FSTL TEKS EM My Camp Journal - A Monkey In The Camp

Blackline master

Lesson Plans

Activity card Camp charades

What happened at camp?

Use the book My Camp Journal to find out what happened on each day of camp.

Write or draw in the chart below.

Use these fun camp cards to play charades with your friends.

1. Cut out the cards below.

2. Students take turns picking a card, then act out what is happening on the card.

3. Other students guess what is being acted out.

Monday

✂

Tuesday

Emergent reading stage Level D (6)

My Camp Journal records the day-to-day experiences of a boy who is at camp.

Running words: 133 Text type: Personal narrative (journal)

Vocabulary

Getting to camp

Wednesday

Making pizza to eat

Going to sleep

Thursday

High-frequency words

Key vocabulary

a all am and at came come did down eat get go going got had he I in into is it like/s liked looked me my not now of on out said so the then they to too us up was we went what will with

bed big blue bus cabins camp Dan flip fun Friday jumped kids lot Max Monday monkey mother met next pizza play pool ropes sat sleep slid slide Sunday stop Thursday tree Tuesday water Wednesday

Phonics

• Identifying the /mp/ blend as in camp • Identifying the /sl/ blend as in slide

Text features

Friday

Going up on the ropes Assessment Can the student find information in the book?

Can the student fill out a table correctly?

Flying Start to Literacy Lesson Plans My Camp Journal / A Monkey in the Camp © 2009–2019 EC Licensing Pty Ltd.

Going down the water slide

Getting home on the bus

Flying Start to Literacy Lesson Plans My Camp Journal / A Monkey in the Camp © 2009–2019 EC Licensing Pty Ltd. © 2009–2019 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: “© 2009–2019 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 and Lyn Reggett 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.flying-start-to-literacy.com

A Monkey in the Camp is about a monkey who joins kids at a camp and does the activities with them.

Running words: 152 Text type: Narrative

My Camp Journal A Monkey in the Camp

• Journal-style entries with days used as headings • Dialogue

Reading strategies

• Searching for cues in the text – using graphic cues • Searching for cues in the text – using semantics

Texas Essential Knowledge and Skills Phonics 1(2) (A) (v) Demonstrate phonological awareness by blending spoken phonemes to form one-syllable words, including initial and/or final consonant blends.

1(2) (B) (vi) Demonstrate and apply phonetic knowledge by identifying and reading at least 100 high-frequency words from a research-based list.

Reading 1(6) (I) Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.

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

1(10) (C) Discuss with adult assistance the author’s use of print and graphic features to achieve specific purposes.

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

My Camp Journal

Key concepts • Some children go to camps.

• Some camps have organized activities for children to do.

Before reading

During reading

Getting ready to read

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, check that the students are searching the text for letter cues. Do they check the letters in a word to see whether what they have read looks right?

Encourage this behavior in students. Say: You read the word _____. Look at the letters in that word. Does the word you read look like the word in the text?

Encourage students to activate their prior knowledge.

Tell the students that they are going to read an information book about going to camp. Ask: What is a camp? Who goes to camps? What happens at camps? Ask the students to discuss what they know about camps.

Vocabulary building As needed, review the key vocabulary from the book.

Introducing the book Give each student a copy of the information book My Camp Journal. Say: This book is called My Camp Journal. What do you think a journal is? Discuss the students’ responses. Ask the students to browse through the text. Say: This journal is about what happens to a boy during his week away at camp. What features does this book have that tell you it is written as a journal? Discuss the students’ responses. Talk them through the book. For example, ask: What day of the week is this page about? What is the boy doing?

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, illustrations, and text in the book.

How did the boy get to camp? Who did the boy meet on Monday?

What did the boys do on Thursday? (Literal) Why does the boy say that he will go to the next camp? (Inferential) What did you learn about camps by reading this book? (Synthesizing) Do all children think that camp is fun? Explain. (Critical)

Reviewing reading strategies Give positive feedback on the problem-solving strategies the students used as they read the book. For example, say: When you read page 12, you noticed that the word “ropes” had an “s” at the end. You made sure you that the word you were reading looked right. That’s what good readers do.

ELL Support: My Camp Journal/A Monkey in the Camp Use the teacher notes Developing oral vocabulary for English Language Learners on the back of the Vocabulary Starters Doing Things, Shopping, My Family, Movers, Places I Go, and Playground to support ELL students.

