FSTL TEKS EF Deep In The Sea - A Deep Sea Adventure

Lesson Plans

Activity card

Blackline master What is your opinion?

Design and build a submarine

Read and think about the statement written in the box below.

Make an “X” on the line to show how you feel about the statement.

Use the lines underneath to give reasons for your opinion.

Make a submarine that could go to the bottom of the sea.

You will need: empty boxes and packaging, craft sticks, string, tape, scissors.

Early Fluent reading stage Level J (18)

What to do: 1. W ork with a partner to draw a design of a submarine that could travel to the bottom of the sea.

It is important to explore the deep sea, even if it is dangerous to do so.

Strongly disagree

2. Use construction materials to make a model of your design.

Strongly agree

My design for a submarine

Deep in the Sea reports on how sea animals that live in the deepest parts of the sea survive in this cold, dark environment.

Running words: 455 Text type: Report

Running words: 600 Text type: Narrative

Content vocabulary

attracts barb cold color dangerous dark deep discovered divers fangs fish freezing giant squid jaws jellyfish lights mouth pod pressure sea shrimp spine submarine surface survive underside

Phonics

• Identifying the vowel digraph “oor” as in floor • Identifying /oo/ sound as in look/ed/ing, good, shook

A Deep Sea Adventure is a narrative based on the true story of two divers who were the first people to travel to the deepest part of the sea. They discovered that animals were living in this cold, dark world.

Text features

Deep in the Sea

• Contents page; chapter headings; photographic index

A Deep Sea Adventure

• Dialogue; preface

Reading strategies

• Using a table of contents to predict • Linking illustrations and text

Texas Essential Knowledge and Skills

Assessment Is the student able to use his/her knowledge about a topic to form an opinion?

Is the student able to give considered and appropriate reasons to back up his/her opinion?

Flying Start to Literacy Lesson Plans Deep in the Sea / A Deep Sea Adventure © 2010–2019 EC Licensing Pty Ltd.

Flying Start to Literacy Lesson Plans Deep in the Sea / A Deep Sea Adventure © 2010–2019 EC Licensing Pty Ltd. Developed by Eleanor Curtain Publishing

© 2010–2019 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: “© 2010–2019 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: Kerrie Shanahan and Lyn Reggett Consultants: Susan Hill and Jenny Feely 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 2(2) (B) (i) Decoding words with short, long, or variant vowels, trigraphs, and blends.

2(2) (B) (vii) Identifying and reading high-frequency words from a research-based list.

Reading 2(6) (D) Create mental images to deepen understanding.

2(6) (H) Synthesize information to create new understanding.

2(7) (C) Use text evidence to support an appropriate response.

Writing 2(12) (A) Compose literary texts, including personal narratives and poetry.

Speaking and Listening 2(1) (D) Work collaboratively with others by following agreed-upon rules for discussion.

Lesson 1 Deep in the Sea

Lesson 2 A Deep Sea Adventure

Key concepts • I t is cold and dark in the deep sea.

• Sea animals that live in the deep sea have adaptations that enable them to survive in their habitat.

Returning to the book Provide multiple opportunities for the students to reread and interact with the book – with teacher support, with a partner, and independently. Choose activities that are appropriate for your students.

Before reading

After reading

Students could perform a readers’ theater of the book.

Encourage the students to adjust their voices, depending on whether they play the narrator or a character. Say: Help the audience understand the story by changing your voice when you change roles.

Getting ready to read

Talking about the book

Word work

Students could be given a time limit (such as three minutes) to list all the words they can think of that have the “or” sound in them. Ask: What letters can be used to make the /or/ sound in a word? Do you have any words in your list that have the letters “oor” making the /or/ sound? Make a list (poor, floor, door).

Support the students in activating their prior knowledge.

Show the photograph of the submarine. Ask: What do we call a vehicle that takes people under the water? What do you know about submarines? Support students by talking about the deep sea environment. Say: Deep in the sea there is no light, so it is almost completely dark and freezing cold. It is a very difficult environment for people to explore.

Exploring words

Vocabulary building

Say: In this book there have been lots of words used to describe size.

Can you find and list these words? Invite students to share their lists. What other words could we add to this list?

Write the words submarine, divers, pod, surface, pressure, survive, and discover on cards. Invite students to pick one card at a time and discuss, with the group, the meaning of the word on the card.

Have the students talk about the book. Promote discussion by choosing questions that are appropriate for your students. Ask them to support their thinking by referring to the illustrations and the text in the book.

What did Jacques and Don build? Why did they build it? (Literal) Why was the trip such a big risk? (Inferential) What other places are dangerous to explore? (Synthesizing) In the preface, why does the author say, “This is the story of how their adventure may have happened”? (Critical)

After reading

Getting ready to read

Talking about the book

Word work

Support the students in activating their prior knowledge.

Say: We are going to be reading about animals that live in the deep, deep sea. It is very, very dark and very, very cold deep in the sea. What sort of animals would be able to live in this sort of environment? Students could discuss this with a partner.

