FSTL TEKS EM The Fog Came In - Lost In The Fog

Blackline master

Foggy sentences

Fog writing Use words from the word bank to fill in the gaps.

fog hid

Cut out the words below. Take turns making a sentence with the words for your partner to read.

The fog hid the

and the cars.

The fog hid the

on the farm.

✂

trucks The

sheep

The fog

boats

Lesson Plans

Activity card

did not go out in the

the

fog

hid

cows

in

was

cold

bridge

.

the bridge.

Write your own sentence about fog. Use some of these words to help.

can

lost

in

the

planes

up

get

do

fog

not

came

it

boats

trucks

Emergent reading stage Level C (4)

The Fog Came In explains what happens when there is a heavy fog and the impact that this can have on people and animals.

Running words: 98 Text type: Explanation

Vocabulary

High-frequency words

Key vocabulary

a am and are at but came can can’t did for get go he here I in is it look/ed me my not of on out said saw see the then there to too under up was went where you

beach boats bridge cars cold cows dad dog ducks farm fog hid lost Mac planes pond ran sand sat sheep sun tree trucks wet

Phonics

• Identifying the /f/ sound as in fog • Identifying the /tr/ blend as in tree

Text features

lost

get

planes

Lost in the Fog is a narrative about a boy who gets lost in the fog at the beach. He is saved when his dog finds Dad, who is also lost.

Running words: 131 Text type: Narrative (problem/solution)

The Fog Came In Lost in the Fog

• Clear photographs support and extend the text • Dialogue; illustrations support the text

Reading strategies

• Cross-checking – knowing when the words have run out

is

•

and checking cues to find the right place in the text Cross-checking – looking at letters to help predict the words

Texas Essential Knowledge and Skills

go Assessment Can the student recognize high-frequency words and key words from the text?

Can the student match words with pictures to make meaning?

Flying Start to Literacy Lesson Plans The Fog Came In / Lost in the Fog © 2009–2019 EC Licensing Pty Ltd.

Flying Start to Literacy Lesson Plans The Fog Came In / Lost in the Fog © 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

Phonics 1(2) (B) (i) Demonstrate and apply phonetic knowledge by decoding words in isolation and in context by applying common letter sound correspondences.

1(2) (B) (ii) Demonstrate and apply phonetic knowledge by decoding words with initial and final consonant blends, digraphs, and trigraphs.

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(7) (D) Retell texts in ways that maintain meaning.

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

Writing 1(12) (B) Dictate or compose informational texts, including procedural texts.

Speaking and Listening 1(1) (A) Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses.

Lesson 1

Lesson 2

The Fog Came In

Key concepts • F og is a thick layer of moist air.

• F og can cover objects and make them difficult to see.

• T he weather can have an impact on human activity.

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, look for students who cross-check. Do they know when they have run out of words on the page? Do they match written language with the words spoken?

Encourage students to activate their prior knowledge.

Show the students the front cover of the book The Fog Came In. Say: This book explains what happens when there is a heavy fog.

What can you tell me about this photo? Discuss the students’ responses. Ask the students what other words might be associated with fog, and make a list of the words on the board.

Vocabulary building As needed, introduce vocabulary from the book using the Vocabulary Starters Movers and Farm Animals. Refer to the teacher notes on the back of the Vocabulary Starters for ideas on how to use these resources.

Introducing the book Give each student a copy of the book The Fog Came In. Say: This book is called The Fog Came In. It explains what happens when the fog comes in and what happens when it goes. Talk the students through the book. Ask: What can you see in this photograph? What is the fog hiding? Reply using the structure of the sentences in the text. For example, say: Yes, it hid the bridge.

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 happened when the fog came in? Why don’t planes go up in the fog? (Literal) What does the weather need to be like for fog to come? What makes fog disappear? (Inferential) How else might fog affect people or animals? (Synthesizing) How might the author have found out about fog? (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 some of you went back and reread when the words you were saying didn’t match the words in the book.

Lost in the Fog

Returning to the book

Key concepts • Fog is a thick layer of moist air.

• Fog can cover objects and make them difficult to see.

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.

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 what fluent reading sounds like using the line breaks in the book. Say: Listen to how I read the words in this line together. Now you practice. Ask the students to reread the book with a partner.

