FSTL TEKS TR Animals In Caves - There's Gold In That Cave

Blackline master

A model cave

Cave animal facts Write two facts about each of the animals in the photographs below.

Animal

Fact 1

Lesson Plans

Activity card

Fact 2

✂

You will need: craft sticks, scissors, tape, and plasticine.

What to do: 1. Cut out the pictures of the animals below.

2. Tape them onto the craft sticks.

3. Use plasticine to make a model of a cave.

4. Place each craft stick in the cave to show which part of the cave that animal uses.

5. Talk about your model cave with a friend.

Transitional reading stage Level H (14)

Animals in Caves reports on the different ways that animals use caves.

Running words: 339 Text type: Report

There’s Gold in That Cave is about two gold prospectors who follow a map and face their fears to search for gold in a dark cave.

Running words: 338 Text type: Narrative

High-frequency words

Key vocabulary

New: asked big don’t find found animals bat blind bones cave cubs deep den food fox I’m into let(s) live much near hunt insects light mate nest packrats rest ripples safe next open(ing) say(s) than use scraps see shelter sleep spider trail web walk(ed) water way

Phonics Text features

• Identifying “igh” as in light, night • Identifying the “schwa” at the end of a word as in better

Animals in Caves There’s Gold in That Cave

• Fact boxes; summary chart • Dialogue • Illustrations extend the story

Reading strategies

• Reading labels, fact boxes, and tables • Making inferences about characters

Texas Essential Knowledge and Skills

Assessment Can the student recall information from the text?

Can the student write statements of fact?

Flying Start to Literacy Lesson Plans Animals in Caves / There’s Gold in That Cave © 2009–2019 EC Licensing Pty Ltd.

Flying Start to Literacy Lesson Plans Animals in Caves / There’s Gold in That Cave © 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) (A) (iii) Demonstrate phonological awareness by distinguishing between long and short vowel sounds in one-syllable words.

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

Reading 1(6) (F) Make inferences and use evidence to support understanding with adult assistance.

1(7) (C) Use text evidence to support an appropriate response.

1(9) (D) (ii) Recognize characteristics and structures of informational text, including features and simple graphics to locate or gain information.

Writing 1(12) (A) Dictate or compose literary texts, including personal narratives and poetry.

Speaking and Listening 1(1) (D) Work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.

Lesson 1

Lesson 2

Animals in Caves

Key concepts • T he inside of a cave is a unique environment.

• M any animals use caves to help them survive.

• Some animals live in caves.

Before reading

After reading

Getting ready to read

Talking about the book

Support the students in activating their prior knowledge.

Say: We are going to read a book called Animals in Caves.

What animals do you think go into caves? Support the students by ensuring that they know what a cave is and what the environment is like in a cave.

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 does the packrat use the cave for? Can cave fish see?

How do they know if something is in the water? (Literal) It is hard to see in a cave. What are some of the ways that animals in caves make up for not being able to see very well? (Inferential) How do caves help animals to survive? (Synthesizing) What other animals could have been in this book? (Critical)

Vocabulary building Write the names of the animals from the book on a chart (packrat, fox, bat, cave spider, cave fish). Say: These animals are all in the book we are going to read. Ask the students to talk about what they think each animal might look like and how it might use the cave.

Introducing the book Give each student a copy of Animals in Caves. Say: This book is called Animals in Caves. It is a report about some animals that use caves. Some of these animals live in caves. Others look for food in caves or use caves for shelter. Ask the students to talk through each page, using the photographs as a starting point for discussion. If needed, prompt the students by saying: These are the animals that will be discussed in this book. What type of animals are they? Which ones do you think live in caves?

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, check that the students are using the labels, fact boxes, and tables to support their reading and to gain extra information from the text. Ask: What is a label? What is its purpose? What information do the fact boxes give you? How are these boxes different from the rest of the text?

What is the purpose of the table on page 16? What information does it give you?

Reviewing reading strategies Encourage the students to identify what they did to help themselves as readers. 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 used the information in the book. For example: I noticed how you read the labels, fact boxes, and the table. They all give us information.

ELL support • First page states the main concept of the book.

• Double-page spread for each animal.

• Photographs support and extend the text.

There’s Gold in That Cave

Returning to the book

Key concepts • The inside of a cave is a unique environment.