A Monkey in the Camp

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.

• Some children go to camps.

• Some camps have organized activities for children to do.

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

Model reading the book fluently and ask: Did you notice how my voice sounded when I read the book? Can you read it like that? Ask the students to read the book with a partner, concentrating on reading it fluently.

Encourage students to reread the book with fluency.

Try to read the words smoothly.

Word work Phonemic awareness and phonics Make the words “sleep” and “slide” with magnetic letters and focus on the /sl/ blend. What sound do these two letters make together? Ask the students to pull down the “s” and the “l” together. Play “Guess my word”. Say: I am thinking of a word in the book that has the /sl/ sound in it. This word is something that you usually do at night.

Exploring words On the board, list “camp” words from the text (bus, school, huts, sleep, pool, water slide, pizza, ropes). Talk about each word with the students. What letter does this word start with? How does it sound? What does this word mean?

Writing Modeled writing Say: We are going to write a journal about what we did at school today. Ask the students to recall and discuss what they did. Have them contribute to the journal where they can.

For example: First we need to write the day. Look around the room. Can you see the days of the week written anywhere?

Independent writing Ask the students to write about what they would like to do at camp. They should use the book as support.

Sharing and presenting Ask the students to share their writing with the group.

Before reading

During reading

Getting ready to read

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, check that the students are searching the text for semantic (meaning) cues. Do they check that the words they have read make sense? Encourage the students to use this reading behavior. For example: You read “________.” Does that make sense? Try reading it again. This time, think about what would make sense.

Encourage students to activate their prior knowledge.

Say: We are going to read a funny story about a monkey at a camp.

What would a camp be like if a monkey came and joined in the activities with the kids? Discuss the students’ responses.

Vocabulary building Ask the students to talk with a partner about the activities that might be done at a camp. Make a list of these camp activities.

Introducing the book Give each student a copy of the book A Monkey in the Camp.

Say: This book is called A Monkey in the Camp. It is about a monkey that joins a group of kids at their camp. Talk the students through the book. Ask: What is happening in this picture? Where is the monkey? Reply using the structure of the sentences in the text. For example, say: Yes, Monkey sat in the tree and looked at the kids.

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.

What activities did the kids and Monkey do at the camp? (Literal) Why did Monkey have to leave the camp? (Inferential) In what ways was this camp like other camps you know about? In what ways was it different? (Synthesizing) Was a monkey a good choice of character for this book? Why? (Critical)

Reviewing reading strategies Give positive feedback on the problem-solving strategies the students used as they read the book. I noticed you were making sure that what you read made sense.

Word work Phonemic awareness and phonics Make the /mp/ blend with magnetic letters. Ask: What sound do these two letters make together? Ask the students to browse through the text and find words that contain the /mp/ sound. Then ask what other words the students know that have this sound. Make a list of the students’ responses.

Exploring words Use the text to reinforce the students’ automatic recognition of high-frequency words. For example, turn to pages 2 and 3. Ask: Can you show me the word “came”? How did you know that it said “came”? What letters are in the word?

Writing Modeled writing Ask: What other things could Monkey and the kids have done at camp? Imagine you are the author of the book and you need to write about some other activities that Monkey did with the kids. Make a list of the activities on a chart. Invite the students to help you where they can. For example: Who can help me write “kick”?

Independent writing Ask the students to pick something from the list of activities to draw and write about. Compile the pages into a class book.

Sharing and presenting Read the class book to the students. Ask the students to talk about their writing activity with a partner.

Synthesizing: Talk about the pair After students have read both My Camp Journal and A Monkey in the Camp, ask: Why do kids go to camp?

What things might you learn by going to camp?

Students can work further with these books by completing the Activity card.

Blackline master

Lesson Plans

Activity card Camp charades

What happened at camp?

Use the book My Camp Journal to find out what happened on each day of camp.

Write or draw in the chart below.

Use these fun camp cards to play charades with your friends.

1. Cut out the cards below.

2. Students take turns picking a card, then act out what is happening on the card.

3. Other students guess what is being acted out.

Monday

✂

Tuesday

Emergent reading stage Level D (6)

My Camp Journal records the day-to-day experiences of a boy who is at camp.

