Reach For The Sky

Activity card

Blackline Master: Flight time line Name/s: Write information about each flying machine. Cut out the boxes. Then stick them onto another piece of paper in the order that they were invented.

Airplane

WorldWise

™

Lesson Plan

Content-based Learning

Xx

Rocket Level L (24)

Xxxxxxxxx

Reach for the Sky traces the history of flight from the first hot-air balloon, through to jet-powered airplanes, and rockets that fly to the moon.

Informational text types: Report

WorldWise

Content-based Learning

C3 Social Studies Curriculum links

• D2.His.3.K-2 Generate questions about individuals and groups who have shaped a significant historical change • D2.His.10.K-2 Explain how historical sources can be used to study the past • D2.Eco.12.K-2 Describe examples of the goods and services that governments provide

Hot-air balloon

The Wright Flyer

Key concepts

• People have invented various types of machines that enable us to fly.

• Flying machines have developed, changed, and improved over time.

Content vocabulary airplane, astronaut, engine, engineers, gliders, hot-air balloons, inventors, jet engines, jet-powered, planes, propellers, robots, rocket, satellite, space, spaceships, wings

Text features

• Chapters with headings and sub-headings • Photographs with captions, illustrations, text boxes • Glossary and index Reading strategy

• Identifying information that is known and that is learned

Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Reach for the Sky © 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(7) (C) Use text evidence to support an appropriate response.

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

2(9) (D) (ii) Recognize characteristics and structures of informational text, including features and graphics to locate and gain information.

Writing 2(12) (B) Compose informational texts, including procedural texts and reports.

Speaking and Listening 2(1) (A) Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses.

First reading session

Second reading session

Going beyond the book

Writing

Getting started

Building understanding

Speaking and listening

Introducing the book

Ask: What new information did you learn about hot-air balloons?

Discuss as a whole group.

Have students work with a partner, or in groups of three, to role-play what it might have been like to be the French brothers who invented the hot-air balloon, the Wright brothers who invented the Wright Flyer, or the crew of Apollo 11 who landed on the moon.

Have students write a report about a flying machine. Provide the students with a template detailing the structure and elements of a report.

Activate students’ prior knowledge. Ask: What machines do people use to fly in? Invite students to share their ideas and then list them on a chart.

Ask: What do you know about hot-air balloons? What do you know about airplanes and rockets? Have students turn and talk about this with a partner. Discuss as a whole group.

Provide each student with a copy of Reach for the Sky. Say: This book is about the invention of different types of machines that people use to fly. 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: You already know some things about flight. As you read, try to link what you already know to the new information you are learning.

Have students work with a partner to list what they already know about flight.

Reading the text Have students turn to pages 4 and 5 and read the introduction independently. Ask: Where else might people fly to in the future?

Have students read chapter 1 independently. Say: As you read, remember to think about the new information you are learning, and how this links with what you already know. This can help you to understand the text better.

Have students read chapter 2 independently.

Ask: How is a glider similar and different to a bird? How did the Wright brothers’ invention change the world? What improvements were made to airplanes after the Wright Flyer?

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, make links with what you already know about space flight.

Bringing it all together Ask: What new information have you learned about flight? Have students revisit the list of prior knowledge they created before reading and add new information to it. Invite students to share their knowledge and create a group chart by recording their responses.

Ask: What are the most interesting things you found out about the history of flying machines? Discuss as a whole group.

Students could complete the Blackline Master about the history of flight.

Reflecting on the reading strategy With a partner, have students discuss how their ideas about flight changed by taking turns to finish saying these sentences: Before reading I thought …. Now I have read the book I know … Ask: How did your ideas about flight change as you read the book? Invite pairs to share their ideas.

Ask: How did what you knew about flight before reading help you during the reading of this book? Discuss as a whole group.

Have the students re-enact the first flight for each of these flying machines. Encourage them to think about how these people may have felt and acted, and what things they might have said to each other during these first flights.

Vocabulary Write the words astronaut, space, and rocket on a chart. Say: These words are all nouns. One names a person, one names a place, and one names a thing. Ask: How would you describe what a noun is?

Discuss and draw out that a noun can be a person, a place, or a thing.

Invite a student to write three more nouns onto the chart; a person, a place, and a thing. In small groups, students could then search through the book to find and list five people, five places, and five things.

Have groups share their lists and add these nouns to the group chart.

Visual literacy Have students draw one of the flying machines they learned about in the book. Have them cut out their drawing.

Students could then work together to create a display of all of the flying machines they drew.

Alternatively, students could predict what a flying machine of the future might look like and draw a picture of it.

Download the template at www.worldwise-reading.com/teacherresources Say: Reread information in the book about the flying machine you are going to write about. Students can also use research skills to find out extra information.

Encourage students to share their ideas with a partner.

Say: Talk about the flying machine you are writing about and what information you will include.

Use the template to remind the students about the structure of a report. Say: Follow the template when you write. Use the first paragraph to introduce the flying machine, then include a range of information about it such as what it looks like, what it is made from, what it can do, and who invented it and when.

Activity card

Blackline Master: Flight time line Name/s: Write information about each flying machine. Cut out the boxes. Then stick them onto another piece of paper in the order that they were invented.

Airplane

WorldWise

™

Lesson Plan

Content-based Learning

Xx

Rocket Level L (24)

Xxxxxxxxx

Reach for the Sky traces the history of flight from the first hot-air balloon, through to jet-powered airplanes, and rockets that fly to the moon.

Informational text types: Report

WorldWise

Content-based Learning

C3 Social Studies Curriculum links

• D2.His.3.K-2 Generate questions about individuals and groups who have shaped a significant historical change • D2.His.10.K-2 Explain how historical sources can be used to study the past • D2.Eco.12.K-2 Describe examples of the goods and services that governments provide

Hot-air balloon

The Wright Flyer

Key concepts

• People have invented various types of machines that enable us to fly.

• Flying machines have developed, changed, and improved over time.

Content vocabulary airplane, astronaut, engine, engineers, gliders, hot-air balloons, inventors, jet engines, jet-powered, planes, propellers, robots, rocket, satellite, space, spaceships, wings

Text features

• Chapters with headings and sub-headings • Photographs with captions, illustrations, text boxes • Glossary and index Reading strategy

• Identifying information that is known and that is learned

Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Reach for the Sky © 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(7) (C) Use text evidence to support an appropriate response.

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

2(9) (D) (ii) Recognize characteristics and structures of informational text, including features and graphics to locate and gain information.

Writing 2(12) (B) Compose informational texts, including procedural texts and reports.

Speaking and Listening 2(1) (A) Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses.