FSTL TEKS EE What Can You See - Animal Babies

Blackline master

Lesson Plans

Activity card Find the baby animals

Can you see the baby animals?

Use words from the word bank to help you finish each sentence.

Don’t forget the question mark!

Draw three baby animals from the book. Give your picture to your partner. Can they find the animals? Have them draw a line from each animal to its name.

Early Emergent reading stage Level A (1)

Word bank puppy

Can you see the

duckling chick

Can you see the

puppy The children in What Can You See? introduce us to a range of cute animal babies.

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

chick

piglet

piglet lamb

High-frequency words

Key vocabulary

I can see a you the

puppy duckling chick piglet lamb kitten foal

Phonics

• Hearing and pronouncing the /l/ sound as in lamb • Hearing and pronouncing the /p/ sound as in puppy

lamb

Text features

• Questions • Photographs • Word bank (page 16)

foal

Reading strategies

• Locating the first and last word on the page • Locating known and unknown words

kitten Can you see the

foal Can you see the

Vocabulary Starter

Vocabulary

Can you see the

kitten

This book reports on various animal babies by asking readers if they can see them in photographs with their mothers.

Running words: 35 Text type: Report (question and answer)

Texas Essential Knowledge and Skills

Can you see the

Can you see the

Assessment

••

Can the student match key vocabulary to pictures?

Can the student read the sentence with one-to-one correspondence?

Flying Start to Literacy Lesson Plans What Can You See?/Animal Babies © 2019 EC Licensing Pty Ltd.

duckling

Flying Start to Literacy Lesson Plans What Can You See?/Animal Babies © 2019 EC Licensing Pty Ltd. © 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: “© 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: Kerrie Shanahan 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(6) (B) Provide an oral, pictorial, or written response to a text.

K(6) (E) Interact with sources in meaningful ways such as illustrating or writing.

K(8) (D) (ii) Recognize characteristics and structures of informational text, including titles and simple graphics to gain information.

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.

Lesson 1

Lesson 2

What Can You See?

Key concepts

• Many people believe baby animals are cute.

• Many animal babies have different names to the adult animals.

Before reading Getting ready to read Encourage students to activate their prior knowledge. Ask: What baby animals do you know of? Have students turn and talk with a partner and then share their ideas with the group.

Use these ideas to create a group list. Say: Baby animals often have a name that is different from the adult animal. Use examples on the list to highlight this.

Vocabulary building Introduce the vocabulary from the book. This can be done using the Vocabulary Starter Baby Animals. 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 What Can You See? Say: The front cover has a photograph and writing. Point to the title.

Say: This writing tells us the title of the book. It is called What Can You See? Ask: What do you think it will be about? Discuss.

Give each student a copy of the book and have them turn to pages 2 and 3. Ask: What animal can you see? Who might be telling us about the puppy? Say: Yes, the girl is talking about the puppy. She says, “I can see a puppy.” Continue talking through the book, establishing the pattern.

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, you could point to the first word and say: This is where you begin reading. Which is the first word in the sentence? Which is the last word?

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 is a baby horse called? (Literal) How do the children in this book feel about seeing the baby animals?

What makes you think this? (Inferential) What is the same about all of the baby animals in this book?

(Synthesizing) Why did the author choose these particular baby animals to be in the book? (Critical)

Reviewing reading strategies Give positive feedback on the problem-solving strategies the students used as they read the book. Say: I liked that you knew where to start reading and that you could find the first word and the last word in each sentence.

ELL support: What Can You See?/Animal Babies Use the teacher notes Developing oral vocabulary for English Language Learners on the back of the Vocabulary Starter

Baby Animals to support ELL students.

Animal Babies

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.

• Many animal babies are smaller versions of their parents.

• Some animal babies are looked after by their mothers.

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 with a partner to practice reading fluently. Say: When you read, make your voice sound smooth, like you are speaking.

Say: Listen to my voice as I read each question. Read some of the book. Ask: What did you notice? Discuss. Say: Now you read and try to make your voice sound like mine. Have students read a page in a small group.

Word work Phonemic awareness and phonics Have students turn to page 10. Say: This is a lamb. What sound do you hear at the start of the word lamb? Say: Yes, the first sound in lamb is the /l/ sound. What other words start with the /l/ sound?

Discuss students’ responses.

Exploring words Write the high-frequency words I, can, see, and a on a chart.

Review these by asking: Which words have only one letter? Which word starts with the letter “c?” How many letters are in the word “see?” etc.

Writing Modeled writing Say: I am going to write about a baby animal. Draw a picture of a baby cow and draw yourself looking at it. Say: This is me and this is a baby cow. A baby cow is called a calf. Use the text as a model to write a sentence about your picture e.g. I can see a calf. Invite the students to read the finished sentence with you as you point to each word.

Independent writing Provide students with the sentence starter: I can see a ____________.

Say: Choose a baby animal to write about. Have students draw a picture to match their writing.

Sharing and presenting Staple the students’ writing together to create a class book and share it with the group.

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

Say: I am going to ask questions to see if you know the names of some animal babies. What is a baby dog called? Discuss student responses. Repeat with the names of the other animals in the book.

Vocabulary building Introduce the vocabulary from the book. This can be done using the Vocabulary Starter Baby Animals. 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 Animal Babies. Ask: What babies might be in this book? Give each student a copy of the book and have them turn to pages 2 and 3. Ask: Where do I start reading? Invite students to point to the first word in the sentence.

Point to the question mark. Say: This is a question mark. What does it tell us? Discuss and draw out that it tells the reader that they are reading a question. Say: The question on this page is asking: Can you see the puppy? Establish the pattern.