• Many animals use caves to help them survive.

• Some animals live in caves.

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

Ask the students to sit with a partner and to take turns reading a page. Encourage the students to read with fluency.

Try to make your voice sound smooth so that your partner can hear you clearly.

Ask the students to work in groups of three and to read the text, with each student taking a character part (the narrator, Big Stan, and Skinny Tim). Encourage the students to read expressively, with appropriate intonation. You will need to make sure your voice sounds like the character is talking. Give positive feedback to students who read fluently.

Word work Phonemic awareness and phonics In pairs, students could take turns saying the word “light” clearly and slowly. Ask: What sounds can you hear in this word? What letters do you think represent these sounds?

Write the word “light” on the board. Does anything surprise you about the spelling of this word? Compile a group list of other words that contain the “igh” combination making the long /i/ sound.

Exploring words Ask the students to brainstorm a list of cave words. If necessary, they could scan the text to find these words.

Encourage groups to put the words into categories (e.g. what a cave looks like, feels like, smells like).

Writing Ask the students to write three statements about animals that use caves. Two of the statements need to be true and one needs to be false. Encourage the students to use the text as a reference.

Sharing and presenting Ask the students to take turns reading their statements to the group. The group could try to pick which of the three statements is false.

Before reading

After reading

Getting ready to read

Talking about the book

Support the students in activating their prior knowledge.

Say: Imagine that you were going to search for gold in a cave. What equipment would you need? Ask the students to talk about this question.

Write a list of words from the text that might be challenging for your students (e.g. brave, bird-shaped, cave spider, arrow, fox’s den). Invite the students to share their understanding of these words, and clarify where necessary.

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.

How did Skinny Tim know there was gold in the cave? How did Skinny Tim and Big Stan find the gold? (Literal) Was Big Stan as brave as he said he was? Explain. (Inferential) Were Big Stan’s fears realistic? Explain. (Synthesizing) What extra information do the illustrations add to the story? Does this information improve the story? (Critical)

Introducing the book

Reviewing reading strategies

Vocabulary building

Give each student a copy of There’s Gold in That Cave. Say: This book is called There’s Gold in That Cave. It is a story about Big Stan and Skinny Tim, who use a map to find gold in a cave.

Refer the students to page 2 and read out the text from the map. Ask: Do you think they will find the gold? Talk the students through the book. Turn to page 6 and ask: What has Skinny Tim seen in this picture? What is Big Stan doing? Do you think he is big and brave?

During reading

Encourage the students to identify what they did to help themselves as readers. What are some of the things you did that helped you make sense of this book?

ELL support • Illustrated map provides clues.

• Title reflects the content of the story.

• Main characters are introduced on the first page.

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, check that the students are making inferences about each of the characters. Are they noticing how the characters act? Do they comment on what the characters say and do?

Word work Phonemic awareness and phonics Write the words “deeper”, “braver”, “ever”, “bigger”, and “shelter” on the board. Say: These words are all in the book.

What do these words have in common? The last sound in all of these words is called the “schwa”. Some other words with this sound at the end are “mister”, “better”, and “father”. Ask the students to talk about other words that have a “schwa” at the end of them. Make a group list of these words.

Exploring words Write the word “I’m” on a chart. Ask the students what they know about this word. Establish that “I’m” is a short form of two longer words, “I” and “am”. Words like “I’m” are called contractions. The missing letters are replaced with an apostrophe.

Ask the students to find other contractions in the book (don’t, there’s, let’s, I’ll), and discuss the longer words that they represent.

Writing Ask the students to talk out being lost in a cave. What would it feel like? What would you see? What would you be thinking? Ask the students to write about their ideas.

Sharing and presenting Ask the students to share their writing.

Synthesizing: Talk about the pair After the students have read both Animals in Caves and There’s Gold in That Cave, ask: What is it like inside a cave?

What animals live in caves? Give examples. Ask the students

to complete a Plus Minus Interesting (PMI) chart about exploring a cave. Students can work further with these books by completing the Activity card.

Blackline master

A model cave

Cave animal facts Write two facts about each of the animals in the photographs below.

Animal

Fact 1

Lesson Plans

Activity card

Fact 2

✂

You will need: craft sticks, scissors, tape, and plasticine.

