FSTL TEKS FL Polar Bears And The Arctic Sea Ice - Atka's Ice Adventure

Blackline master

Activity card

What happened next?

Arctic wordfind 1. List six more words related to the Arctic or polar bears.

2. Write the words onto the wordfind grid – left to right or from top to bottom. Use capital letters and write one letter in each box.

3. Fill in the empty boxes with random letters.

4. Swap your wordfind with a partner and find the words!

1. Draw pictures to retell the story of Atka’s Ice Adventure.

2. Sit with a partner and use your pictures to tell them the story.

1

Lesson Plans

2

ARCTIC

3

4

Level M (28)

A

Polar Bears and the Arctic Sea Ice reports on polar bears and how they survive in the harsh environment of the Arctic.

Atka must be very brave when she and her younger sister accidentally float out into the Arctic Ocean on a drifting ice floe.

R

Running words: 882 Text type: Report

Running words: 827 Text type: Narrative

C

Content vocabulary

Arctic Arctic Ocean Arctic sea ice blubber den extinct freezing habitat ice floe/s kayak polar bear cubs polar bears sea ice seals survive temperature threaten tide

Phonics

• Identifying the /air/ sound made by “ear” as in bear • Identifying the long /o/ sound made by “ow” as in snow

T I C

5

Fluent reading stage

Text features Polar Bears and the Arctic Sea Ice Atka’s Ice Adventure

• • • • •

Reading strategies

• Linking information • Making inferences about the characters’ relationships

6

Chapters with headings and sub-headings Maps and fact boxes; glossary Chapters with headings Illustrations and direct speech A note from the author

Texas Essential Knowledge and Skills

Flying Start to Literacy Lesson Plans Polar Bears and the Arctic Sea Ice / Atka’s Ice Adventure © 2016–2019 EC Licensing Pty Ltd.

Assessment Can the student retell the story using pictures?

Can the student orally retell the story accurately?

Flying Start to Literacy Lesson Plans Polar Bears and the Arctic Sea Ice / Atka’s Ice Adventure © 2016–2019 EC Licensing Pty Ltd.

Developed by Eleanor Curtain Publishing

© 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: “© 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.

okapi educational publishing

Text: Kerrie Shanahan 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 3(2) (A) (i) Decoding multisyllabic words with multiple soundspelling patterns.

3(2) (A) (ii) Decoding multisyllabic words with closed syllables.

Reading 3(6) (F) Make inferences and use evidence to support understanding.

3(6) (H) Synthesize information to create new understanding.

3(9) (D) (ii) Recognize characteristics and structures of informational text, including features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding.

Writing 3(7) (B) Write a response to a literary or informational text that demonstrates an understanding of a text.

Speaking and Listening 3(1) (A) Listen actively, ask relevant questions to clarify information, and make pertinent comments.

Lesson 1 Polar Bears and the Arctic Sea Ice

Lesson 2 Atka’s Ice Adventure

Key concepts

• Polar bears survive in the harsh conditions of the Arctic.

• The Arctic is a cold and frozen habitat.

• Changes in the temperature of the Arctic region threaten the environment and affect polar bears and how they live.

Before reading

After reading

Getting ready to read Encourage students to activate their prior knowledge.

Show the students a globe of the Earth or a map of the world. Ask: Where is the Arctic? Have a student locate the region. Ask: What do you think it is like in the Arctic? Discuss and draw out that it is one of the coldest places on Earth – parts of it are frozen all year round.

Show students a picture of a polar bear. Say: Polar bears live in the Arctic where there is ice all the time.

Vocabulary building Say: The book we are going to read is about polar bears and the Arctic. Use the words in the glossary as a starting point to introduce subject-specific vocabulary. Talk through each word and what it means.

Introducing the book Give each student a copy of the book and have them read the title and the contents page. Ask: What information will be in the Introduction? Which chapter are you most looking forward to reading? Why? Have students prepare for reading by thinking and talking about the book with your support. Ask: What do you hope to find out about polar bears?

During reading Ask each student to read the text independently. Monitor students as they read and support them where appropriate.

If necessary, ask them to stop reading and remind them to use the reading strategies you are focused on. Ask: How does the map relate to the words you read? What extra information does it give you?

Returning to the book

Key concepts

Provide multiple opportunities for 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.

• People and polar bears survive in the harsh conditions of the Arctic.

• The Arctic is a cold and frozen habitat.

Developing fluency

Model reading the introduction of the book fluently.

Have students use an audio-recording device to record themselves reading a chapter of the text. Play back the recordings and listen for fluent, clear voices.

Have students act out the story in small groups. Encourage them to read direct speech with fluency and expression. Say: Try to make your voice sound like you think the character would sound.

Word work

After reading

Talking about the book

Phonics

Getting ready to read

Talking about the book

Ask students to talk about the book. Encourage discussion by choosing questions that are appropriate for your students. Ask them to support their answers by referring to the photographs and the text.