Running words: 133 Text type: Personal narrative (journal)

Vocabulary

Getting to camp

Wednesday

Making pizza to eat

Going to sleep

Thursday

High-frequency words

Key vocabulary

a all am and at came come did down eat get go going got had he I in into is it like/s liked looked me my not now of on out said so the then they to too us up was we went what will with

bed big blue bus cabins camp Dan flip fun Friday jumped kids lot Max Monday monkey mother met next pizza play pool ropes sat sleep slid slide Sunday stop Thursday tree Tuesday water Wednesday

Phonics

• Identifying the /mp/ blend as in camp • Identifying the /sl/ blend as in slide

Text features

Friday

Going up on the ropes Assessment Can the student find information in the book?

Can the student fill out a table correctly?

Flying Start to Literacy Lesson Plans My Camp Journal / A Monkey in the Camp © 2009–2019 EC Licensing Pty Ltd.

Going down the water slide

Getting home on the bus

Flying Start to Literacy Lesson Plans My Camp Journal / A Monkey in the Camp © 2009–2019 EC Licensing Pty Ltd. © 2009–2019 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: “© 2009–2019 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 and Lyn Reggett 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.flying-start-to-literacy.com

A Monkey in the Camp is about a monkey who joins kids at a camp and does the activities with them.

Running words: 152 Text type: Narrative

My Camp Journal A Monkey in the Camp

• Journal-style entries with days used as headings • Dialogue

Reading strategies

• Searching for cues in the text – using graphic cues • Searching for cues in the text – using semantics

Texas Essential Knowledge and Skills Phonics 1(2) (A) (v) Demonstrate phonological awareness by blending spoken phonemes to form one-syllable words, including initial and/or final consonant blends.

1(2) (B) (vi) Demonstrate and apply phonetic knowledge by identifying and reading at least 100 high-frequency words from a research-based list.

Reading 1(6) (I) Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.

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

1(10) (C) Discuss with adult assistance the author’s use of print and graphic features to achieve specific purposes.

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

Lesson Plans

Activity card Camp charades

What happened at camp?

Use the book My Camp Journal to find out what happened on each day of camp.

Write or draw in the chart below.

Use these fun camp cards to play charades with your friends.

1. Cut out the cards below.

2. Students take turns picking a card, then act out what is happening on the card.

3. Other students guess what is being acted out.

Monday

✂

Tuesday

Emergent reading stage Level D (6)

My Camp Journal records the day-to-day experiences of a boy who is at camp.

Running words: 133 Text type: Personal narrative (journal)

Vocabulary

Getting to camp

Wednesday

Making pizza to eat

Going to sleep

Thursday

High-frequency words

Key vocabulary

a all am and at came come did down eat get go going got had he I in into is it like/s liked looked me my not now of on out said so the then they to too us up was we went what will with

bed big blue bus cabins camp Dan flip fun Friday jumped kids lot Max Monday monkey mother met next pizza play pool ropes sat sleep slid slide Sunday stop Thursday tree Tuesday water Wednesday

Phonics

• Identifying the /mp/ blend as in camp • Identifying the /sl/ blend as in slide

Text features

Friday

Going up on the ropes Assessment Can the student find information in the book?

Can the student fill out a table correctly?

Flying Start to Literacy Lesson Plans My Camp Journal / A Monkey in the Camp © 2009–2019 EC Licensing Pty Ltd.

Going down the water slide

Getting home on the bus

Flying Start to Literacy Lesson Plans My Camp Journal / A Monkey in the Camp © 2009–2019 EC Licensing Pty Ltd. © 2009–2019 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: “© 2009–2019 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 and Lyn Reggett 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.flying-start-to-literacy.com

A Monkey in the Camp is about a monkey who joins kids at a camp and does the activities with them.

Running words: 152 Text type: Narrative

My Camp Journal A Monkey in the Camp

• Journal-style entries with days used as headings • Dialogue

Reading strategies

• Searching for cues in the text – using graphic cues • Searching for cues in the text – using semantics

Texas Essential Knowledge and Skills Phonics 1(2) (A) (v) Demonstrate phonological awareness by blending spoken phonemes to form one-syllable words, including initial and/or final consonant blends.

1(2) (B) (vi) Demonstrate and apply phonetic knowledge by identifying and reading at least 100 high-frequency words from a research-based list.

Reading 1(6) (I) Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.

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

1(10) (C) Discuss with adult assistance the author’s use of print and graphic features to achieve specific purposes.

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.