FSTL TEKS FL Animals That Store Food - A Tale Of Two Squirrels

Collecting, storing, and eating food

Animal mobile You will need: cardboard, markers, a hole punch, a wire coat hanger, and string.

Use the book Animals That Store Food to fill in the data chart.

What food does this animal collect?

Fluent reading stage Level L (24)

Questions

Where and/or how does this animal store food?

Lesson Plans

Activity card

Blackline master

What to do: What other interesting information have you learned about this animal?

1. Cut out four cards from the cardboard.

2. On the front of each card, draw a picture of an animal from the book A Tale of Two Squirrels.

acorn woodpecker

3. On the back of each card, write down the name of the animal and the food it stores.

4. Punch a hole in each card. Use the string to tie the cards to the coat hanger to make your mobile.

pika

Animals That Store Food is a report about animals that collect food when it is plentiful and store it so they have food to eat when fresh food is scarce.

A Tale of Two Squirrels is a play about animals that are preparing for winter by collecting and storing food. Sid the squirrel is too busy playing to collect food, and when winter comes, Sid finds himself in trouble.

Running words: 631 Text type: Report

Running words: 803 Text type: Play

Content vocabulary

acorn woodpecker acorn bark beavers beehive bees burrow bury cell collect dam fall grass hay honey sac honeypot leaves mushroom nectar nest nuts pikas plants rotten seeds squirrels stomach store/d summer survive winter

Phonics

• Identifying “u” making the /e/ sound as in bury • Identifying “augh” making the /or/ sound as in caught

Text features

honeypot ants

Animals that Store Food

• Contents page; chapters • Headings; sub-headings; diagrams; labels

A Tale of Two Squirrels

• Contents page, listing the acts in the play • Pictorial cast of characters

Reading strategies

• Using meaning cues to decode • Recognizing and using text features (play)

Texas Essential Knowledge and Skills

Flying Start to Literacy Lesson Plans Animals That Store Food / A Tale of Two Squirrels © 2010–2020 EC Licensing Pty Ltd.

Assessment Can the student find relevant information in a text?

Can the student fill in a data chart?

Flying Start to Literacy Lesson Plans Animals That Store Food / A Tale of Two Squirrels © 2010–2020 EC Licensing Pty Ltd.

© 2010–2020 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. 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: “© 2010–2020 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.

All other rights reserved.

Developed by Eleanor Curtain Publishing

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) (H) Synthesize information to create new understanding.

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

2(9) (C) Discuss elements of drama such as characters, dialogue, and setting.

Writing 2(12) (B) Compose informational texts, including procedural texts and reports.

Speaking and Listening 2(7) (D) Retell and paraphrase texts in ways that maintain meaning and logical order.

Lesson 1 Animals That Store Food

Lesson 2 A Tale of Two Squirrels Key concepts • A t times, some plant-eating animals do not have enough fresh food.

• Some animals collect and store food when it is plentiful so they can eat it when food is scarce.

Before reading

After reading

Getting ready to read

Talking about the book

Support the students in activating their prior knowledge.

Show the students some different dried fruits. Ask: What are these fruits? Why do people dry fruit? If necessary, say: This food was grown many months ago and dried so that it is still good to eat long after the fresh fruit would have rotted.

Say: We are going to read a book about animals that collect and store food. Turn each page of the book, showing the students the photographs. Ask: What words do you think will be in this book? What animals can you see? What foods do these animals eat? Make a two-column chart, listing the animals on one side and their food on the other.

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.

Where do squirrels store food? What sort of food does a beaver store? When do pikas eat their store of hay? (Literal) Why do some animals need to store food? What would happen to these animals if they did not store enough food? (Inferential) Do humans store food, too? In what ways is this similar to the way these animals store food? How is it different? (Synthesizing) Do you think the author could have chosen different animals to write about in this book? Why do you think she chose the animals she did?

(Critical)

Introducing the book

Reviewing reading strategies

Vocabulary building

Give each student a copy of Animals That Store Food and have them read the title. Ask: What animals might store food? Refer the students to the contents page. Ask: Are there any animals listed that you do not know something about? If necessary, discuss what you can tell about the unfamiliar animals from the photographs in the book.

Encourage students to identify what they did to help themselves as readers. Say: What are some of the things you did that helped you make sense of this book? Can you find a place where you did some problem-solving? If appropriate, comment on how well the students are using meaning cues. Say: That was good reading. You know to look in many different places to help you figure out new words.

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, are they using meaning cues to decode? Do they check the photographs, headings, and labels to help them make meaning from the text? If they pause or hesitate, you could ask: What would make sense there? What else on the page can help you to figure out that word?

Have you checked the photographs to help you?

ELL support • Introduction states the key concept of the text.

• Headings and sub-headings signal content.

• Glossary explains content vocabulary.

Returning to the book

Key concepts • At times, some plant-eating animals do not have enough fresh food.

• Some animals collect and store food when it is plentiful so they can eat it when food is scarce.

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.

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.

Developing fluency

Developing fluency

Students read the book with a partner, concentrating on reading fluently. Say: Try to read the words smoothly, so they are easy to understand.

Students could act out the story. Encourage them to adjust their voices, depending on whether they are the narrator or a character. Say: Show you understand what you are reading by changing your voice when reading different parts of the story. For example, how would Sid sound at the beginning of the story? Remind the students to read the chorus together, maintaining the rhyme and rhythm.

Word work Phonics Write the word bury on a chart. Ask: What sounds do you hear in this word? Does anything surprise you about how these sounds are represented? Draw out that the /e/ sound is represented by a “u”. Explain that this is not a common way to represent the /e/ sound.

Exploring words Ask students to look through the book for more words to add to the class list made during the Vocabulary building section. Students could then sort the words into nouns, verbs, adjectives, and adverbs.

Writing Students could write “What am I?” clues about an animal from the book. They could illustrate their writing and write the answer under a flap at the bottom of the page.

If necessary, model a set of clues for students by asking: I collect nuts and store them under the ground. I use my sense of smell to find where I buried the nuts. I eat the stored food when I do not have fresh food. What am I?

Sharing and presenting Have each student share their “What am I?” clues and ask the other students to guess each animal.

Before reading

After reading

Getting ready to read

Talking about the book

Support the students in activating their prior knowledge.

Say: Some animals collect food during the fall. They store this food so they can eat it during winter when food is hard to find. We are going to read a play about a group of animals that do this. Ask students to talk about the animal characters that might be in the play.

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 were the animals all doing during Act 1: Summer fun? Why wouldn’t Pippa play with Sid during Act 2? (Literal) Why didn’t Sid have enough food for the winter? Why did Pippa share with Sid? How do you know that Sid learned a lesson? (Inferential) What message or messages do you get from this story?

(Synthesizing) Would this story be different if it was written as a narrative, rather than as a play? Why? (Critical)

Vocabulary building Write down the words squirrel, summer, acorn woodpecker, winter, beaver, nuts, store, blizzard, breeze, tree trunk, weather, snow, and food on a chart. Ask the students to talk about the meaning of each word.

Introducing the book Give each student a copy of A Tale of Two Squirrels and have them read the title. Say: This story is told in a special way.

Invite the students to look at pages 2 and 3. Ask: What do you notice? If necessary, say: It is a play. Refer students to pages 2 and 3. Say: This is a list of the different parts of the play called acts. This is the cast of characters. Discuss the acts and the characters. Say: Look at Act 1. Who is talking on this page? Establish that each paragraph has the name of the character who is speaking, followed by his/her words.

Reviewing reading strategies Encourage students to identify what they did to help themselves as readers. Ask: What strategies did you use? Can you find a place where you did some problem solving?

ELL support • T he cast of characters is introduced in the first pages.

• Pictorial support for each character speaking.

• Title of each act signals content.

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, do the students recognize and use the text features in the play? Ask: What is a narrator? Where do you find out what characters are in the play? How do you know which character is speaking?

Word work Phonics In pairs, students could list words that have the /or/ sound in them. Make a class list of these words in groups according to the letters that make the /or/ sound, e.g. fork, pour, floor, sauce, talk, core, caught. Discuss the ways the sound /or/ can be made and point out that some ways are more common than others. Say: The letters “augh” making the /or/ sound, as in caught, is an uncommon way of representing /or/.

Exploring words List the words from the Vocabulary building section in two columns. Ask students to connect two words – one from each column – and explain why they are linked, e.g. squirrel and acorn woodpecker are linked because both collect nuts.

Writing Students could retell the story in a written narrative. Say: How might you start the story? Think about what happened after Sid refused to look for food. How did the problem get resolved? How would you end your story?

Sharing and presenting Students could take turns sharing their retelling of the story. They could then compare their narrative form of the story to the play, and fill in a T-chart that lists similarities and differences between the two forms of writing.

Synthesizing: Talk about the pair After students have read both Animals That Store Food and A Tale of Two Squirrels, ask: Why do some animals store food?

When do these animals collect and store the food? What would happen if the animals did not collect and store enough food?

Small groups of students could write as many facts as they can about animals that store food.

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

Collecting, storing, and eating food

Animal mobile You will need: cardboard, markers, a hole punch, a wire coat hanger, and string.

Use the book Animals That Store Food to fill in the data chart.

What food does this animal collect?

Fluent reading stage Level L (24)

Questions

Where and/or how does this animal store food?

Lesson Plans

Activity card

Blackline master

What to do: What other interesting information have you learned about this animal?

