FSTL TEKS TR Creepers And Climbers - Growing Watermelons

Blackline master

Garden bingo

Creeping and climbing plant facts Write two facts about each of the plants pictured below.

Plant

Fact 1

Lesson Plans

Activity card

You will need: 12 counters between the group, colored pencils, scissors.

What to do: 1. In each box, draw and label one of the words listed below. You can choose to draw any combination that you like.

2.

Cut out the grid and the word cards.

3. Work with three friends. Combine your word cards and place them in a container.

4. One person is the caller. This person picks one card at a time and reads it out. If you have this word on your chart, cover it with a counter.

5.

The first person to cover his/her whole chart calls out BINGO and is the winner.

Fact 2

✂ watermelon

Transitional reading stage Level G (12)

Creepers and Climbers is an explanation about plants that creep along the ground as they grow and plants that climb on things as they grow.

Running words: 220 Text type: Explanation

Growing Watermelons is a story about a girl who gets her plant seeds all mixed up.

She plants them anyway, and her grandpa helps her work out which plant is which.

Running words: 381 Text type: Narrative

High-frequency words

Key vocabulary

New: another asked big don’t find into let(’s) more next open(ed) over people than these thing(s) year(s)

bean climber climbing creeper creeping eggplant flowers green grow growing grown leaves orange planted plants pods pumpkin stems sunlight twist vine watered watermelon yellow

Phonics

• Identifying the /m/ sound represented by “mb” as in climb • Identifying the “ow” digraph as in grow

Text features Creepers and Climbers Growing Watermelons

Reading strategies

✂watermelon Assessment Can the student identify facts within the text?

Can the student write a statement of fact?

Flying Start to Literacy Lesson Plans Creepers and Climbers / Growing Watermelons © 2009–2019 EC Licensing Pty Ltd.

• R eading a puzzle book • Self-monitoring – rereading and self-correcting

Texas Essential Knowledge and Skills

pumpkin

beans

peas

Flying Start to Literacy Lesson Plans Creepers and Climbers / Growing Watermelons © 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.

• Q uestions and answers; summary chart • Captions; index • Dialogue; illustrations support the text

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

eggplant

Phonics 1(2) (B) (ii) Demonstrate and apply phonetic knowledge by decoding words with initial and final consonant blends, digraphs, and trigraphs.

1(2) (B) (iii) Demonstrate and apply phonetic knowledge by: decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables.

Reading 1(6) (I) Monitor comprehension and make adjustments such as rereading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.

1(8) (B) Describe the main character(s) and the reason(s) for their actions.

1(10) (B) Discuss how the use of text structure contributes to the author’s purpose.

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

1(12) (B) Dictate or compose informational texts, including procedural texts.

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

Creepers and Climbers

Key concepts • S ome plants creep along the ground to get more sunlight.

• Some plants climb up things to get more sunlight.

• M any plants grow from seeds.

Before reading

After reading

Getting ready to read

Talking about the book

Support the students in activating their prior knowledge. Ask the students to talk about what plants need in order to grow. Make a list of the students’ responses on a chart.

Use the book to introduce the idea of creeping and climbing plants. Say: Some plants grow along the ground. These plants are called creepers. Why might they grow like this? Some plants climb up things as they grow. These plants are called climbers. Why might they do this?

Vocabulary building Show the students a pumpkin, a watermelon, some beans, some peas, and an eggplant (or photographs of these plants). Talk about the names of each one and make a list.

Say: Some of these grow on plants that creep along the ground. Some grow on plants that climb up things. Ask the students to talk about which plants they think would grow in which way.

Introducing the book Give each student a copy of Creepers and Climbers. Say: This book is called Creepers and Climbers. It is about plants that creep and climb. It is written as a puzzle – there are clues, then a question and an answer. Refer the students to pages 2 and 3. Say: This is the introduction. It tells us that the book is about plants that creep over things as they grow and plants that climb up things as they grow.

What plants can you see? Turn to pages 4 and 5. Say: The clues are on this page. What clues can you see? Ask the students to turn the page. Say: The answer is on this page. What plant is it?

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 the students reading this as a puzzle book? Are they are aware of the difference between the clues and the information that is given about each plant? Ask: Where are the clues? How do you know this? Where is the answer written?

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.

Why do some plants creep? Why do some plants climb? (Literal) Why do watermelon and pumpkin plants creep and not climb?

(Inferential) What things did all of the plants in this book have in common?

(Synthesizing) Do you know of any other plants that could have been included in this book? (Critical)

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? If appropriate, comment on how the students read the book as a puzzle book.

For example: I noticed how you read the clues, questions, and answers differently.