Have the students talk about the book. Promote discussion by choosing questions that are appropriate for your students. Ask them to support their thinking by referring to the photographs and the text in the book.

Why do some animals that live deep in the sea have big eyes?

Why does the predatory tunicate have a huge mouth? (Literal) Why is it difficult for sea animals to find food in the deep sea?

(Inferential) Can you think of other environments where conditions make survival tough for animals? (Synthesizing) How do you think scientists have found out about the animals that live in the deep sea? Do you think there may still be some animals in the sea that haven’t been discovered? Why? (Critical)

Phonics

Reviewing reading strategies

Say: Animals that live deep in the sea have features that help them to survive. What are these features? Discuss students’ responses. Students could invent an imaginary animal with many features that would help it to survive deep in the sea. Students could draw and label their sea animal and then write about why it would be able to survive in the deep sea.

Introducing the book Give each student a copy of Deep in the Sea and have them read the title and the contents page. Say: What clues does the contents page give you about how animals live in the deepest part of the sea? What predictions can you make about the information in this book? Have the students read and think about the book, noting the chapter headings, photographs, and captions.

For example, on pages 6 and 7 you could say: This chapter is called Big eyes. Look at the photo of the hatchet fish. Why do you think it has big eyes?

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, say: Do you remember what we predicted about the information in this book from the contents page?

How is what you are reading the same as or different from your predictions?

Encourage 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? If appropriate, comment on how well the students linked their predictions to the information in the book. Say: You used the predictions you made from the contents page to help you make sense of what you were reading.

ELL support • Headings summarize the chapter content.

• The introduction states the key concept of the text.

• Labeled photographs support the written text.

Provide multiple opportunities for the students to reread and interact with the book – with teacher support, with a partner, and independently. Choose activities that are appropriate for your students.

Developing fluency

Before reading

Ask: What words can we use to describe what it would be like deep, deep in the sea? Make a list. Include all the animals in the book. (Note: use the index on page 24 to find a full list of the animals in the book.) Read the list and ask: What do you know about these animals?

• It is cold and dark in the deep sea.

• Sea animals that live in the deep sea have adaptations that enable them to survive in their habitat.

Returning to the book

Developing fluency Students could work with a partner and take turns reading a page each. Encourage students to read fluently, attending to the punctuation. Say: Make sure you are pausing in the right places so the listener can understand the information you are reading to them.

Vocabulary building

Key concepts

Writing

Sharing and presenting Students could work with a partner and take turns talking about their amazing imaginary sea animal.

Introducing the book Give each student a copy of A Deep Sea Adventure. Have the students read the title. Ask: What do you think this book will be about? What adventures might people have in the deepest part of the sea? Refer students to pages 4 and 5. Say: This is a preface.

A preface gives readers some extra information that helps them understand what they are about to read. This preface explains that the story you are about to read is based on something that actually happened. Have the students prepare for reading by thinking and talking about the book with your support.

Reviewing reading strategies Encourage students to identify what they did to help themselves as readers. Ask: What are some of the things you did to help yourself? Where did you do some problem solving?

Phonics Ask: What sound do you hear in the middle of the word book?

What letters make this sound? Students could scan the text to find words in the book that have this same sound (shook, look/ed/ing, good). Students could also look at other familiar texts to find words with this sound and spelling.

Exploring words Students could draw a picture of Jacques’ and Don’s submarine on the bottom of the sea floor. Students could then use words from the text to label their pictures (sea floor, submarine, pod, Jacques, Don, fish, shrimp, window, crack, etc).

Writing

ELL support

Students could work with a partner to write three questions that they would like to ask Jacques or Don, and three imaginary answers to their questions.

• A labeled diagram explains the structure of the

Sharing and presenting

submarine.

• A preface provides the historical setting of the story.

Students could role play an interview with Jacques or Don about their deep sea adventure using the questions and answers they have written.

During reading Ask each student to read the text independently. Monitor the students as they read and support them where appropriate. If necessary, remind them to use the reading strategies you are focused on. For example, are students linking the illustrations and the written text? Say: The illustrations help make the story interesting. They also help you think about what it might have been like for Jacques and Don as they traveled to the deepest part of the sea.

Synthesizing: Talk about the pair After students have read both Deep in the Sea and A Deep Sea Adventure, ask: What is it like deep in the sea? What animals live deep in the sea? What special features do some of these animals have? Why is it difficult for animals to survive deep, deep

in the sea? Why is it risky for humans to go to the deepest part of the sea? Students could work further with these books by completing the Activity card.

Lesson Plans

Activity card

Blackline master What is your opinion?

Design and build a submarine

Read and think about the statement written in the box below.

Make an “X” on the line to show how you feel about the statement.

Use the lines underneath to give reasons for your opinion.

Make a submarine that could go to the bottom of the sea.

You will need: empty boxes and packaging, craft sticks, string, tape, scissors.

Early Fluent reading stage Level J (18)

What to do: 1. W ork with a partner to draw a design of a submarine that could travel to the bottom of the sea.

