FSTL TEKS EM Let's Do The Monkey Bop - Little Monkey's Dance

Blackline master

Let’s dance

A new dance!

Cut out the sentence strips and the word cards to make up instructions for a dance.

Work with a group to make your own dance.

1. Think of dance steps.

2. Write the steps down.

3. Make some music to dance to.

4. Teach someone else to do your dance.

✂ Put your

on your

Put your

Lesson Plans

Activity card

.

on your

Level D (6)

This book shows the steps needed to do the dance called the Monkey Bop. Running words: 66 Text type: Procedure

Step 1

.

Emergent reading stage

Little Monkey has no one to play with. When he accidentally invents a new dance, the big monkeys want to join in.

Running words: 125 Text type: Narrative – fantasy

Vocabulary Put your

on your

.

Step 2

High-frequency words

Key vocabulary

and at big but can did do down get he his like little look/s me not off on play put said some that the they was we went with yes you your

ants bop dance face fun hands help hop/ped jump/ed knee legs let’s monkey/s nose sad sat stop

Phonics

•• Identifying the /n/ sound in initial, middle, and final positions as in nose, ants, and on

•• Identifying the /a/ sound as in ants

Put your

on your

.

Word cards legs

Step 3

✂ hands

face

knee

nose

Assessment Can the student form and accurately read the sentences?

Can the student read fluently?

Flying Start to Literacy Lesson Plans Let’s Do the Monkey Bop /Little Monkey’s Dance © 2013–2020 EC Licensing Pty Ltd.

eye

Text features

Step 4

Flying Start to Literacy Lesson Plans Let’s Do the Monkey Bop /Little Monkey’s Dance © 2013–2020 EC Licensing Pty Ltd. © 2013–2020 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.

•• Procedural text supported by photographs •• Direct speech; illustrations support and extend the text

Reading strategies

•• Using initial letters to solve unknown words •• Matching the text and the pictures

Texas Essential Knowledge and Skills

foot

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: “© 2013–2020 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.

Let’s Do the Monkey Bop Little Monkey’s Dance

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

Phonics 1(2) (A) (iii) Demonstrate phonological awareness by distinguishing between long and short vowel sounds in one-syllable 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 rereading, 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(12) (A) Dictate or compose literary texts, including personal narratives and poetry.

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

Lesson 1

Lesson 2

Let’s Do the Monkey Bop

Key concept

• • A dance is made up of a series of steps that can be learned and repeated.

Before reading Getting ready to read Encourage students to activate their prior knowledge. Ask: Do you like to dance? When do you dance? What dances do you know? Allow time for students to demonstrate some dances they can do. Ask: What makes something a dance? Do you have to have music to dance? How do you learn a dance?

Vocabulary building As needed, introduce the vocabulary from the book. This can be done using the Vocabulary Starter The Body. Refer to the teacher notes on the back of the Vocabulary Starter for ideas on how to use this resource.

Introducing the book Show the students a copy of the book Let’s Do the Monkey Bop. Say: This book is called Let’s Do the Monkey Bop. What do you think the Monkey Bop is? What do you expect to see inside the book? Turn to pages 2 and 3. Read the first word Let’s.

Use your finger to cover all of the next word dance except for the “d,”and say: What letter do you see? What word might be here? Give each student a copy of the book. Have them turn to pages 2 and 3. Point to the photos. Ask: What are these children doing? What does this tell you about the first steps in the dance?

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. Look for students who are using the first letter of unknown words to support their predictions. Encourage this behavior when a student pauses at an unknown word.

Say: What letter do you see at the beginning of that word? Can you use that letter to think about what the word might be?

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.

Where do you put your nose when you do the Monkey Bop? (Literal) What is the Monkey Bop? (Inferential) What kind of dance is the Monkey Bop? (Synthesizing) Would you like to do the Monkey Bop? Why or why not? (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 stopped when you got to hand and then you said: “Put your h…h… hands.” You were using the first letter of the word to work out what it said. That’s what good readers do.

Little Monkey’s Dance

Returning to the book

Key concept

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.

•• Dancing is an activity that brings us together.