ELL support • Question and answer pattern.

• First page states the main concept of the text.

• Photographs match the vocabulary.

Growing Watermelons

Returning to the book

Key concepts • Some plants creep along the ground to get more sunlight.

• Some plants climb up things to get more sunlight.

• Many plants grow from seeds.

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 work in pairs and reread the book fluently. Say: You will need to read fluently so that your partner can hear and understand each clue. Encourage the readers to give the listeners an opportunity to guess what each plant is. Make sure you pause after the question.

Ask the students to read the book aloud. Encourage them to read expressively, with appropriate intonation. You will need to make sure your voice sounds like Rosa is talking.

Word work Phonemic awareness and phonics Write the words “creep” and “climb” on a chart. Ask the students to talk about the sounds they can hear in each word. Did anything surprise you about the way that some of the sounds in these words are represented? What letters represent the /m/ sound in “climb”? What other words do you know that have this sound represented by “mb”? Make a list of the students’ responses on a chart (e.g. comb, lamb).

Exploring words Ask the students to scan the text and make a list of all of the words that are related to plants and plant growth (grow, sunlight, creep, climb, leaves, flowers, etc). Then ask: What other words would fit in this group?

Writing Ask the students to make a realistic drawing of a plant they know. Students could then write a description using the structure of the sentences in the text. For example: “This plant has small, pink flowers. It has big, flat, green leaves.”

Sharing and presenting Ask the students to read their writing to each other.

Then ask them to give each other feedback about how well their drawing and writing matches.

Before reading

After reading

Getting ready to read

Talking about the book

Phonemic awareness and phonics

Support the students in activating their prior knowledge.

Provide the students with a selection of different seeds to look at and talk about. Say: These are all seeds. If we plant them, they could grow into plants. Talk about each of the seeds individually. Say: This is a pumpkin seed. What sort of plant will grow from it? What might it look like?

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.

Why didn’t Rosa know which seeds were which? What did Rosa’s grandpa want to eat? (Literal) Why couldn’t Grandpa find a watermelon on his first visit? (Inferential) What did you learn about growing plants by reading this book?

(Synthesizing) Would you enjoy growing plants like Rosa did? Why? (Critical)

Exploring words

Vocabulary building Say: We are going to read a story about a girl who grows plants.

Make a list of words the students think might be in a story about plants.

Introducing the book Give the students a copy of Growing Watermelons. Say: This book is called Growing Watermelons. It is a story about a girl called Rosa. Rosa is about to plant some seeds in her garden when she trips and the seeds get mixed up. She plants the seeds anyway and they grow into big plants. Rosa’s grandpa likes watermelons, so when he comes to visit, he and Rosa try to figure out which plant is the watermelon plant. Have the students talk about each page.

Prompt them by asking questions. For example, say: Rosa is holding the packets of seeds. What has happened to Rosa here?

Reviewing reading strategies Encourage the 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?

ELL support • Problem is stated on the first two pages.

• Illustrations make clear the characters’ actions

Word work Write the word “grow” on a chart. Ask: What sounds can you hear in this word? What letters make each of these sounds? Students could then browse through the book and other familiar texts to find words with “ow” (as in “grow”) in them.

Ask: What plants did Rosa grow in her garden? Make a list of the students’ responses on a chart. What else can we add? Ask the students to identify which plants produce fruits and which produce vegetables.

Writing Refer the students to page 16. Rosa and her grandpa are enjoying some watermelon together. What fruit do you like to eat? Ask the students to talk about their favorite fruits and why they like them. Students could draw a picture of themselves eating their favorite fruit and they could write about their picture.

Sharing and presenting Ask the students to share their writing with the group.

and feelings.

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 the students self-monitoring as they read?

Do they stop and reread when an error is made? Does their rereading indicate that they have successfully corrected the error?

Synthesizing: Talk about the pair After the students have read both books, ask: What have you learned about growing plants? What have you learned about plants that creep and climb? Ask the students to fill

in a T-chart with the headings Creepers and Climbers.

Encourage them to write and/or draw all of the information they know about these types of plants.

Blackline master

Garden bingo

Creeping and climbing plant facts Write two facts about each of the plants pictured below.

Plant

Fact 1

Lesson Plans

Activity card

You will need: 12 counters between the group, colored pencils, scissors.

What to do: 1. In each box, draw and label one of the words listed below. You can choose to draw any combination that you like.

2.

Cut out the grid and the word cards.

3. Work with three friends. Combine your word cards and place them in a container.

4. One person is the caller. This person picks one card at a time and reads it out. If you have this word on your chart, cover it with a counter.

5.

The first person to cover his/her whole chart calls out BINGO and is the winner.