Where do polar bears give birth? (Literal) Why is it bad for polar bears if the temperature continues to rise?

(Inferential) Why is it becoming more difficult for polar bears to survive?

(Synthesizing) What do you think is the author’s opinion of polar bears? What makes you think this? (Critical)

Have students look at the title. Ask: What sound do the letters “ea” make in the word sea? Have students focus on the word bear. Ask: What sounds does this word have? Draw out that the /air/ sound is made by “ear” in bear. Explain that this is not common.

Encourage students to activate their prior knowledge. Ask: How would you describe the place where you live? Revise what the students know about the Arctic. Ask: What would it be like to live there? Discuss.

Write the terms sea ice, ice floe, tide, and kayak on the board.

Discuss what each term means. Ask students to work with a partner and take turns saying each word in a sentence.

Ask students to talk about the book. Encourage discussion by choosing questions that are appropriate for your students. Ask them to support their answers by referring to the illustrations and the text.

How did Atka follow Nukka? How did she know where to go?

(Literal) Why did Atka think that her father and grandfather would be angry with her? Would you have been angry with her? (Inferential) How is Atka’s home similar to yours? How is it different?

(Synthesizing) Would the story have been different if Atka’s character was a boy?

If so, how? (Critical)

Introducing the book

Reviewing reading strategies

Give each student a copy of the book and have them read the title and the contents page. Ask: What do you know about where this story is set? Who do you think the main character is?

What problem might arise for this character?

Encourage students to identify what they did to help themselves as readers. Say: You could tell me about how the characters feel about each other. You really understood the story.

Well done!

Encourage students to identify what they did to help themselves as readers. Say: I like the way you looked at all the information on the page, such as the words, the photos, the fact boxes, and the maps. Good readers use all the information on the page.

ELL support • A map with a legend supports the written text.

• Text boxes add additional information.

• The glossary supports understanding of content vocabulary.

Provide multiple opportunities for 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

Before reading

Reviewing reading strategies

Returning to the book

Exploring words Write the word bear on the board. Ask two or three students to say it in a sentence. Say: My turn … I had bare feet because it was so hot. Ask students to comment on your sentence. Draw out that there are two different spellings and different meanings for the words bear/bare. Discuss other homophones (e.g. write/right, sea/see, read/reed).

Writing Ask: What do you know about polar bears? Model writing by recording students’ ideas on a concept map. Write each idea as a statement of fact.

Have students use the information on the concept map and in the book to write a report on polar bears. Support students by helping them decide upon headings for each section of their report (e.g. appearance, where they live, what they eat, looking after their young). Have students add appropriate drawings and/or printed pictures to their report.

Sharing and presenting Have students read their polar bear reports in small groups.

Say: We are going to read a book that is set in the Arctic. In the Arctic, it is freezing cold. Everything is covered in snow and ice for most of the year.

Vocabulary building

Have students prepare for reading by thinking and talking about the book with your support. Ask: Will you find out more information about polar bears?

During reading Ask each student to read the text independently. Monitor students as they read and support them where appropriate.

If necessary, ask them to stop reading and remind them to use the reading strategies you are focused on. Ask them to stop reading and check that they are able to make inferences about the characters. Ask: Why didn’t Atka’s father want her to go fishing with him? How did Atka’s bravery change her father’s opinion about this?

ELL support he author’s note provides background information.

• T • Illustrations support the setting.

Word work Phonics Revise the long /o/ sound, including what it sounds like, what letter/s can make it, and what words have this sound.

Write the word snow on the board. Ask: What letters make the long /o/ sound? List other words with the long /o/ sound represented by “ow” (low, flow, show, grow).

Exploring words Revise compound words. Write the word polar bear on the board. Ask: What makes this a compound word? Have students work in pairs to find and list other compound words in the book (nighttime, sea ice, Grandfather, footprints, snow ridge).

Writing Model writing a retelling of the story using students’ input.

Ask questions as you write. Ask: What did Atka do then? And then what happened? How did they get rescued? Have students do their own retelling by completing the Blackline master provided.

Discuss the setting of the story. Ask: What would be good about living where Atka lives? What wouldn’t you like? What would be interesting about it? Have students write about living where Atka lives, listing the good points, the bad points, and whether or not they would like to live there.

Sharing and presenting Have students take turns reading their opinion pieces to the group.

Synthesizing: Talk about the pair Ask: What do you know about polar bears and the Arctic?

Discuss. Have small groups create a concept map about

the topic. Have students work further with the books by completing the Activity card provided.

Blackline master

Activity card

What happened next?

Arctic wordfind 1. List six more words related to the Arctic or polar bears.

2. Write the words onto the wordfind grid – left to right or from top to bottom. Use capital letters and write one letter in each box.

3. Fill in the empty boxes with random letters.

4. Swap your wordfind with a partner and find the words!

1. Draw pictures to retell the story of Atka’s Ice Adventure.

2. Sit with a partner and use your pictures to tell them the story.

1

Lesson Plans

2

ARCTIC

3

4

Level M (28)

A

Polar Bears and the Arctic Sea Ice reports on polar bears and how they survive in the harsh environment of the Arctic.

