FSTL TEKS FL Polar Bears - A Bear Called Trouble

Lesson Plans

Activity card

Blackline master Think, feel, wonder

Polar bear race

Look at the photograph in the circle. What does it make you think about?

How does it make you feel? What does it make you wonder about?

What to do: Cut out the polar bear counters.

Take turns rolling the dice. Follow the arrows and read the message on the piece of ice you land on. The first polar bear to reach the safety of solid ice is the winner.

✂

Think...

Stay here to make a den.

START HERE Feel...

Wonder...

A park ranger takes you home.

Go back 4.

You can’t find food.

Go back 2.

The webbing in your paws helps you swim fast.

Move ahead 2.

You catch a seal to eat.

Move ahead 4.

You swam too far from land and got stuck on a piece of ice.

Go back 5.

It’s spring.

You play with your cubs on the ice.

You wander into town and get shot with a tranquilizer dart. Go back 6.

You stay here to eat and build up your layer of fat.

Lose a turn.

Fluent reading stage Level K (20)

Polar Bears is a report about polar bears and how they survive in their environment.

Running words: 618 Text type: Report

A Bear Called Trouble is a narrative about a family who attends a costume party at the North Pole. Dad’s polar bear costume is so good that a park ranger mistakes him for a real bear and shoots him with a tranquilizer dart. Poor Dad sleeps right through the party!

Running words: 769 Text type: Narrative

Content vocabulary

claws cubs den explore fish flippers frozen fur growl habitat hunt mammals North Pole pad polar bear prey rangers sea birds sea ice seals skin tranquilize tranquilizer dart webbing wild

Phonics

• Identifying the long /a/ sound as in weigh • Identifying “ou” making the /u/ sound as in trouble

Text features Polar Bears

• C ontents page; chapters; glossary • Headings in the form of questions; sub-headings

A Bear Called Trouble

• Dialogue; chapters with headings

Reading strategies

• Recognizing how a book is organized (question and answer) • Identifying where a story takes place

Texas Essential Knowledge and Skills

YOU MADE IT TO SOLID ICE – YOU WIN! Share your chart with a friend.

Flying Start to Literacy Lesson Plans Polar Bears / A Bear Called Trouble © 2010–2019 EC Licensing Pty Ltd.

Assessment Can the student use an image to promote thinking?

Can the student understand the difference between thoughts and feelings and write about them?

Flying Start to Literacy Lesson Plans Polar Bears / A Bear Called Trouble © 2010–2019 EC Licensing Pty Ltd.

© 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.

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(8) (D) Describe the importance of the setting.

2(9) (D) (ii) Recognize characteristics and structures of informational text, including features and graphics to locate and gain information.

2(10) (B) Discuss how the use of text structure contributes to the author’s purpose.

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

Speaking and Listening 2(10) (B) Discuss how the use of text structure contributes to the author’s purpose.

Lesson 1 Polar Bears

Lesson 2 A Bear Called Trouble

Key concepts • P olar bears have adaptations that enable them to survive in their environment.

• P olar bears are losing their habitat and this is impacting on humans.

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

Getting ready to read

Talking about the book

Word work

Support the students in activating their prior knowledge.

Students could talk about what they know about polar bears. Use students’ ideas to complete the first column of a KWL chart with headings: What we KNOW about polar bears, What we WANT to know about polar bears, and What we have LEARNED about polar bears. Use students’ responses to complete the second column of the KWL chart.

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 polar bears live? What is it like there? What body parts do polar bears have that help them survive in such harsh conditions?

(Literal) Why are polar bears coming into contact with people more often?

How does this affect the polar bears and the people? (Inferential) What might happen to the polar bears if the ice continues to melt?

(Synthesizing) Why might the author have chosen to use questions as chapter headings? What other information would you have liked to be included in this book? (Critical)

Turn the pages of Polar Bears, showing the students the pictures. Then ask: What words do you think might be in this book? Pairs of students could write the words they think of on cards. They could then sort the word cards into groups, e.g. paws and fur go together because they are body parts.

Introducing the book Give each student a copy of the book Polar Bears and have them read the title. Refer students to the contents page.

Ask: What do you notice about the headings? Have them talk and think about the rest of the book, asking questions that will give them the opportunity to discuss their prior knowledge and make predictions. For example, on pages 4 and 5, you could say: The heading asks “What is a polar bear?”

How would you answer this question?

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 students aware that the chapter headings are questions? Ask: What does the heading say? Why does it have a question mark?

Reviewing reading strategies 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? Can you find a place where you did some problem solving? If appropriate, comment on how well the students recognized how the book was organized.

Say: That was good reading. You used the questions in the chapter headings to help you get ready for the information you were going to read.

ELL support • Glossary defines content vocabulary.

• Chapter headings clearly signal content.

• Photographs support and extend the written text.

• Polar bears have adaptations that enable them to survive in their environment.