Ask the students to work with a partner, using felt-board characters. One student should read the story as the other student moves the felt characters. Students can then change roles. Encourage the students to use expression when reading. Ask: How would the boy be feeling? Try to show those feelings in your voice when you are reading.

Word work Phonemic awareness and phonics Write the words “fog” and “farm” on the board. Ask: What sound do these words have that is the same? Ask the students to talk with a partner and think of other words that have the /f/ sound in them. Make a chart of these words.

Exploring words On the board, write words from the text that are related to fog (fog, hid, lost, cold, wet). Talk about the meaning of each of these words. Ask the students to use some of the words in a sentence.

Writing Modeled writing Show the students pages 2 and 3 of the book. Ask them to talk about what might happen when fog hides a bridge. Use their responses to model how we write about our ideas. For example: Who can show me on the chart where we need to start writing the next sentence? Invite the students to contribute where they can. For example: I will need to write “fog”. Who can help me? How many sounds can you hear?

Independent writing Ask the students to draw a picture of something that happens when fog comes in. Have the students write about their pictures. Support students by providing them with a list of high-frequency words from the text that they can use in their writing (came, in, it, the, out, did, not, go, up).

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. Look for students who are able to cross-check. Do they check the word they have read by looking at the letters in the word?

Ask: How did you check that you got that word right? How did looking at the letters in the word help you?

Encourage students to activate their prior knowledge.

Say: We are going to read a story about getting lost in the fog. What is fog? What does fog feel like? What happens to people in the fog?

Ask the students to share their ideas.

Vocabulary building Talk about being lost in the fog at the beach. Say: Imagine that you got lost in a fog. What would you do? What would you say?

How might you find your dad? List the students’ responses, highlighting their use of vocabulary from the book.

Introducing the book Give each student a copy of the book Lost in the Fog. Say: This book is a story called Lost in the Fog. It is about a boy who goes to the beach with his dad and his dog. It is very foggy and he gets lost. I wonder what will happen. Talk the students through the book.

Ask: What is happening here? What might the boy be saying? How would he be feeling? What will he ask his dog to do? Reply using the structure of the sentences in the text. For example, say: That’s right, the boy says “Go and get Dad” to his dog.

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.

Why did the boy get lost? How did he find his dad? (Literal) How did the boy feel when he was lost? Did he have a good time at the beach? Explain. (Inferential) What did you learn about fog by reading this book? (Synthesizing) Would the story change if the main character was a girl? Why? (Critical)

Word work Phonemic awareness and phonics Write the word “tree” on the board. Ask: What is the first sound in this word? What letters make this sound? Ask students to turn and talk with a partner about other words they know that have the /tr/ sound in them. Make a list of the words on the board.

Exploring words Ask the students to form pairs and do a word search. They could browse through the book and locate words related to the beach. Make a list of “beach” words on the board.

Writing Modeled writing Talk about being lost in fog. Imagine you were lost in fog at the beach. What would you see? What would you feel? What would you hear? Record the students’ responses on a Y-chart under the headings Hear, See, and Feel.

Independent writing Ask the students to write about a time when they were lost.

Reviewing reading strategies

Sharing and presenting

Give positive feedback on the problem-solving strategies the students used as they read. You were checking that the words you said had the right letters. That’s what good readers do.

Ask the students to share their charts about the fog with the class.

Sharing and presenting

ELL Support: The Fog Came In/Lost in the Fog Use the teacher notes Developing oral vocabulary for English Language Learners on the back of the Vocabulary Starters Position, Movers, and Farm Animals to support ELL students.

Compile the students’ writing into a group book about fog and read it to them.

Synthesizing: Talk about the pair Talk about the books. Ask: What is fog? What does fog do? How can this affect people and animals? Ask pairs of students to complete a cause-and-effect chart with the

headings What happens when the fog comes in and What happens when the sun comes out.

Blackline master

Foggy sentences

Fog writing Use words from the word bank to fill in the gaps.

fog hid

Cut out the words below. Take turns making a sentence with the words for your partner to read.

The fog hid the

and the cars.

The fog hid the

on the farm.

✂

trucks The

sheep

The fog

boats

Lesson Plans

Activity card

did not go out in the

the

fog

hid

cows

in

was

cold

bridge

.

the bridge.

Write your own sentence about fog. Use some of these words to help.

can

lost

in

the

planes

up

get

do

fog

not

came

it

boats

trucks

Emergent reading stage Level C (4)

The Fog Came In explains what happens when there is a heavy fog and the impact that this can have on people and animals.