Atka must be very brave when she and her younger sister accidentally float out into the Arctic Ocean on a drifting ice floe.

R

Running words: 882 Text type: Report

Running words: 827 Text type: Narrative

C

Content vocabulary

Arctic Arctic Ocean Arctic sea ice blubber den extinct freezing habitat ice floe/s kayak polar bear cubs polar bears sea ice seals survive temperature threaten tide

Phonics

• Identifying the /air/ sound made by “ear” as in bear • Identifying the long /o/ sound made by “ow” as in snow

T I C

5

Fluent reading stage

Text features Polar Bears and the Arctic Sea Ice Atka’s Ice Adventure

• • • • •

Reading strategies

• Linking information • Making inferences about the characters’ relationships

6

Chapters with headings and sub-headings Maps and fact boxes; glossary Chapters with headings Illustrations and direct speech A note from the author

Texas Essential Knowledge and Skills

Flying Start to Literacy Lesson Plans Polar Bears and the Arctic Sea Ice / Atka’s Ice Adventure © 2016–2019 EC Licensing Pty Ltd.

Assessment Can the student retell the story using pictures?

Can the student orally retell the story accurately?

Flying Start to Literacy Lesson Plans Polar Bears and the Arctic Sea Ice / Atka’s Ice Adventure © 2016–2019 EC Licensing Pty Ltd.

Developed by Eleanor Curtain Publishing

© 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: “© 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.

okapi educational publishing

Text: Kerrie Shanahan 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 3(2) (A) (i) Decoding multisyllabic words with multiple soundspelling patterns.

3(2) (A) (ii) Decoding multisyllabic words with closed syllables.

Reading 3(6) (F) Make inferences and use evidence to support understanding.

3(6) (H) Synthesize information to create new understanding.

3(9) (D) (ii) Recognize characteristics and structures of informational text, including features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding.

Writing 3(7) (B) Write a response to a literary or informational text that demonstrates an understanding of a text.

Speaking and Listening 3(1) (A) Listen actively, ask relevant questions to clarify information, and make pertinent comments.

Blackline master

Activity card

What happened next?

Arctic wordfind 1. List six more words related to the Arctic or polar bears.

2. Write the words onto the wordfind grid – left to right or from top to bottom. Use capital letters and write one letter in each box.

3. Fill in the empty boxes with random letters.

4. Swap your wordfind with a partner and find the words!

1. Draw pictures to retell the story of Atka’s Ice Adventure.

2. Sit with a partner and use your pictures to tell them the story.

1

Lesson Plans

2

ARCTIC

3

4

Level M (28)

A

Polar Bears and the Arctic Sea Ice reports on polar bears and how they survive in the harsh environment of the Arctic.

Atka must be very brave when she and her younger sister accidentally float out into the Arctic Ocean on a drifting ice floe.

R

Running words: 882 Text type: Report

Running words: 827 Text type: Narrative

C

Content vocabulary

Arctic Arctic Ocean Arctic sea ice blubber den extinct freezing habitat ice floe/s kayak polar bear cubs polar bears sea ice seals survive temperature threaten tide

Phonics

• Identifying the /air/ sound made by “ear” as in bear • Identifying the long /o/ sound made by “ow” as in snow

T I C

5

Fluent reading stage

Text features Polar Bears and the Arctic Sea Ice Atka’s Ice Adventure

• • • • •

Reading strategies

• Linking information • Making inferences about the characters’ relationships

6

Chapters with headings and sub-headings Maps and fact boxes; glossary Chapters with headings Illustrations and direct speech A note from the author

Texas Essential Knowledge and Skills

Flying Start to Literacy Lesson Plans Polar Bears and the Arctic Sea Ice / Atka’s Ice Adventure © 2016–2019 EC Licensing Pty Ltd.

Assessment Can the student retell the story using pictures?

Can the student orally retell the story accurately?

Flying Start to Literacy Lesson Plans Polar Bears and the Arctic Sea Ice / Atka’s Ice Adventure © 2016–2019 EC Licensing Pty Ltd.

Developed by Eleanor Curtain Publishing

© 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: “© 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.

okapi educational publishing

Text: Kerrie Shanahan 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 3(2) (A) (i) Decoding multisyllabic words with multiple soundspelling patterns.

3(2) (A) (ii) Decoding multisyllabic words with closed syllables.

Reading 3(6) (F) Make inferences and use evidence to support understanding.

3(6) (H) Synthesize information to create new understanding.

3(9) (D) (ii) Recognize characteristics and structures of informational text, including features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding.

Writing 3(7) (B) Write a response to a literary or informational text that demonstrates an understanding of a text.

Speaking and Listening 3(1) (A) Listen actively, ask relevant questions to clarify information, and make pertinent comments.