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, you could say: Which words on this page do you already know? Now, let’s look at the words you don’t know yet. Discuss how to work out the unknown word/s.

Word work Phonemic awareness and phonics Say: Listen as I say these words: puppy, piglet. What do these words have in common? Discuss and draw out that they both begin with the /p/ sound. Talk about other words that begin with this sound.

Exploring words

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.

How is the baby duckling the same as its mother? How is it different?

Which other babies and their mothers have differences? (Literal) What do the photos tell you about these animals and their babies?

(Inferential) Do all animals grow up with their mothers? Why not?

(Synthesizing) Are there other baby animals that could have been in the book?

Which ones would you have chosen? (Critical)

Reviewing reading strategies Give positive feedback on the problem-solving strategies the students used as they read the book. Say: I liked the way you started reading by identifying the words you already knew on the page. This is a good strategy.

Write the key vocabulary onto cards. Choose two of the words to group together according to certain criteria, such as the same number of syllables, same starting/ending letter etc. For example, ask: Why have I grouped “foal” and “lamb” together? Discuss and then say: Yes, both words have four letters.

Writing Modeled writing Write the sentence starter: Can you see the ___________? on the whiteboard. Open the book to page 10. Ask: What animal can you see? What word will I write to finish my sentence? Invite a student to write the word “lamb,” using the word bank on page 16 to help. Repeat with other animals.

Independent writing Give each student a copy of the Blackline master. Say: Use the word bank to finish writing each sentence so that it matches the photo. Remember, you will need a question mark at the end of each sentence.

Sharing and presenting Have students take turns reading their sentences to a partner.

Synthesizing: Talk about the pair After students have read What Can You See? and Animal Babies, ask: What have you learned about baby animals? How are they similar to their mothers? How are they different? Discuss.

Ask: What other baby animals would you like to find out about?

Have students complete the activity card.

Blackline master

Lesson Plans

Activity card Find the baby animals

Can you see the baby animals?

Use words from the word bank to help you finish each sentence.

Don’t forget the question mark!

Draw three baby animals from the book. Give your picture to your partner. Can they find the animals? Have them draw a line from each animal to its name.

Early Emergent reading stage Level A (1)

Word bank puppy

Can you see the

duckling chick

Can you see the

puppy The children in What Can You See? introduce us to a range of cute animal babies.

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

chick

piglet

piglet lamb

High-frequency words

Key vocabulary

I can see a you the

puppy duckling chick piglet lamb kitten foal

Phonics

• Hearing and pronouncing the /l/ sound as in lamb • Hearing and pronouncing the /p/ sound as in puppy

lamb

Text features

• Questions • Photographs • Word bank (page 16)

foal

Reading strategies

• Locating the first and last word on the page • Locating known and unknown words

kitten Can you see the

foal Can you see the

Vocabulary Starter

Vocabulary

Can you see the

kitten

This book reports on various animal babies by asking readers if they can see them in photographs with their mothers.

Running words: 35 Text type: Report (question and answer)

Texas Essential Knowledge and Skills

Can you see the

Can you see the

Assessment

••

Can the student match key vocabulary to pictures?

Can the student read the sentence with one-to-one correspondence?

Flying Start to Literacy Lesson Plans What Can You See?/Animal Babies © 2019 EC Licensing Pty Ltd.

duckling

Flying Start to Literacy Lesson Plans What Can You See?/Animal Babies © 2019 EC Licensing Pty Ltd. © 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: “© 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: Kerrie Shanahan 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(6) (B) Provide an oral, pictorial, or written response to a text.

K(6) (E) Interact with sources in meaningful ways such as illustrating or writing.

K(8) (D) (ii) Recognize characteristics and structures of informational text, including titles and simple graphics to gain information.

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.

Blackline master

Lesson Plans

Activity card Find the baby animals

Can you see the baby animals?

Use words from the word bank to help you finish each sentence.

Don’t forget the question mark!

Draw three baby animals from the book. Give your picture to your partner. Can they find the animals? Have them draw a line from each animal to its name.

Early Emergent reading stage Level A (1)

Word bank puppy

Can you see the

duckling chick

Can you see the

puppy The children in What Can You See? introduce us to a range of cute animal babies.

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

chick

piglet

piglet lamb

High-frequency words

Key vocabulary

I can see a you the

puppy duckling chick piglet lamb kitten foal

Phonics

• Hearing and pronouncing the /l/ sound as in lamb • Hearing and pronouncing the /p/ sound as in puppy

lamb

Text features

• Questions • Photographs • Word bank (page 16)

foal

Reading strategies

• Locating the first and last word on the page • Locating known and unknown words

kitten Can you see the

foal Can you see the

Vocabulary Starter

Vocabulary

Can you see the

kitten

This book reports on various animal babies by asking readers if they can see them in photographs with their mothers.

Running words: 35 Text type: Report (question and answer)

Texas Essential Knowledge and Skills

Can you see the

Can you see the

Assessment

••

Can the student match key vocabulary to pictures?

Can the student read the sentence with one-to-one correspondence?

Flying Start to Literacy Lesson Plans What Can You See?/Animal Babies © 2019 EC Licensing Pty Ltd.

duckling

Flying Start to Literacy Lesson Plans What Can You See?/Animal Babies © 2019 EC Licensing Pty Ltd. © 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: “© 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: Kerrie Shanahan 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(6) (B) Provide an oral, pictorial, or written response to a text.

K(6) (E) Interact with sources in meaningful ways such as illustrating or writing.

K(8) (D) (ii) Recognize characteristics and structures of informational text, including titles and simple graphics to gain information.

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.