Running words: 98 Text type: Explanation

Vocabulary

High-frequency words

Key vocabulary

a am and are at but came can can’t did for get go he here I in is it look/ed me my not of on out said saw see the then there to too under up was went where you

beach boats bridge cars cold cows dad dog ducks farm fog hid lost Mac planes pond ran sand sat sheep sun tree trucks wet

Phonics

• Identifying the /f/ sound as in fog • Identifying the /tr/ blend as in tree

Text features

lost

get

planes

Lost in the Fog is a narrative about a boy who gets lost in the fog at the beach. He is saved when his dog finds Dad, who is also lost.

Running words: 131 Text type: Narrative (problem/solution)

The Fog Came In Lost in the Fog

• Clear photographs support and extend the text • Dialogue; illustrations support the text

Reading strategies

• Cross-checking – knowing when the words have run out

is

•

and checking cues to find the right place in the text Cross-checking – looking at letters to help predict the words

Texas Essential Knowledge and Skills

go Assessment Can the student recognize high-frequency words and key words from the text?

Can the student match words with pictures to make meaning?

Flying Start to Literacy Lesson Plans The Fog Came In / Lost in the Fog © 2009–2019 EC Licensing Pty Ltd.

Flying Start to Literacy Lesson Plans The Fog Came In / Lost in the Fog © 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

Phonics 1(2) (B) (i) Demonstrate and apply phonetic knowledge by decoding words in isolation and in context by applying common letter sound correspondences.

1(2) (B) (ii) Demonstrate and apply phonetic knowledge by decoding words with initial and final consonant blends, digraphs, and trigraphs.

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(7) (D) Retell texts in ways that maintain meaning.

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

Writing 1(12) (B) Dictate or compose informational texts, including procedural texts.

Speaking and Listening 1(1) (A) Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses.

Blackline master

Foggy sentences

Fog writing Use words from the word bank to fill in the gaps.

fog hid

Cut out the words below. Take turns making a sentence with the words for your partner to read.

The fog hid the

and the cars.

The fog hid the

on the farm.

✂

trucks The

sheep

The fog

boats

Lesson Plans

Activity card

did not go out in the

the

fog

hid

cows

in

was

cold

bridge

.

the bridge.

Write your own sentence about fog. Use some of these words to help.

can

lost

in

the

planes

up

get

do

fog

not

came

it

boats

trucks

Emergent reading stage Level C (4)

The Fog Came In explains what happens when there is a heavy fog and the impact that this can have on people and animals.

Running words: 98 Text type: Explanation

Vocabulary

High-frequency words

Key vocabulary

a am and are at but came can can’t did for get go he here I in is it look/ed me my not of on out said saw see the then there to too under up was went where you

beach boats bridge cars cold cows dad dog ducks farm fog hid lost Mac planes pond ran sand sat sheep sun tree trucks wet

Phonics

• Identifying the /f/ sound as in fog • Identifying the /tr/ blend as in tree

Text features

lost

get

planes

Lost in the Fog is a narrative about a boy who gets lost in the fog at the beach. He is saved when his dog finds Dad, who is also lost.

Running words: 131 Text type: Narrative (problem/solution)

The Fog Came In Lost in the Fog

• Clear photographs support and extend the text • Dialogue; illustrations support the text

Reading strategies

• Cross-checking – knowing when the words have run out

is

•

and checking cues to find the right place in the text Cross-checking – looking at letters to help predict the words

Texas Essential Knowledge and Skills

go Assessment Can the student recognize high-frequency words and key words from the text?

Can the student match words with pictures to make meaning?

Flying Start to Literacy Lesson Plans The Fog Came In / Lost in the Fog © 2009–2019 EC Licensing Pty Ltd.

Flying Start to Literacy Lesson Plans The Fog Came In / Lost in the Fog © 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

Phonics 1(2) (B) (i) Demonstrate and apply phonetic knowledge by decoding words in isolation and in context by applying common letter sound correspondences.

1(2) (B) (ii) Demonstrate and apply phonetic knowledge by decoding words with initial and final consonant blends, digraphs, and trigraphs.

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(7) (D) Retell texts in ways that maintain meaning.

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

Writing 1(12) (B) Dictate or compose informational texts, including procedural texts.

Speaking and Listening 1(1) (A) Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses.