifying and reading at least 25 high-frequency words from a research-based list.

Writing K(11) (B) Dictate or compose informational texts.

Speaking and Listening K(1) (C) Share information and ideas by speaking audibly and clearly using the conventions of language.

• to introduce new vocab • as a word bank – displa as a writing resource; • as a stimulus for discuss school? Which clothes d • to support students by vocabulary to clear pho • to build confidence usi

Blackline master

Lesson Plans

Activity card Different clothes

Get dressed up

122188170

Cut out the word cards. Use these cards to help you write sentences to match each picture.

Word cards

pants

skirt

jacket

socks

Choose one type of clothing. Brainstorm all of the different types of this clothing. Draw a picture of each type of clothing.

✂ t-shirt

hard hat

sun hat

Clothes

Early Emergent reading stage

hat

Look

at

• oral language • reading • writing

Level B (2)

hat

They reflect the vocabula years of school (key voca students’ everyday lives a support the curriculum, i This card can be:

• read as a book; • opened up into a chart • folded to reveal single i

rain hat

Flying Start to Literacy V

cap Vocabulary Starter

my

The Dress-up Box is about two children having fun as they select items from a dress-up box.

Running words: 49 Text type: Personal narrative

In Going Shopping, a girl is shopping for clothing.

Running words: 42 Text type: Personal narrative

Vocabulary

Key vocabulary

High-frequency words

hat jacket pants shoes skirt socks t-shirt

Vocabulary Starter

Phonics

•• Identifying the /j/ sound as in jacket •• Identifying the /h/ sound as in hat

Text features

•• Photographs •• Word bank (page 16)

Reading strategies

•• Locating known and unknown words •• Using initial letters to confirm words

Texas Essential Knowledge and Skills

Flying Start to Literacy Lesson Plans The Dress-up Box/Going Shopping © 2013–2019 EC Licensing Pty Ltd.

Can the student make a sentence?

Can the student match the words with the correct pictures?

Flying Start to Literacy Lesson Plans The Dress-up Box/Going Shopping © 2013–2019 EC Licensing Pty Ltd.

The Vocabulary Starter C supports the vocabulary in the Flying Start to Lite Early Emergent stage bo Dress-up Box and Going

Key vocabulary: hat soc

and at come look me my

Assessment

Vocabulary Sta

Flying Start to Literacy V the development of:

FS VS Clothes.indd 1-7

shoes

Clothes

© 2013–2019 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: “© 2013–2019 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.flyingstarttoliteracy.com

Reading K(2) (B) (i) Demonstrate and apply phonetic knowledge by identifying and matching the common sounds that letters represent.

K(5) (I) Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down with adult assistance.

K(6) (F) Respond using newly acquired vocabulary as appropriate.

Phonics and Phonemic Awareness K(2) (B) (i) Demonstrate phonological awareness by recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound.

K(2) (B) (iv) Demonstrate and apply phonetic knowledge by identifying and reading at least 25 high-frequency words from a research-based list.

Writing K(11) (B) Dictate or compose informational texts.

Speaking and Listening K(1) (C) Share information and ideas by speaking audibly and clearly using the conventions of language.

• to introduce new vocab • as a word bank – displa as a writing resource; • as a stimulus for discuss school? Which clothes d • to support students by vocabulary to clear pho • to build confidence usi