FSTL TEKS EE What's The Weather Today - I Like The Weather

Blackline master

Lesson Plans

Activity card What’s your favorite weather type?

What’s the weather like?

Use the word bank to list the weather types in order from your most favorite to your least favorite. Draw a picture next to each weather type. Share your rankings with a small group.

Choose a type of weather and draw a picture. Use the word bank to write about your weather picture.

Word bank

Early Emergent reading stage Level B (2)

Word bank

come

and

look

it

is

sunny

sunny

cloudy

stormy

windy

stormy

rainy

cloudy

foggy

snowy

snowy

foggy

windy

Ranking Most favorite

Weather type

Draw

1 2

4 5 6

Flying Start to Literacy Lesson Plans I Like the Weather/What’s the Weather Today? © 2019 EC Licensing Pty Ltd.

Assessment

••

Can the student write a sentence?

Can the student create a picture that matches their written words?

Flying Start to Literacy Lesson Plans I Like the Weather/What’s the Weather Today? © 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.

All other rights reserved.

This book identifies different types of weather and encourages readers to observe what each weather type looks like.

Running words: 42 Text type: Report

Vocabulary Starter

High-frequency words

Key vocabulary

I like the it is come and look

sunny cloudy stormy rainy snowy foggy windy

Phonics

• Hearing and pronouncing the /w/ sound as in windy • Hearing the initial sounds in words

Text features

• Photographs • Word bank (page 16)

Reading strategies

• Matching the pictures and text • Locating known and unknown words

Texas Essential Knowledge and Skills

7

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.

In I Like the Weather, a range of children inform readers about the type of weather that they like best.

Running words: 42 Text type: Personal narrative (first person, I)

Vocabulary

3

Least favorite

rainy

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(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) (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(6) (B) Provide an oral, pictorial, or written response to a text.

Lesson 1

Lesson 2

I Like the Weather

Key concepts

• There are different types of weather.

• Different people like different weather types.

What’s the Weather Today?

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.

• There are different types of weather.

• Different types of weather look and feel different.

Before reading Getting ready to read Encourage students to activate their prior knowledge. Ask: What words can we use to describe the weather? Have students talk with a partner and then share their ideas with the group. Use students’ ideas to create a group list of weather words. Write them in the form that they are found in the book e.g. sunny, rainy etc.

Vocabulary building Introduce the vocabulary from the book. This can be done using the Vocabulary Starter The Weather. 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 I Like the Weather.

Say: This book is about different types of weather, and each child in the book likes a different type. Give each student a copy of the book and have them browse through it. Ask: What weather types did you notice? Discuss. Have students turn to the word bank on page 16 and read each weather word.

Have students turn to pages 2 and 3. Say: What is this weather type? What might the child be saying? Establish the pattern as you talk through each page of the book.

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. Say: Look at the picture. Does it match the words that you just read? It’s important that what you read matches what the pictures show.

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 does the sky look like when it is stormy? (Literal) What does the air feel like when it is foggy? (Inferential) What type of weather do you like the best? Why? (Synthesizing) What other types of weather could have been in this 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 made sure that the words you read matched what was happening in the photographs. You are reading to make meaning!

Word work Phonemic awareness and phonics Write the words weather and windy on the whiteboard. Say: Listen carefully as I say these two words. Say weather and windy aloud, emphasizing the /w/ sound at the beginning of each word. Ask: What did you notice? Discuss. Talk about other words that have the /w/ sound.

Exploring words Write the key vocabulary words on the whiteboard. Say: I’m going to choose two words and tell you something that’s the same for both of them. (For example, foggy and sunny both have double letters; stormy and cloudy both have six letters etc.) Invite students to have a turn.

Writing Modeled writing Draw an outline of a person. Say: Watch as I finish my picture.

Choose a weather type and add to the picture to show this type of weather. For example, to show that it is stormy add a scarf, warm jacket, boots, and an umbrella, and draw puddles on the ground with dark clouds and lightning in the sky. Ask: What sentence could I write about the weather in my picture? Use students’ ideas and model writing a sentence.

Independent writing Students can complete the Blackline master.

ELL support: I Like the Weather/What’s the Weather Today?

Use the teacher notes Developing oral vocabulary for English Language Learners on the back of the Vocabulary Starter

The Weather to support ELL students.

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 take turns reading the book aloud fluently to a partner. As one student reads, their partner should use their body to show what they feel like in each type of weather.

Returning to the book

Before reading Getting ready to read Encourage students to activate their prior knowledge. Walk outside or look out the window to observe the weather. Say: Have a look around. What’s the weather like? What do you see?

What do you hear? What do you feel? Discuss what the students observed. Ask: How would you describe today’s weather? What other weather types do you know of?

Vocabulary building Introduce the vocabulary from the book. This can be done using the Vocabulary Starter The Weather. 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. Say: This book is called What’s the Weather Today? It is about different types of weather.

Give each student a copy of the book and have them turn to page 16. Say: These weather types are in the book. Give students time to talk about the words with a partner.

Have students turn to pages 2 and 3. Ask: What can you tell me about this picture? What’s the weather like in it? The girl is telling us what the weather is, and to come and look. Establish the pattern as you talk through the book.

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. Say: I noticed that you knew some of the words but not others. Tell me the ones you know. Now, we can work out the ones you don’t know.

