FSTL TEKS TR Sea Otters And The Kelp Forest - The Luck Of The Sea Otters

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Lesson Plans

Activity card The perfect kelp forest

What I know about sea otters Fill in as much information as you can under each of the headings in the concept map below.

Create the perfect kelp-forest home. The winner is the first person to draw every part of the kelp forest on his/her piece of paper. You will need: A piece of paper, colored pencils, and a die What to do:

hunt

eat

1. Work with two or three friends. 2. Take turns throwing the die. 3. Match the number you roll with the number on the table below, then draw a picture of this word (e.g. if you roll a 4, draw a crab). 1

sea otters

2

3

live

swim sleep

look after pups

Can the student find relevant information in the text? Can the students organize information under headings in a concept map?

Flying Start to Literacy Lesson Plans Sea Otters and the Kelp Forest / The Luck of the Sea Otters © 2009–2019 EC Licensing Pty Ltd.

Level H (14)

Sea Otters and the Kelp Forest is a report about sea otters and the different ways they use the kelp forest to survive. Running words: 437 Text type: Report

The Luck of the Sea Otters is about fishermen who take the shellfisheating sea otters away from the kelp forest, before realizing their mistake. Running words: 425 Text type: Narrative

High-frequency words

Key vocabulary

New: away back because could find found into live must over than these until water while

clams crabs eating fisherman fishing hunt(ing) jetty kelp kelp forest pups rocks sea otters shellfish skin swimming tails webbed

Phonics

• I dentifying the /v/ sound made by “ve” as in leaves • Identifying the /j/ sound represented by “ge” as in change

Text features Sea Otters and the Kelp Forest

kelp 4

sea otter 5

pup 6

The Luck of the Sea Otters

Reading strategies

• • • •

Photographs with captions Photographic summary of a food chain Dialogue Illustrations support and extend the text

• Reading captions to gain further information from the text • Self-correcting for meaning

Texas Essential Knowledge and Skills

crab

Assessment

Transitional reading stage

sea urchin

clams

Flying Start to Literacy Lesson Plans Sea Otters and the Kelp Forest / The Luck of the Sea Otters © 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 and bound 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) (B) (i) Demonstrate and apply phonetic knowledge by decoding words in isolation and in context by applying common letter sound correspondences. 1(2) (B) (vi) Demonstrate and apply phonetic knowledge by identifying and reading at least 100 high-frequency words from a research-based list. 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(9) (D) (ii) Recognize characteristics and structures of informational text, including features and simple graphics to locate or gain information. 1(10) (C) Discuss with adult assistance the author’s use of print and graphic features to achieve specific purposes.

Writing 1(12) (B) Dictate or compose informational texts, including procedural texts. Speaking and Listening 1(1) (C) Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language.


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