• Polar bears are losing their habitat and this is impacting on humans.

Developing fluency Students could work with a partner and take turns reading a chapter each. After reading, the students could make comments to their partners about the fluency of their reading, e.g. I liked how smooth your voice sounded, like you were talking.

Vocabulary building

Key concepts

Phonics Write the words way and weigh on the board. Ask: What can you tell me about these two words? How is the long /a/ sound represented in both of these words? It is uncommon for the /a/ sound to be represented by “eigh”. Do you know any other words that have “eigh” making the long /a/ sound (neigh, sleigh, freight, eight)? Make a list. Discuss strategies for remembering how to spell these words (e.g. I know how to spell eight so I can use this to spell weigh).

Exploring words Students could draw a picture of a polar bear. They could then label it, showing the parts of the polar bears that help them to survive (white fur to blend in to snow, black skin to absorb heat, pads on the feet to grip ice, etc).

Writing Refer students to the KWL chart created during the Before reading section. Ask: What new information have we learned about polar bears? Students could write a list of new information that they have about polar bears. Students could then share their information with the group. Use this to fill in the last column of the KWL chart.

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

Before reading

After reading

In small groups, students could perform a readers’ theater.

Encourage the students to adjust their voices, depending on whether they are the narrator or a character. Say: Help the audience by changing your voice when you change roles. For example, when you are the narrator, you could read slowly.

Getting ready to read

Talking about the book

Word work

Support the students in activating their prior knowledge.

Students could talk about what they know about costume parties. Ask: If you were going to a costume party and had to dress up as an animal, what would you go as? Make a list of students’ ideas.

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 costumes did the family members wear to the costume party?

What happened to Dad on the way to the party?

Why did the park rangers shoot Dad with a tranquilizer dart? Was Trouble a good name for the bear? Why? (Inferential) What would park rangers do if a real polar bear came into a town?

Why would they need to do this? (Synthesizing) What factual information would the author have needed to know to write this story? (Critical)

Vocabulary building Write the words tranquilizer dart, ranger, polar bear, dangerous, North Pole, and wild on a chart. Say: All of these words are in the book we are going to read. Discuss what the students think each word means. Which words might go together, e.g.

North Pole, polar bear?

Introducing the book Give each student a copy of A Bear Called Trouble and have them read the title. Refer students to the contents page and read the chapter headings. Ask: What do the chapter heading tell you about the book? Discuss the students’ ideas. Have the students talk and think about the rest of the book, giving them the opportunity to confirm or change their predictions. For example, on pages 10 and 11 you could say: You thought the dad would dress up as a polar bear. Were you right?

Sharing and presenting

During reading

Have students share their completed KWL chart with other students.

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 the students able to recognize where the story takes place. Are they aware that the setting changes in the story? Say: Think about where the family is in different parts of the story.

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

ELL support • Main characters are introduced in the first chapter.

• Chapter headings signal content.

• Illustrations support and extend the story.

Phonics Have students read the book to find words with the short /u/ sound, as in up. List these words in columns: u o ou up

come trouble Brainstorm other words that could be added to the list.

Say: What letter or letters are used to make the /u/ sound in these words? Underline the letter/s in each word. Explain that “ou” in trouble is an uncommon way for the /u/ sound to be represented.

Exploring words Write the word trouble on a chart. Discuss the meaning of this word in the story. Make a list of other words and phrases that have a similar meaning to trouble.

Writing Students could use writing and pictures to complete a story map that shows the main events from the story. Say: Make sure you identify the different settings in the story.

Sharing and presenting Students could work with a partner and take turns talking about their story maps.

Synthesizing: Talk about the pair After students have read both Polar Bears Have white fur Make a den for Eat seals, sea birds, fish, and black skin and A Bear Called Trouble, ask: What have their cubs and small mammals you learned about polar bears by reading these books? What is happening to polar POLAR Can swim – they have webbing Live in the northern part of the BEARS bears’ habitat? Why? In small between their front paws world where the ground is frozen groups, students could complete Are shot with a tranquilizer dart and taken back to a concept map that shows all the their natural home if they come to town facts they know about polar bears.

Lesson Plans

Activity card

Blackline master Think, feel, wonder

Polar bear race

Look at the photograph in the circle. What does it make you think about?

How does it make you feel? What does it make you wonder about?

What to do: Cut out the polar bear counters.

Take turns rolling the dice. Follow the arrows and read the message on the piece of ice you land on. The first polar bear to reach the safety of solid ice is the winner.

✂

Think...

Stay here to make a den.

START HERE Feel...

Wonder...

A park ranger takes you home.

Go back 4.

You can’t find food.

Go back 2.

The webbing in your paws helps you swim fast.

Move ahead 2.

You catch a seal to eat.

Move ahead 4.

You swam too far from land and got stuck on a piece of ice.