Say: If you want someone to see something, how would your voice sound if you said, “come and look?” Listen to students’ responses. Say: Take turns reading to your partner, and try to make your voice sound this way.

Word work Phonemic awareness and phonics Have students say the words from the word bank on page 16 one at a time to a partner. Their partner listens and says the sound they hear at the beginning of each word.

Students then change roles.

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.

What things on the page tell you that it is windy? (Literal) Is the boy glad that it is raining? Why do you think this?

(Inferential) Which type of weather do you experience the most? Which type of weather would you like to have more of? (Synthesizing) Is it always hot when it is sunny? Is it always cold when it is stormy?

(Critical)

Reviewing reading strategies Give positive feedback on the problem-solving strategies the students used as they read the book. Say: Well done on finding the words that you knew. That was a great start! Then you worked out the other words.

Play a game of “What’s the weather like?” Choose a weather type and give two clues about it. For example, say: I can see the trees bending and the washing dries quickly in this weather. Have students guess the word. Invite students to have a turn at giving clues.

Writing Modeled writing Model writing a sentence about what the weather is like today. For example, you could write: Today it is sunny. It is also windy and there are some clouds in the sky. Think aloud as you write, to demonstrate the decisions you make as a writer.

Invite students to write some of the high-frequency words, where appropriate.

Independent writing Have students find pictures in magazines that show a certain weather type, and stick them onto a piece of paper.

Have them write a sentence about the weather type in the pictures e.g. It is foggy.

Sharing and presenting

Sharing and presenting

Have students sit in small groups and take turns talking about their writing on the Blackline master.

Display students’ pictures and writing, and provide time for students to view each other’s work.

Synthesizing: Talk about the pair After students have read I Like the Weather and What’s the Weather Today? talk about what they have learned. Say: Tell me something new you now know about weather.

List students’ understandings on a chart. Ask: What else would you like to know about weather? Have students complete the activity card.

Blackline master

Lesson Plans

Activity card What’s your favorite weather type?

What’s the weather like?

Use the word bank to list the weather types in order from your most favorite to your least favorite. Draw a picture next to each weather type. Share your rankings with a small group.

Choose a type of weather and draw a picture. Use the word bank to write about your weather picture.

Word bank

Early Emergent reading stage Level B (2)

Word bank

come

and

look

it

is

sunny

sunny

cloudy

stormy

windy

stormy

rainy

cloudy

foggy

snowy

snowy

foggy

windy

Ranking Most favorite

Weather type

Draw

1 2

4 5 6

Flying Start to Literacy Lesson Plans I Like the Weather/What’s the Weather Today? © 2019 EC Licensing Pty Ltd.

Assessment

••

Can the student write a sentence?

Can the student create a picture that matches their written words?

Flying Start to Literacy Lesson Plans I Like the Weather/What’s the Weather Today? © 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.

All other rights reserved.

This book identifies different types of weather and encourages readers to observe what each weather type looks like.

Running words: 42 Text type: Report

Vocabulary Starter

High-frequency words

Key vocabulary

I like the it is come and look

sunny cloudy stormy rainy snowy foggy windy

Phonics

• Hearing and pronouncing the /w/ sound as in windy • Hearing the initial sounds in words

Text features

• Photographs • Word bank (page 16)

Reading strategies

• Matching the pictures and text • Locating known and unknown words

Texas Essential Knowledge and Skills

7

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.

In I Like the Weather, a range of children inform readers about the type of weather that they like best.

Running words: 42 Text type: Personal narrative (first person, I)

Vocabulary

3

Least favorite

rainy

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(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) (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(6) (B) Provide an oral, pictorial, or written response to a text.

Blackline master

Lesson Plans

Activity card What’s your favorite weather type?

What’s the weather like?

Use the word bank to list the weather types in order from your most favorite to your least favorite. Draw a picture next to each weather type. Share your rankings with a small group.

Choose a type of weather and draw a picture. Use the word bank to write about your weather picture.

Word bank

Early Emergent reading stage Level B (2)

Word bank

come

and

look

it

is

sunny

sunny

cloudy

stormy

windy

stormy

rainy

cloudy

foggy

snowy

snowy

foggy

windy

Ranking Most favorite

Weather type

Draw

1 2

4 5 6

Flying Start to Literacy Lesson Plans I Like the Weather/What’s the Weather Today? © 2019 EC Licensing Pty Ltd.

Assessment

••

Can the student write a sentence?

Can the student create a picture that matches their written words?

Flying Start to Literacy Lesson Plans I Like the Weather/What’s the Weather Today? © 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.

All other rights reserved.

This book identifies different types of weather and encourages readers to observe what each weather type looks like.

Running words: 42 Text type: Report

Vocabulary Starter

High-frequency words

Key vocabulary

I like the it is come and look

sunny cloudy stormy rainy snowy foggy windy

Phonics

• Hearing and pronouncing the /w/ sound as in windy • Hearing the initial sounds in words

Text features

• Photographs • Word bank (page 16)

Reading strategies

• Matching the pictures and text • Locating known and unknown words

Texas Essential Knowledge and Skills

7

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.

In I Like the Weather, a range of children inform readers about the type of weather that they like best.

Running words: 42 Text type: Personal narrative (first person, I)

Vocabulary

3

Least favorite

rainy

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(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) (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(6) (B) Provide an oral, pictorial, or written response to a text.