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 the students work in small groups to practice reading the text as a rap. Encourage them to use rhythmic accompaniments, such as clapping, patting knees, and stamping feet to support their reading. Have each group perform a reading of the book, while other students do the dance.

Have the students read the book to a partner. Focus on reading the punctuation. Have students talk about the punctuation on pages 6 and 7. Show them the exclamation points. Talk about how good readers glance at the end of the sentence and then use the exclamation points to read the sentence with energy. Ask: How do you think Little Monkey would have said Help when he had ants all over him?

Word work Phonemic awareness and phonics Ask students to work with a partner to find words in the book that have the /n/ sound in them (nose, ants, on).

Write the words on a chart and underline the position of the /n/ sound. Ask: What do you notice? What can we say about the /n/ sound?

Exploring words Provide sentence strips and word cards from the blackline master. Have students use these to make instructions.

Have each student read their instructions for other students to follow.

Writing Modeled writing Model writing instructions for a dance that the students know, such as the Hokey Pokey. Say: I begin by telling what the dance is called. Then I put the steps in one by one.

Independent writing Have students write about a dance they know, or one they invent. Support students as needed, by providing the sentence strips and word cards from the blackline master.

Sharing and presenting Have students share their dances with the class.

Before reading Getting ready to read Encourage students to activate their prior knowledge. Ask: Have you ever seen anyone doing something that looked like such good fun that you wanted to join in? What was it? Who was doing it?

Why were they doing it? Did you get to join in?

Vocabulary building As needed, introduce the vocabulary from the book. This can be done using the Vocabulary Starter The Body. Refer to the teacher notes on the back of the Vocabulary Starter for ideas on how to use this resource.

Introducing the book Show the students a copy of the book Little Monkey’s Dance.

Say: This book is the story of how Little Monkey accidentally did something that got the big monkeys to play with him. Give each student a copy of the book. Say: Looking at the pictures before reading the words can help to get you ready for what the words will say. Let’s practice. Look at the pictures. What do you see? What are the big monkeys doing? What is little monkey doing? How do you think Little Monkey is feeling? Look at the first sentence. What does it say? Does this match the pictures?

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. Look for students who are looking at the pictures either before or as they read the text, to see if they are matching the text with the information in the pictures.

Support students to use this strategy. Ask: What do you see in the pictures that might help you work out what the words say?

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 illustrations and the text in the book.

How did Little Monkey get the ants off his body? (Literal) Was Little Monkey really doing a dance? Why did the big monkeys think he was dancing? (Inferential) What other things could Little Monkey have done to get the big monkeys to play with him? (Synthesizing) Can you give an example of how the big monkeys might be like older children? (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 pictures before you read the words.

That’s what good readers do.

Word work Phonemic awareness and phonics Have the students turn to pages 2 and 3. Ask: Can you find words on this page that have the /a/sound? What letter is making the /a/ sound in…? Have students make a list of /a/ words in the book.

Exploring words Use the text to reinforce the students’ automatic recognition of high-frequency words. Turn to page 2.

Ask: Can you show me was? What other words do you know?

Writing Modeled writing Say: I’m going to use Little Monkey’s Dance to write a story about what happened next. On a chart, write: The next day, the big monkeys said, “Little Monkey, show us a new dance.” But Little Monkey did not know any new dances. Talk about what might happen next. Ask: What will Little Monkey do? How will he find something to keep the big monkeys playing with him?

Independent writing Ask: What will Little Monkey do next? Have students write and draw to show what Little Monkey might do to solve his problem.

Sharing and presenting Collate the students’ pages into a class book.

ELL support: Let’s Do the Monkey Bop / Little Monkey’s Dance

Synthesizing: Talk about the pair

Use the teacher notes on the back of the Vocabulary Starters Mini Beasts, The Body, and Doing Things

When students have read both Let’s Do the Monkey Bop and Little Monkey’s Dance, ask: What have we learned about dancing from reading these books? Why do people like to

to support ELL students.

dance? Do all people feel good about dancing? Have students complete the activity card.

Blackline master

Let’s dance

A new dance!

Cut out the sentence strips and the word cards to make up instructions for a dance.

Work with a group to make your own dance.

