FSTL TEKS FP Seasons In The Kelp Forest - Thunder Cave

Lesson Plans

Activity card

Blackline master Book review

Newspaper headlines Imagine that Keira and her dad’s adventure was covered by the local paper. Write the headline and article for the paper and draw a picture to match.

Write a review of the book Seasons in the Kelp Forest using the following headings.

Title: Author:

Blurb (Write a brief description of the book in your own words.)

Your opinion What did you think of the book?

Fluent Plus reading stage Level O (34)

Seasons in the Kelp Forest explores how kelp grows in the sea during the four seasons and the different animals that live in and around the kelp.

Running words: 1,197 Text type: Explanation

In Thunder Cave, Keira and her dad go fishing. When they stop at Rick’s shop to buy some bait, he warns them of the dangers of fishing at Thunder Cave.

People have been washed off the rocks and never seen again.

Content vocabulary

abundant bladders blades canopy channel coastal driftwood encrusted energy fertilizes gas-filled holdfasts kelp nutrient-rich rough rumbling seaweed spores stipe

Phonics

• Identifying “ough” as in rough • Identifying “oa” as in coastal coastal calm sunlight rough

Irregularly spelled words

What was your favorite section and why?

Running words: 1,416 Text type: Narrative

Text structures and features

What message does the author want to tell you?

Is there anything else you want to say about this book?

Seasons in the Kelp Forest

• Introduction and conclusion, glossary • Fact boxes, labels, captions

Thunder Cave

• First-person narrative with dialogue • Contents page, chapter headings

Reading strategies

• U sing text features to locate information in the text • Making inferences about the characters’ feelings and actions

Texas Essential Knowledge and Skills

Assessment Can the student write a description of the book?

Can the student justify his/her opinions?

Flying Start to Literacy Lesson Plans Seasons in the Kelp Forest / Thunder Cave © 2012–2019 EC Licensing Pty Ltd.

Flying Start to Literacy Lesson Plans Seasons in the Kelp Forest / Thunder Cave © 2012–2019 EC Licensing Pty Ltd. © 2012–2019 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: “© 2012–2019 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

Developed by Eleanor Curtain Publishing Text: Elizabeth Golding 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(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.

3(10) (E) Identify the use of literary devices.

Writing 3(12) (A) Compose literary texts using genre characteristics and craft.

Speaking and Listening 3(6) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information.

Lesson 1 Seasons in the Kelp Forest

Lesson 2 Thunder Cave Key concepts • T here are seasons under the sea just as there are on land.

• Kelp is a seaweed that grows from tiny spores to form a kelp forest.

• Lots of different animals live in kelp forests.

• Kelp forests go through many changes as the seasons change.

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

Ask students to work in pairs, selecting one chapter of the book and taking turns to read a paragraph each. Remind the students that they need to read expressively, especially in the sections where a character is speaking. Ask them to each discuss their favorite part of the story.

Getting ready to read

Talking about the book

Word work

Write the word rough on a chart. Ask: What sounds can you hear? Now focus on the “ough” sound. What other words do you know that sound like this? Make a class list.

Support the students in activating their prior knowledge.

Ask the students to share their knowledge and experiences of fishing. Ask: Have you ever caught a fish? What equipment did you need? Did you fish at a river or at the beach?

Exploring words

Vocabulary building

Ask students to look at the labeled diagram of the kelp.

Ask: What extra information could you add to this diagram?

Have the students work in small groups so that they can compare their information and add any missing facts.

Ask: What do you know about fishing? How could fishing be dangerous?

Have the students brainstorm a list of words that they would expect to find in a book about fishing in a dangerous place.

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.

Who are the main characters in the book? How did they get down to Thunder Cave? (Literal) Why was there driftwood up on the rocks? Where did all of the kelp come from? (Inferential) Why was Thunder Cave special? Why shouldn’t you turn your back on the sea at Thunder Cave? (Synthesizing) Do you think that fishing from rocks is dangerous? Why?/Why not?

Would you do it? (Critical)

After reading

Getting ready to read

Talking about the book

Word work

Support the students in activating their prior knowledge.

Ask the students to share their knowledge and experiences of the beach. Ask: What does kelp look like? How does it feel?

What animals do you think might live in kelp? Why?

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.

