animal eggs gatefold

Animal_Eggs_Gatefold.indd 5-1 20/11/2013 12:30 pm

BLM 1Name: Date:

BLM 2Name: Date: start and the period at the end). Mix up the cards and have

children sequence the cards in the correct order. • Discuss strategies such as putting the uppercase letter at

the start, the period at the end, and re-reading to make sure it makes sense. Have children complete BLM 1 (page 3), cutting out the words and pasting them in sequence to form a sentence.

• Compare and contrast: As a group, make a list of the baby animals that hatched out of eggs. Select two animals from the list and have children compare and contrast the two types of baby animals and eggs. Ask, How were the eggs the same/different? Were the eggs in the same type of environment? Did they hatch out of the eggs in the same way? On a sheet of paper, draw a table with two columns headed ‘Same’ and ‘Different’. Have children record their comparisons in the table.

Phonological awareness/Graphophonics CCSS FS.K.1.c,

FS.K.3.a, FS.K.2.b, FS.K.2.c, FS.1.1.a, FS.1.2.c, FS.1.2.d, FS.1.3.a, FS.1.3.b,

FS.1.3.f

• Talk about how the letters in the initial digraph ‘th’ in ‘the’ are sounded as ‘th’, not ‘t-h’. As a group, think of and record other ‘th’ words. Have children circle the ‘th’ at the beginning of each word.

• Discuss how the letters in the consonant digraph ‘sh’ are sounded as ‘sh’, not ‘s-h’. Find ‘she’ in the text and have children sound the ‘sh’ digraph at the beginning of the word. Brainstorm other words that begin with ‘sh’. Have children complete BLM 2 (page 4).

• Talk about how an ‘ing’ ending changes the way we read a word. Have children find ‘coming’ in the text, and ask them to point to the ‘ing’. Ask children to cover up the ‘ing’ and identify ‘come’. Have children find other words in the text that end in ‘ing’. Brainstorm and record other words that end with ‘ing’. Have children practice reading these words.

• Talk about how the suffix ‘s’ changes the way we read a word. Have children find ‘eggs’ in the text, and ask them to cover the ‘s’ at the end of the word and identify ‘egg’. Discuss how the ‘s’ indicates that there is more than one egg. Have children identify the words in the text that end with ‘s’.

• Discuss the reading strategy of segmenting words into onset and rime. Find ‘sit’ in the text and discuss how to read it by sounding ‘s-it’. Have children read the word using the strategy. Brainstorm and record other words with the ‘it’ rime. Ask, How are these words the same? Identify and discuss other words in the text that can be read using the onset and rime strategy, such as ‘can’ and ‘big’.

• As a group, discuss the strategy of blending sounds. Write the letters ‘an’ on paper and explain the strategy of saying ‘an’, rather than ‘a-n’. Record other vowel and consonant

blends from the text, such as ‘eg’. Have children practice blending these sounds. Ask children to find words in the text with these sounds.

Vocabulary CCSS RI.K.4, FS.K.3.c, L.K.5.b, RL.1.4, FS.1.g

• Visual recognition of high frequency words: ‘all’, ‘her’, ‘of’, ‘out’, ‘sitting’, ‘very’, ‘day’, ‘father’, ‘mother’, ‘sit’. Have children find these words in the text and count how many times each word occurs. Write the words on flash cards (two cards for each word) and have children use the cards to play a game, such as Memory.

Fluency CCSS FS.K.1.c, FS.K.1.d, L.K.2.b, FS.1.a, L.1.2.b

• Talk about the concept of reading fluently—smoothly and without stopping. Use the text to model how to read fluently. Have children practice by reading the text to each other smoothly and without stopping.

Text conventions CCSS FS.K.1.c, FS.K.1.d, L.K.2.b, FS.1.1.a, L.1.2.b

• Interpreting a diagram: Look at the diagram on page 10. Ask, Why did the author put this diagram in the text? What is the diagram showing us? What information is it giving us about an ostrich egg? Discuss the importance of looking at and interpreting diagrams in texts.

• Question marks: Talk about how a question mark is used at the end of a question instead of a period. Discuss how a question requires an answer. Have children identify the questions in the text by finding the question marks.

Writing CCSS W.K.1, SL.K.5, L.K.2.a, L.K.2.b, W.1.1, SL.1.5, L.1.2.a,

L.1.2.b

• Have children write about a baby animal hatching out of an egg. Have them write about what the animal does, how it feels, and the things it sees as it hatches out of the egg. Encourage children to use uppercase letters and periods.

ELL engagement CCSS SL.K.3, SL.K.4, SL.1.3, SL.1.4

• Talk about the life cycle of a chicken. Discuss how the baby chick hatches out of the egg, grows to become a chicken, then lays an egg, and the cycle starts again. Give children pictures of each stage of the life cycle and have them describe the stages. Have children complete BLM 3 (page 5), and write sentences to match the life cycle pictures.

Assessment• BLMs 1, 2, and 3 completed• Note the child’s responses, attempts, and reading

behaviors before, during, and after reading• Collect work samples, e.g. BLM 1 could be kept in the

child’s portfolio• Complete Oral Reading Record (page 6)

Main teaching focusComprehension: Sequencing words to form a sentence.

Other teaching focusText conventions: Features of a sentence—uppercase letters and periods.

Teacher’s noteChildren cut out the individual words, then sequence and paste them to form a sentence. Encourage children to read the sentence, draw a picture to match, and paste it beside the sentence.

Sequence the wordsYou will need: scissors, glue, colored pencils or crayons

• Cut out the words and put them in the right order to make a sentence.

• Paste the sentence in the box below.

• Draw a matching picture.

baby is out bird egg.

of The coming the

Main teaching focusGraphophonics: Initial digraphs ‘th’ and ‘sh’.

Other teaching focusPhonemic awareness: Identifying letters and sounds in words. Comparing words and noting similarities.

Teacher’s noteChildren cut out the digraphs in the boxes at the bottom of the page, then paste them to match the pictures and word endings.

‘th’ and ‘sh’You will need: scissors, glue

• Cut out the beginning sounds. Paste them to match the words.

th th th sh sh sh✁

BLM 1Name: Date:

FS.1.3.f

L.1.2.b

of The coming the

BLM 1Name: Date:

FS.1.3.f

L.1.2.b

of The coming the

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