Fact 2

✂ watermelon

Transitional reading stage Level G (12)

Creepers and Climbers is an explanation about plants that creep along the ground as they grow and plants that climb on things as they grow.

Running words: 220 Text type: Explanation

Growing Watermelons is a story about a girl who gets her plant seeds all mixed up.

She plants them anyway, and her grandpa helps her work out which plant is which.

Running words: 381 Text type: Narrative

High-frequency words

Key vocabulary

New: another asked big don’t find into let(’s) more next open(ed) over people than these thing(s) year(s)

bean climber climbing creeper creeping eggplant flowers green grow growing grown leaves orange planted plants pods pumpkin stems sunlight twist vine watered watermelon yellow

Phonics

• Identifying the /m/ sound represented by “mb” as in climb • Identifying the “ow” digraph as in grow

Text features Creepers and Climbers Growing Watermelons

Reading strategies

✂watermelon Assessment Can the student identify facts within the text?

Can the student write a statement of fact?

Flying Start to Literacy Lesson Plans Creepers and Climbers / Growing Watermelons © 2009–2019 EC Licensing Pty Ltd.

• R eading a puzzle book • Self-monitoring – rereading and self-correcting

Texas Essential Knowledge and Skills

pumpkin

beans

peas

Flying Start to Literacy Lesson Plans Creepers and Climbers / Growing Watermelons © 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.

• Q uestions and answers; summary chart • Captions; index • Dialogue; illustrations support the text

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

eggplant

Phonics 1(2) (B) (ii) Demonstrate and apply phonetic knowledge by decoding words with initial and final consonant blends, digraphs, and trigraphs.

1(2) (B) (iii) Demonstrate and apply phonetic knowledge by: decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables.

Reading 1(6) (I) Monitor comprehension and make adjustments such as rereading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.

1(8) (B) Describe the main character(s) and the reason(s) for their actions.

1(10) (B) Discuss how the use of text structure contributes to the author’s purpose.

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

1(12) (B) Dictate or compose informational texts, including procedural texts.

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

Garden bingo

Creeping and climbing plant facts Write two facts about each of the plants pictured below.

Plant

Fact 1

Lesson Plans

Activity card

You will need: 12 counters between the group, colored pencils, scissors.

What to do: 1. In each box, draw and label one of the words listed below. You can choose to draw any combination that you like.

2.

Cut out the grid and the word cards.

3. Work with three friends. Combine your word cards and place them in a container.

4. One person is the caller. This person picks one card at a time and reads it out. If you have this word on your chart, cover it with a counter.

5.

The first person to cover his/her whole chart calls out BINGO and is the winner.

Fact 2

✂ watermelon

Transitional reading stage Level G (12)

Creepers and Climbers is an explanation about plants that creep along the ground as they grow and plants that climb on things as they grow.

Running words: 220 Text type: Explanation

Growing Watermelons is a story about a girl who gets her plant seeds all mixed up.

She plants them anyway, and her grandpa helps her work out which plant is which.

Running words: 381 Text type: Narrative

High-frequency words

Key vocabulary

New: another asked big don’t find into let(’s) more next open(ed) over people than these thing(s) year(s)

bean climber climbing creeper creeping eggplant flowers green grow growing grown leaves orange planted plants pods pumpkin stems sunlight twist vine watered watermelon yellow

Phonics

• Identifying the /m/ sound represented by “mb” as in climb • Identifying the “ow” digraph as in grow

Text features Creepers and Climbers Growing Watermelons

Reading strategies

✂watermelon Assessment Can the student identify facts within the text?

Can the student write a statement of fact?

Flying Start to Literacy Lesson Plans Creepers and Climbers / Growing Watermelons © 2009–2019 EC Licensing Pty Ltd.

• R eading a puzzle book • Self-monitoring – rereading and self-correcting

Texas Essential Knowledge and Skills

pumpkin

beans

peas

Flying Start to Literacy Lesson Plans Creepers and Climbers / Growing Watermelons © 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.

• Q uestions and answers; summary chart • Captions; index • Dialogue; illustrations support the text

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

eggplant

Phonics 1(2) (B) (ii) Demonstrate and apply phonetic knowledge by decoding words with initial and final consonant blends, digraphs, and trigraphs.

1(2) (B) (iii) Demonstrate and apply phonetic knowledge by: decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables.

Reading 1(6) (I) Monitor comprehension and make adjustments such as rereading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.

1(8) (B) Describe the main character(s) and the reason(s) for their actions.

1(10) (B) Discuss how the use of text structure contributes to the author’s purpose.

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

1(12) (B) Dictate or compose informational texts, including procedural texts.

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.