What to do: 1. Cut out the pictures of the animals below.

2. Tape them onto the craft sticks.

3. Use plasticine to make a model of a cave.

4. Place each craft stick in the cave to show which part of the cave that animal uses.

5. Talk about your model cave with a friend.

Transitional reading stage Level H (14)

Animals in Caves reports on the different ways that animals use caves.

Running words: 339 Text type: Report

There’s Gold in That Cave is about two gold prospectors who follow a map and face their fears to search for gold in a dark cave.

Running words: 338 Text type: Narrative

High-frequency words

Key vocabulary

New: asked big don’t find found animals bat blind bones cave cubs deep den food fox I’m into let(s) live much near hunt insects light mate nest packrats rest ripples safe next open(ing) say(s) than use scraps see shelter sleep spider trail web walk(ed) water way

Phonics Text features

• Identifying “igh” as in light, night • Identifying the “schwa” at the end of a word as in better

Animals in Caves There’s Gold in That Cave

• Fact boxes; summary chart • Dialogue • Illustrations extend the story

Reading strategies

• Reading labels, fact boxes, and tables • Making inferences about characters

Texas Essential Knowledge and Skills

Assessment Can the student recall information from the text?

Can the student write statements of fact?

Flying Start to Literacy Lesson Plans Animals in Caves / There’s Gold in That Cave © 2009–2019 EC Licensing Pty Ltd.

Flying Start to Literacy Lesson Plans Animals in Caves / There’s Gold in That Cave © 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) (A) (iii) Demonstrate phonological awareness by distinguishing between long and short vowel sounds in one-syllable words.

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

Reading 1(6) (F) Make inferences and use evidence to support understanding with adult assistance.

1(7) (C) Use text evidence to support an appropriate response.

1(9) (D) (ii) Recognize characteristics and structures of informational text, including features and simple graphics to locate or gain information.

Writing 1(12) (A) Dictate or compose literary texts, including personal narratives and poetry.

Speaking and Listening 1(1) (D) Work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.

Blackline master

A model cave

Cave animal facts Write two facts about each of the animals in the photographs below.

Animal

Fact 1

Lesson Plans

Activity card

Fact 2

✂

You will need: craft sticks, scissors, tape, and plasticine.

What to do: 1. Cut out the pictures of the animals below.

2. Tape them onto the craft sticks.

3. Use plasticine to make a model of a cave.

4. Place each craft stick in the cave to show which part of the cave that animal uses.

5. Talk about your model cave with a friend.

Transitional reading stage Level H (14)

Animals in Caves reports on the different ways that animals use caves.

Running words: 339 Text type: Report

There’s Gold in That Cave is about two gold prospectors who follow a map and face their fears to search for gold in a dark cave.

Running words: 338 Text type: Narrative

High-frequency words

Key vocabulary

New: asked big don’t find found animals bat blind bones cave cubs deep den food fox I’m into let(s) live much near hunt insects light mate nest packrats rest ripples safe next open(ing) say(s) than use scraps see shelter sleep spider trail web walk(ed) water way

Phonics Text features

• Identifying “igh” as in light, night • Identifying the “schwa” at the end of a word as in better

Animals in Caves There’s Gold in That Cave

• Fact boxes; summary chart • Dialogue • Illustrations extend the story

Reading strategies

• Reading labels, fact boxes, and tables • Making inferences about characters

Texas Essential Knowledge and Skills

Assessment Can the student recall information from the text?

Can the student write statements of fact?

Flying Start to Literacy Lesson Plans Animals in Caves / There’s Gold in That Cave © 2009–2019 EC Licensing Pty Ltd.

Flying Start to Literacy Lesson Plans Animals in Caves / There’s Gold in That Cave © 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) (A) (iii) Demonstrate phonological awareness by distinguishing between long and short vowel sounds in one-syllable words.

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

Reading 1(6) (F) Make inferences and use evidence to support understanding with adult assistance.

1(7) (C) Use text evidence to support an appropriate response.

1(9) (D) (ii) Recognize characteristics and structures of informational text, including features and simple graphics to locate or gain information.

Writing 1(12) (A) Dictate or compose literary texts, including personal narratives and poetry.

Speaking and Listening 1(1) (D) Work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.