It is important to explore the deep sea, even if it is dangerous to do so.

Strongly disagree

2. Use construction materials to make a model of your design.

Strongly agree

My design for a submarine

Deep in the Sea reports on how sea animals that live in the deepest parts of the sea survive in this cold, dark environment.

Running words: 455 Text type: Report

Running words: 600 Text type: Narrative

Content vocabulary

attracts barb cold color dangerous dark deep discovered divers fangs fish freezing giant squid jaws jellyfish lights mouth pod pressure sea shrimp spine submarine surface survive underside

Phonics

• Identifying the vowel digraph “oor” as in floor • Identifying /oo/ sound as in look/ed/ing, good, shook

A Deep Sea Adventure is a narrative based on the true story of two divers who were the first people to travel to the deepest part of the sea. They discovered that animals were living in this cold, dark world.

Text features

Deep in the Sea

• Contents page; chapter headings; photographic index

A Deep Sea Adventure

• Dialogue; preface

Reading strategies

• Using a table of contents to predict • Linking illustrations and text

Texas Essential Knowledge and Skills

Assessment Is the student able to use his/her knowledge about a topic to form an opinion?

Is the student able to give considered and appropriate reasons to back up his/her opinion?

Flying Start to Literacy Lesson Plans Deep in the Sea / A Deep Sea Adventure © 2010–2019 EC Licensing Pty Ltd.

Flying Start to Literacy Lesson Plans Deep in the Sea / A Deep Sea Adventure © 2010–2019 EC Licensing Pty Ltd. Developed by Eleanor Curtain Publishing

© 2010–2019 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: “© 2010–2019 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: Kerrie Shanahan and Lyn Reggett Consultants: Susan Hill and Jenny Feely 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 2(2) (B) (i) Decoding words with short, long, or variant vowels, trigraphs, and blends.

2(2) (B) (vii) Identifying and reading high-frequency words from a research-based list.

Reading 2(6) (D) Create mental images to deepen understanding.

2(6) (H) Synthesize information to create new understanding.

2(7) (C) Use text evidence to support an appropriate response.

Writing 2(12) (A) Compose literary texts, including personal narratives and poetry.

Speaking and Listening 2(1) (D) Work collaboratively with others by following agreed-upon rules for discussion.

Lesson Plans

Activity card

Blackline master What is your opinion?

Design and build a submarine

Read and think about the statement written in the box below.

Make an “X” on the line to show how you feel about the statement.

Use the lines underneath to give reasons for your opinion.

Make a submarine that could go to the bottom of the sea.

You will need: empty boxes and packaging, craft sticks, string, tape, scissors.

Early Fluent reading stage Level J (18)

What to do: 1. W ork with a partner to draw a design of a submarine that could travel to the bottom of the sea.

It is important to explore the deep sea, even if it is dangerous to do so.

Strongly disagree

2. Use construction materials to make a model of your design.

Strongly agree

My design for a submarine

Deep in the Sea reports on how sea animals that live in the deepest parts of the sea survive in this cold, dark environment.

Running words: 455 Text type: Report

Running words: 600 Text type: Narrative

Content vocabulary

attracts barb cold color dangerous dark deep discovered divers fangs fish freezing giant squid jaws jellyfish lights mouth pod pressure sea shrimp spine submarine surface survive underside

Phonics

• Identifying the vowel digraph “oor” as in floor • Identifying /oo/ sound as in look/ed/ing, good, shook

A Deep Sea Adventure is a narrative based on the true story of two divers who were the first people to travel to the deepest part of the sea. They discovered that animals were living in this cold, dark world.

Text features

Deep in the Sea

• Contents page; chapter headings; photographic index

A Deep Sea Adventure

• Dialogue; preface

Reading strategies

• Using a table of contents to predict • Linking illustrations and text

Texas Essential Knowledge and Skills

Assessment Is the student able to use his/her knowledge about a topic to form an opinion?

Is the student able to give considered and appropriate reasons to back up his/her opinion?

Flying Start to Literacy Lesson Plans Deep in the Sea / A Deep Sea Adventure © 2010–2019 EC Licensing Pty Ltd.

Flying Start to Literacy Lesson Plans Deep in the Sea / A Deep Sea Adventure © 2010–2019 EC Licensing Pty Ltd. Developed by Eleanor Curtain Publishing

© 2010–2019 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: “© 2010–2019 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: Kerrie Shanahan and Lyn Reggett Consultants: Susan Hill and Jenny Feely 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 2(2) (B) (i) Decoding words with short, long, or variant vowels, trigraphs, and blends.

2(2) (B) (vii) Identifying and reading high-frequency words from a research-based list.

Reading 2(6) (D) Create mental images to deepen understanding.

2(6) (H) Synthesize information to create new understanding.

2(7) (C) Use text evidence to support an appropriate response.

Writing 2(12) (A) Compose literary texts, including personal narratives and poetry.

Speaking and Listening 2(1) (D) Work collaboratively with others by following agreed-upon rules for discussion.