What is kelp? What is a holdfast? (Literal) How is the kelp forest torn apart? Why can kelp grow so quickly in spring? (Inferential) Why do sea otters leave their pups wrapped in the kelp while they dive for food? Why do animals lay their eggs or raise their young in the kelp forest? (Synthesizing) How often does a kelp forest get uprooted? Where does all of the kelp go? What could it be used for? (Critical)

Introducing the book Give each student a copy of Seasons in the Kelp Forest. Direct the students to use the cover, title page, and contents page to get themselves ready to read. Ask: What do you already know about this book? What do you predict from the chapter headings?

During reading As each student reads the text independently, monitor and support the students where appropriate. Ask the students to stop reading and remind them to use the reading strategies you are focused on. Say: Look at the diagram on page 11. What does it show you? What new information have you learned?

Encourage the students to apply appropriate comprehension strategies, such as determining the important ideas in the book. Say: Think about what information matters in the text. How does the author help you figure out the important ideas in the text?

Reviewing reading strategies Encourage students to identify what they did to help themselves as readers. Ask: How did the text features help you as a reader?

ELL support • Diagrams are clearly labeled.

• Specialized vocabulary is supported with a glossary.

• Chapter headings clearly state the content.

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

Write the following words on cards: kelp, spore, holdfast, blade, stipe, bladder. Explain that these words are all to do with the kelp. Ask each student to draw a picture of a piece of kelp. As the students read the story, or at the end, they could add these words as labels on their diagrams.

Returning to the book

Developing fluency Ask students to work in pairs and read their most interesting facts from the text to one another. Remind the students that they need to speak clearly and at a good volume. Ask them to share their reasons for selecting that particular fact.

Vocabulary building

Key concepts • K elp is a seaweed that grows from tiny spores to form a kelp forest.

• Lots of different animals live in kelp forests.

Phonics

Writing Ask students to present information about the four seasons in the kelp forest. Remind them that they should write this information in their own words. The information could be presented as a labeled diagram.

Sharing and presenting Have students gather in small groups to share their labeled diagrams of the four seasons in the kelp forest. Ask the students to select one season each to share, and to discuss why they picked particular seasons.

Introducing the book Give each student a copy of Thunder Cave. Direct the students to use the cover, title page, and contents page to get themselves ready to read. Ask: What do you already know about this book? What do you think Thunder Cave is? How must it sound?

Reviewing reading strategies Encourage students to identify what they did to help themselves as readers. Ask: How did you figure out why Keira and her dad acted the way they did?

During reading As each student reads the text independently, monitor and support them where appropriate. Ask the students to stop reading and remind them to use the reading strategies you are focused on. Ask: How did Keira feel about going to Thunder Cave to begin with? How did she feel when Rick spoke to them?

What was running through her mind at the end of the story?

Encourage the students to apply appropriate comprehension strategies, such as asking questions about the character or plot. Ask: What questions do you have about Keira’s actions and motives?

ELL support • I llustrations provide support for the setting.

• Main characters are introduced in the first chapter.

• New vocabulary is supported by the context.

Phonics Say the word never. Ask: How do you spell this word? Now write it on a card. Ask students to think of other words that also have the “e–e” spelling pattern (e.g. even, there, were). List all of the words on a class list that can be added to as further words are discovered.

Exploring words Write the following words on a chart: channel, driftwood, kelp, rough, rumbling, seaweed. Ask: Which words do you know the meaning of in the list? Which ones are you unsure about? Ask students to look up unknown vocabulary in a dictionary and share the meanings with the group.

Writing Students could write the next chapter of the book, describing where Keira and her dad go on their next fishing trip. Ask: How do they feel about it? Is it an uneventful experience?

Sharing and presenting Students could share their chapters with the group. Explore whether there were any similarities in their writing. Discuss whether it is necessary to write a follow-on chapter as well.

Synthesizing: Talk about the pair Ask: What did you learn about by reading these books? What information about the sea and kelp was similar between the two books, and what was different? Discuss the different text

types. Ask: What are the features of a narrative compared to an explanation? Students can work further on these books by completing the Activity card and the Blackline master.

Lesson Plans

Activity card

Blackline master Book review

Newspaper headlines Imagine that Keira and her dad’s adventure was covered by the local paper. Write the headline and article for the paper and draw a picture to match.

Write a review of the book Seasons in the Kelp Forest using the following headings.