1. Cut out four cards from the cardboard.

2. On the front of each card, draw a picture of an animal from the book A Tale of Two Squirrels.

acorn woodpecker

3. On the back of each card, write down the name of the animal and the food it stores.

4. Punch a hole in each card. Use the string to tie the cards to the coat hanger to make your mobile.

pika

Animals That Store Food is a report about animals that collect food when it is plentiful and store it so they have food to eat when fresh food is scarce.

A Tale of Two Squirrels is a play about animals that are preparing for winter by collecting and storing food. Sid the squirrel is too busy playing to collect food, and when winter comes, Sid finds himself in trouble.

Running words: 631 Text type: Report

Running words: 803 Text type: Play

Content vocabulary

acorn woodpecker acorn bark beavers beehive bees burrow bury cell collect dam fall grass hay honey sac honeypot leaves mushroom nectar nest nuts pikas plants rotten seeds squirrels stomach store/d summer survive winter

Phonics

• Identifying “u” making the /e/ sound as in bury • Identifying “augh” making the /or/ sound as in caught

Text features

honeypot ants

Animals that Store Food

• Contents page; chapters • Headings; sub-headings; diagrams; labels

A Tale of Two Squirrels

• Contents page, listing the acts in the play • Pictorial cast of characters

Reading strategies

• Using meaning cues to decode • Recognizing and using text features (play)

Texas Essential Knowledge and Skills

Flying Start to Literacy Lesson Plans Animals That Store Food / A Tale of Two Squirrels © 2010–2020 EC Licensing Pty Ltd.

Assessment Can the student find relevant information in a text?

Can the student fill in a data chart?

Flying Start to Literacy Lesson Plans Animals That Store Food / A Tale of Two Squirrels © 2010–2020 EC Licensing Pty Ltd.

© 2010–2020 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. 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: “© 2010–2020 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.

All other rights reserved.

Developed by Eleanor Curtain Publishing

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) (H) Synthesize information to create new understanding.

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

2(9) (C) Discuss elements of drama such as characters, dialogue, and setting.

Writing 2(12) (B) Compose informational texts, including procedural texts and reports.

Speaking and Listening 2(7) (D) Retell and paraphrase texts in ways that maintain meaning and logical order.

Collecting, storing, and eating food

Animal mobile You will need: cardboard, markers, a hole punch, a wire coat hanger, and string.

Use the book Animals That Store Food to fill in the data chart.

What food does this animal collect?

Fluent reading stage Level L (24)

Questions

Where and/or how does this animal store food?

Lesson Plans

Activity card

Blackline master

What to do: What other interesting information have you learned about this animal?

1. Cut out four cards from the cardboard.

2. On the front of each card, draw a picture of an animal from the book A Tale of Two Squirrels.

acorn woodpecker

3. On the back of each card, write down the name of the animal and the food it stores.

4. Punch a hole in each card. Use the string to tie the cards to the coat hanger to make your mobile.

pika

Animals That Store Food is a report about animals that collect food when it is plentiful and store it so they have food to eat when fresh food is scarce.

A Tale of Two Squirrels is a play about animals that are preparing for winter by collecting and storing food. Sid the squirrel is too busy playing to collect food, and when winter comes, Sid finds himself in trouble.

Running words: 631 Text type: Report

Running words: 803 Text type: Play

Content vocabulary

acorn woodpecker acorn bark beavers beehive bees burrow bury cell collect dam fall grass hay honey sac honeypot leaves mushroom nectar nest nuts pikas plants rotten seeds squirrels stomach store/d summer survive winter

Phonics

• Identifying “u” making the /e/ sound as in bury • Identifying “augh” making the /or/ sound as in caught

Text features

honeypot ants

Animals that Store Food

• Contents page; chapters • Headings; sub-headings; diagrams; labels

A Tale of Two Squirrels

• Contents page, listing the acts in the play • Pictorial cast of characters

Reading strategies

• Using meaning cues to decode • Recognizing and using text features (play)

Texas Essential Knowledge and Skills

Flying Start to Literacy Lesson Plans Animals That Store Food / A Tale of Two Squirrels © 2010–2020 EC Licensing Pty Ltd.

Assessment Can the student find relevant information in a text?

Can the student fill in a data chart?

Flying Start to Literacy Lesson Plans Animals That Store Food / A Tale of Two Squirrels © 2010–2020 EC Licensing Pty Ltd.

© 2010–2020 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. 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: “© 2010–2020 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.

All other rights reserved.

Developed by Eleanor Curtain Publishing

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) (H) Synthesize information to create new understanding.

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

2(9) (C) Discuss elements of drama such as characters, dialogue, and setting.

Writing 2(12) (B) Compose informational texts, including procedural texts and reports.

Speaking and Listening 2(7) (D) Retell and paraphrase texts in ways that maintain meaning and logical order.