Go back 5.

It’s spring.

You play with your cubs on the ice.

You wander into town and get shot with a tranquilizer dart. Go back 6.

You stay here to eat and build up your layer of fat.

Lose a turn.

Fluent reading stage Level K (20)

Polar Bears is a report about polar bears and how they survive in their environment.

Running words: 618 Text type: Report

A Bear Called Trouble is a narrative about a family who attends a costume party at the North Pole. Dad’s polar bear costume is so good that a park ranger mistakes him for a real bear and shoots him with a tranquilizer dart. Poor Dad sleeps right through the party!

Running words: 769 Text type: Narrative

Content vocabulary

claws cubs den explore fish flippers frozen fur growl habitat hunt mammals North Pole pad polar bear prey rangers sea birds sea ice seals skin tranquilize tranquilizer dart webbing wild

Phonics

• Identifying the long /a/ sound as in weigh • Identifying “ou” making the /u/ sound as in trouble

Text features Polar Bears

• C ontents page; chapters; glossary • Headings in the form of questions; sub-headings

A Bear Called Trouble

• Dialogue; chapters with headings

Reading strategies

• Recognizing how a book is organized (question and answer) • Identifying where a story takes place

Texas Essential Knowledge and Skills

YOU MADE IT TO SOLID ICE – YOU WIN! Share your chart with a friend.

Flying Start to Literacy Lesson Plans Polar Bears / A Bear Called Trouble © 2010–2019 EC Licensing Pty Ltd.

Assessment Can the student use an image to promote thinking?

Can the student understand the difference between thoughts and feelings and write about them?

Flying Start to Literacy Lesson Plans Polar Bears / A Bear Called Trouble © 2010–2019 EC Licensing Pty Ltd.

© 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.

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(8) (D) Describe the importance of the setting.

2(9) (D) (ii) Recognize characteristics and structures of informational text, including features and graphics to locate and gain information.

2(10) (B) Discuss how the use of text structure contributes to the author’s purpose.

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

Speaking and Listening 2(10) (B) Discuss how the use of text structure contributes to the author’s purpose.

Lesson Plans

Activity card

Blackline master Think, feel, wonder

Polar bear race

Look at the photograph in the circle. What does it make you think about?

How does it make you feel? What does it make you wonder about?

What to do: Cut out the polar bear counters.

Take turns rolling the dice. Follow the arrows and read the message on the piece of ice you land on. The first polar bear to reach the safety of solid ice is the winner.

✂

Think...

Stay here to make a den.

START HERE Feel...

Wonder...

A park ranger takes you home.

Go back 4.

You can’t find food.

Go back 2.

The webbing in your paws helps you swim fast.

Move ahead 2.

You catch a seal to eat.

Move ahead 4.

You swam too far from land and got stuck on a piece of ice.

Go back 5.

It’s spring.

You play with your cubs on the ice.

You wander into town and get shot with a tranquilizer dart. Go back 6.

You stay here to eat and build up your layer of fat.

Lose a turn.

Fluent reading stage Level K (20)

Polar Bears is a report about polar bears and how they survive in their environment.

Running words: 618 Text type: Report

A Bear Called Trouble is a narrative about a family who attends a costume party at the North Pole. Dad’s polar bear costume is so good that a park ranger mistakes him for a real bear and shoots him with a tranquilizer dart. Poor Dad sleeps right through the party!

Running words: 769 Text type: Narrative

Content vocabulary

claws cubs den explore fish flippers frozen fur growl habitat hunt mammals North Pole pad polar bear prey rangers sea birds sea ice seals skin tranquilize tranquilizer dart webbing wild

Phonics

• Identifying the long /a/ sound as in weigh • Identifying “ou” making the /u/ sound as in trouble

Text features Polar Bears

• C ontents page; chapters; glossary • Headings in the form of questions; sub-headings

A Bear Called Trouble

• Dialogue; chapters with headings

Reading strategies

• Recognizing how a book is organized (question and answer) • Identifying where a story takes place

Texas Essential Knowledge and Skills

YOU MADE IT TO SOLID ICE – YOU WIN! Share your chart with a friend.

Flying Start to Literacy Lesson Plans Polar Bears / A Bear Called Trouble © 2010–2019 EC Licensing Pty Ltd.

Assessment Can the student use an image to promote thinking?

Can the student understand the difference between thoughts and feelings and write about them?

Flying Start to Literacy Lesson Plans Polar Bears / A Bear Called Trouble © 2010–2019 EC Licensing Pty Ltd.

© 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.

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(8) (D) Describe the importance of the setting.

2(9) (D) (ii) Recognize characteristics and structures of informational text, including features and graphics to locate and gain information.

2(10) (B) Discuss how the use of text structure contributes to the author’s purpose.

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

Speaking and Listening 2(10) (B) Discuss how the use of text structure contributes to the author’s purpose.