Let's Vote!

Activity card

Blackline Master: Election flow chart Name/s: Cut out each card. On another sheet of paper, stick the cards in order to show the steps involved in an election. Use arrows to complete your flow chart.

WorldWise

™

Lesson Plan

Content-based Learning

Xx

Level K (20)

Xxxxxxxxx

The winner is announced.

People decide who to vote for.

Let’s Vote! recounts the steps that a class of students took to elect a class representative to the school council.

Informational text types: Recount

WorldWise

Content-based Learning

C3 Social Studies Curriculum links

The candidates are selected.

The candidates run their campaigns.

• D2.Civ.5.K-2 Explain what governments are and some of their functions • D2.Civ.7.K-2 Apply civic virtues when participating in school settings Key concepts

• Holding an election is one way to choose a person to represent a group.

• Giving everyone in a group one vote is a fair way to decide who should represent the group.

Content vocabulary class representative, council, elected, election, fair, flyers, represent, vote, voted

Text features

• Chapters with headings • Text boxes and speech bubbles • Glossary and index

Everyone votes.

The votes are counted.

Reading strategy

• Visualizing

Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Let’s Vote! © 2020 EC Licensing Pty Ltd. © 2020 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. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. 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: “© 2020 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, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett 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.worldwise-reading.com

Reading 2(6) (E) Make connections to personal experiences, ideas in other texts, and society.

2(6) (F) Make inferences and use evidence to support understanding.

2(7) (D) Retell and paraphrase texts in ways that maintain meaning and logical order.

Writing 2(11) (B) (ii) Developing an idea with specific and relevant details.

Speaking and Listening 2(1) (C) Share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language.

First reading session

Second reading session

Going beyond the book

Writing

Getting started

Building understanding

Speaking and listening

Introducing the book

Ask: What skills do the candidates need to be a good class representative? Discuss as a whole group.

Have students write an argument to convince others that they would be a good class leader. Provide the students with a template detailing the structure and elements of an argument.

Activate students’ prior knowledge. Ask: What skills does a good leader need? Invite students to share their views. Record students’ ideas on a chart.

Ask: What do you know about elections? What is voting? Have students turn and talk about this with a partner. Discuss as a whole group.

Provide each student with a copy of Let’s Vote! Say: This book is about a class of students who have an election. They vote for the student they want as their class representative at school council. Have students browse through the book.

Exploring vocabulary Ask: What words or phrases might be in this book? Have students work with a partner, then share with the group. List the words on a chart and invite students to make suggestions about what each word means. Where appropriate, have the students add a drawing (for example, a picture or a symbol) to the words on the chart to make the meaning clear. Discuss each word as you list them on the chart. If necessary, introduce the content vocabulary and add these words to the list.

Introducing the reading strategy Say: When good readers read, they can “see” images in their mind.

This is called visualizing. When you visualize, you create a picture in your mind by thinking about what you are reading.

Reading the text Have students turn to pages 4 and 5 and read the introduction independently. Ask: What images do you get in your mind when you read that section?

Have students read chapter 1 independently. Say: As you read, remember to concentrate on visualizing; forming pictures in your mind about what you are reading. This can help you to understand the text better.

Have students read chapter 2 independently.

Ask: What different strategies did the candidates use to try to convince others to vote for them? In your opinion, which student had the strongest argument? Why? Have students turn and talk to a partner about their ideas.

Final reading session Have students read chapter 3 and the conclusion independently. Say: As you read, remember to think about what images you “see” in your mind.

Bringing it all together Ask: What have you learned about elections? Have students turn and talk with a partner. Invite students to share their knowledge and create a group chart by recording their responses.

Ask: What things have to happen for an election to be held? In what order do these things happen? Discuss as a whole group.

Students could complete the Blackline Master about the process of an election.

Reflecting on the reading strategy With a partner, have students discuss the different images they formed in their minds as they read the book. Ask: How do the words in the book help you to visualize? What things do you do when you think about what you are “seeing” in your mind? Invite pairs to share their ideas.

Ask: How does visualization help you as a reader? Discuss as a whole group.

Have students revisit the students’ speeches on pages 14 and 15. Have them reread the speeches and decide on who they think would make the best class representative. In small groups, students could take turns to give their opinion on who they would vote for and why.

Vocabulary Write the word election on a chart. Ask: What root word can you see in this word? Invite a student to circle the word part elect.

Ask: What other words can you make using this root word? Record these on the chart (elects, elected, elections, electing, elector, elective, re-elect, etc.). Discuss the meaning of each word.

Repeat using the word vote (voter, voting, voted, votes, revote, voteless, etc.).

Visual literacy Ask students to imagine that they are running for a position such as class representative. Have them design and create a poster that would convince others to vote for them.

Encourage students to think about the persuasive nature of this sort of poster. Before they begin, ask: What things do you need to think about so that your poster has the best chance of convincing people to vote for you? What sort of words will you use to convince them? How will you write these words so that they will have an impact? Will you include pictures? Discuss students’ ideas.

Download the template at www.worldwise-reading.com/teacherresources Say: Reread the information in chapter 2 about the students’ campaigns. Think about why each student thought they would be a good class representative. What skills and strengths do they each have?

Encourage students to share their ideas with a partner. Say: Talk about the skills and strengths you have that would make you a good class representative.

Use the template to remind the students about the structure of an argument. Say: Follow the template when you write. Begin by clearly stating your opinion – that you would be a good class representative. Then write about your reasons for having this opinion.

Activity card

Blackline Master: Election flow chart Name/s: Cut out each card. On another sheet of paper, stick the cards in order to show the steps involved in an election. Use arrows to complete your flow chart.

WorldWise

™

Lesson Plan

Content-based Learning

Xx

Level K (20)

Xxxxxxxxx

The winner is announced.

People decide who to vote for.

Let’s Vote! recounts the steps that a class of students took to elect a class representative to the school council.

Informational text types: Recount

WorldWise

Content-based Learning

C3 Social Studies Curriculum links

The candidates are selected.

The candidates run their campaigns.

• D2.Civ.5.K-2 Explain what governments are and some of their functions • D2.Civ.7.K-2 Apply civic virtues when participating in school settings Key concepts

• Holding an election is one way to choose a person to represent a group.

• Giving everyone in a group one vote is a fair way to decide who should represent the group.

Content vocabulary class representative, council, elected, election, fair, flyers, represent, vote, voted

Text features

• Chapters with headings • Text boxes and speech bubbles • Glossary and index

Everyone votes.

The votes are counted.

Reading strategy

• Visualizing

Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Let’s Vote! © 2020 EC Licensing Pty Ltd. © 2020 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. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. 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: “© 2020 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, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett 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.worldwise-reading.com

Reading 2(6) (E) Make connections to personal experiences, ideas in other texts, and society.

2(6) (F) Make inferences and use evidence to support understanding.

2(7) (D) Retell and paraphrase texts in ways that maintain meaning and logical order.

Writing 2(11) (B) (ii) Developing an idea with specific and relevant details.

Speaking and Listening 2(1) (C) Share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language.