Title: Author:

Blurb (Write a brief description of the book in your own words.)

Your opinion What did you think of the book?

Fluent Plus reading stage Level O (34)

Seasons in the Kelp Forest explores how kelp grows in the sea during the four seasons and the different animals that live in and around the kelp.

Running words: 1,197 Text type: Explanation

In Thunder Cave, Keira and her dad go fishing. When they stop at Rick’s shop to buy some bait, he warns them of the dangers of fishing at Thunder Cave.

People have been washed off the rocks and never seen again.

Content vocabulary

abundant bladders blades canopy channel coastal driftwood encrusted energy fertilizes gas-filled holdfasts kelp nutrient-rich rough rumbling seaweed spores stipe

Phonics

• Identifying “ough” as in rough • Identifying “oa” as in coastal coastal calm sunlight rough

Irregularly spelled words

What was your favorite section and why?

Running words: 1,416 Text type: Narrative

Text structures and features

What message does the author want to tell you?

Is there anything else you want to say about this book?

Seasons in the Kelp Forest

• Introduction and conclusion, glossary • Fact boxes, labels, captions

Thunder Cave

• First-person narrative with dialogue • Contents page, chapter headings

Reading strategies

• U sing text features to locate information in the text • Making inferences about the characters’ feelings and actions

Texas Essential Knowledge and Skills

Assessment Can the student write a description of the book?

Can the student justify his/her opinions?

Flying Start to Literacy Lesson Plans Seasons in the Kelp Forest / Thunder Cave © 2012–2019 EC Licensing Pty Ltd.

Flying Start to Literacy Lesson Plans Seasons in the Kelp Forest / Thunder Cave © 2012–2019 EC Licensing Pty Ltd. © 2012–2019 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: “© 2012–2019 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

Developed by Eleanor Curtain Publishing Text: Elizabeth Golding 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(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.

3(10) (E) Identify the use of literary devices.

Writing 3(12) (A) Compose literary texts using genre characteristics and craft.

Speaking and Listening 3(6) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information.

Lesson Plans

Activity card

Blackline master Book review

Newspaper headlines Imagine that Keira and her dad’s adventure was covered by the local paper. Write the headline and article for the paper and draw a picture to match.

Write a review of the book Seasons in the Kelp Forest using the following headings.

Title: Author:

Blurb (Write a brief description of the book in your own words.)

Your opinion What did you think of the book?

Fluent Plus reading stage Level O (34)

Seasons in the Kelp Forest explores how kelp grows in the sea during the four seasons and the different animals that live in and around the kelp.

Running words: 1,197 Text type: Explanation

In Thunder Cave, Keira and her dad go fishing. When they stop at Rick’s shop to buy some bait, he warns them of the dangers of fishing at Thunder Cave.

People have been washed off the rocks and never seen again.

Content vocabulary

abundant bladders blades canopy channel coastal driftwood encrusted energy fertilizes gas-filled holdfasts kelp nutrient-rich rough rumbling seaweed spores stipe

Phonics

• Identifying “ough” as in rough • Identifying “oa” as in coastal coastal calm sunlight rough

Irregularly spelled words

What was your favorite section and why?

Running words: 1,416 Text type: Narrative

Text structures and features

What message does the author want to tell you?

Is there anything else you want to say about this book?

Seasons in the Kelp Forest

• Introduction and conclusion, glossary • Fact boxes, labels, captions

Thunder Cave

• First-person narrative with dialogue • Contents page, chapter headings

Reading strategies

• U sing text features to locate information in the text • Making inferences about the characters’ feelings and actions

Texas Essential Knowledge and Skills

Assessment Can the student write a description of the book?

Can the student justify his/her opinions?

Flying Start to Literacy Lesson Plans Seasons in the Kelp Forest / Thunder Cave © 2012–2019 EC Licensing Pty Ltd.

Flying Start to Literacy Lesson Plans Seasons in the Kelp Forest / Thunder Cave © 2012–2019 EC Licensing Pty Ltd. © 2012–2019 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: “© 2012–2019 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

Developed by Eleanor Curtain Publishing Text: Elizabeth Golding 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(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.

3(10) (E) Identify the use of literary devices.

Writing 3(12) (A) Compose literary texts using genre characteristics and craft.

Speaking and Listening 3(6) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information.