1. Think of dance steps.

2. Write the steps down.

3. Make some music to dance to.

4. Teach someone else to do your dance.

✂ Put your

on your

Put your

Lesson Plans

Activity card

.

on your

Level D (6)

This book shows the steps needed to do the dance called the Monkey Bop. Running words: 66 Text type: Procedure

Step 1

.

Emergent reading stage

Little Monkey has no one to play with. When he accidentally invents a new dance, the big monkeys want to join in.

Running words: 125 Text type: Narrative – fantasy

Vocabulary Put your

on your

.

Step 2

High-frequency words

Key vocabulary

and at big but can did do down get he his like little look/s me not off on play put said some that the they was we went with yes you your

ants bop dance face fun hands help hop/ped jump/ed knee legs let’s monkey/s nose sad sat stop

Phonics

•• Identifying the /n/ sound in initial, middle, and final positions as in nose, ants, and on

•• Identifying the /a/ sound as in ants

Put your

on your

.

Word cards legs

Step 3

✂ hands

face

knee

nose

Assessment Can the student form and accurately read the sentences?

Can the student read fluently?

Flying Start to Literacy Lesson Plans Let’s Do the Monkey Bop /Little Monkey’s Dance © 2013–2020 EC Licensing Pty Ltd.

eye

Text features

Step 4

Flying Start to Literacy Lesson Plans Let’s Do the Monkey Bop /Little Monkey’s Dance © 2013–2020 EC Licensing Pty Ltd. © 2013–2020 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.

•• Procedural text supported by photographs •• Direct speech; illustrations support and extend the text

Reading strategies

•• Using initial letters to solve unknown words •• Matching the text and the pictures

Texas Essential Knowledge and Skills

foot

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: “© 2013–2020 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.

Let’s Do the Monkey Bop Little Monkey’s Dance

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

Phonics 1(2) (A) (iii) Demonstrate phonological awareness by distinguishing between long and short vowel sounds in one-syllable 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 rereading, 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(12) (A) Dictate or compose literary texts, including personal narratives and poetry.

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

Blackline master

Let’s dance

A new dance!

Cut out the sentence strips and the word cards to make up instructions for a dance.

Work with a group to make your own dance.

1. Think of dance steps.

2. Write the steps down.

3. Make some music to dance to.

4. Teach someone else to do your dance.

✂ Put your

on your

Put your

Lesson Plans

Activity card

.

on your

Level D (6)

This book shows the steps needed to do the dance called the Monkey Bop. Running words: 66 Text type: Procedure

Step 1

.

Emergent reading stage

Little Monkey has no one to play with. When he accidentally invents a new dance, the big monkeys want to join in.

Running words: 125 Text type: Narrative – fantasy

Vocabulary Put your

on your

.

Step 2

High-frequency words

Key vocabulary

and at big but can did do down get he his like little look/s me not off on play put said some that the they was we went with yes you your

ants bop dance face fun hands help hop/ped jump/ed knee legs let’s monkey/s nose sad sat stop

Phonics

•• Identifying the /n/ sound in initial, middle, and final positions as in nose, ants, and on

•• Identifying the /a/ sound as in ants

Put your

on your

.

Word cards legs

Step 3

✂ hands

face

knee

nose

Assessment Can the student form and accurately read the sentences?

Can the student read fluently?

Flying Start to Literacy Lesson Plans Let’s Do the Monkey Bop /Little Monkey’s Dance © 2013–2020 EC Licensing Pty Ltd.

eye

Text features

Step 4

Flying Start to Literacy Lesson Plans Let’s Do the Monkey Bop /Little Monkey’s Dance © 2013–2020 EC Licensing Pty Ltd. © 2013–2020 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.

•• Procedural text supported by photographs •• Direct speech; illustrations support and extend the text

Reading strategies

•• Using initial letters to solve unknown words •• Matching the text and the pictures

Texas Essential Knowledge and Skills

foot

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: “© 2013–2020 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.

Let’s Do the Monkey Bop Little Monkey’s Dance

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

Phonics 1(2) (A) (iii) Demonstrate phonological awareness by distinguishing between long and short vowel sounds in one-syllable 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 rereading, 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(12) (A) Dictate or compose literary texts, including personal narratives and poetry.

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