Hide and Seek Gatefold - Capstone Library€¦ · Program links: Hide and Seek E-Book, King of the Jungle (fi ction) Curriculum link: me/family, school, creative play, physical activity

Oral Reading Record: text © Anne Giulieri 2015

This page may be photocopied for educational use w

ithin the purchasing institution.

Engage Literacy © 2015 by Capstone Classroom, a division of Capstone • Hide and Seek, EIL: 10 GRL: F. This page may be photocopied for educational use within the purchasing institution.

Main teaching focusWriting: Writing a simple text on a familiar topic. Writing directions.

Other teaching focusWriting: Using uppercase letters and periods in writing.

Teacher’s noteChildren fi nd and color in the children hiding in the picture. They then write directions for the boy who is counting to fi nd the hiding children.

BLM 3Name: Date:

Teacher Notes

Engage Literacy Teacher’s Resource Levels 9–11 Extended Edition; Hide and Seek, Nonfi ction, EIL: 10 GRL: FENGAGETN177 6 15

Getting started CCSS SL.1.1.a, SL.1.4

• Play a game of hide and seek. Select one child to count to ten, and then search for the other children who are hiding around the room or playground. Have children swap roles. Ask, What makes the best hiding places when you are playing hide and seek?

Book walk CCSS RI.1.1, RI.1.3, RI.1.5, RI.1.7, SL.1.1.c

• Introduce the text. Give each child a copy of the book, and discuss the title. Ask, How many words are in the title? Discuss the picture on the front cover and link to children’s personal experiences. Have children predict what the text will be about.

• Flip through the book, discussing events and pictures. Discuss how pictures help us to read the text. When questioning, use vocabulary from the text.

pages 2–3: Ask, What games can you play with your friends? What is one of the best games to play? Why do you think hide and seek is one of the best games to play?pages 4–5: Ask, Can you see the boys and girls? Where are they? What are they doing at school? How are they playing hide and seek? pages 6–7: Ask, What can you see now? Where are the boys and girls? Can you see where they are hiding? Who is looking for the boys and girls?pages 8–9: Ask, Can you play hide and seek outside with your friends too? Why does one of your friends need to hide her eyes? What does she need to count up to?pages 10–11: Ask, What do you and your friends need to do? Why do you need to run away? Do you need to run very fast? What do the children look for as they run away? Where are the good spots to hide in the playground? Why isn’t it good for your friend to see where you are hiding?pages 12–13: Ask, How can you hide in the long grass or by a tree? Why is a playground a good place to hide? Can you hide in the tunnel or in the bushes? Why might the children say ‘shhhhhhh’? Why do you need to be quiet when you are playing hide and seek?pages 14–15: Ask, Is it fun to hide? Who looks for you when

you are hiding? Will your friend fi nd you? Why might he or she say ‘Boo’? Can your friend see you?page 16: Talk about the glossary and its purpose. Discuss word meanings with the children.

Reading the text CCSS RI.1.1, RI.1.2, RI.1.3, RI.1.6, RI.1.7,

RI.1.10

• Have children read independently. Focus on meaning, structure, and visual cues. Support development of reading strategies. Identify areas that challenge children and can be developed into future learning experiences.

• Discuss reading strategies with children. During reading, ask, How could you work out this word? Did that make sense? Encourage children to self-correct.

• Ask students to relate the text to their own experiences. Ask, When have you played hide and seek? Where do you like to hide when you play hide and seek?

• Discuss how this is a nonfi ction text and that we learn things from reading this type of text. Ask, Would you know how to play hide and seek after reading this text?

• Have children retell the text in their own words.• Ask inferential questions such as: How do you know if you

have a good place to hide? Why should you be quiet while you are hiding? Why should you run away when your friend is counting? What would happen if you couldn’t fi nd somewhere to hide?

After readingFocus on meaning, structure, and visual cues that children found diffi cult while reading. Discuss strategies and provide opportunities for children to consolidate specifi c skills. For example, if the children had diffi culty with the word ‘tunnel’, discuss strategies such as sounding out, re-reading, or looking at the illustrations.

Choose from the following activities.

Comprehension CCSS RI.1.1, RI.1.2, RI.1.3, RI.1.7 • Following directions: Take the children outside. Have them

re-read the text and follow the instructions to play their own game of hide and seek. If they are unsure of what to do, encourage them to refer back to the text.

Hide and SeekEIL: 10 GRL: F Nonfi ction Word count: 178 Text type: Explanation

High frequency words introduced: by, friend/friends, long, ten, then

High frequency words consolidated: best, but, fast, fi nd, lots, or

Program links: Hide and Seek E-Book, King of the Jungle (fi ction)

Curriculum link: me/family, school, creative play, physical activity

Text summary: Hide and seek is one of the best games to play with your friends. Find out how to play hide and seek and learn about some good places to hide.

Writing directionsYou will need: colored pencils or crayons

• Find and color in the children hiding in the playground.

• Write directions for the boy who is counting to find them.

Oral Reading RecordName: Age: Date:

Text: Hide and Seek EIL: 10 GRL: F Running words: 116Summary:

Page no. E SC Errors

MSVSelf-corrections

MSV

2

4

6

8

10

You can play lots of games

with your friends.

But one of the best games

to play is hide and seek.

Look at the girls and boys.

They are at school.

They are going to play

hide and seek with you.

Look again!

Can you see the boys and girls?

Where are they hiding?

You can play hide and seek outside

with your friends too.

One of your friends can hide her eyes.

Then she can count to ten.

You and your friends can all run away.

You have to run very fast!

Look for a good spot to hide

in the playground.

It is not good for your friend

to see where you are hiding.

Totals

CCSS RI.1.4, RF.1.3.b, RF.1.3.c, RF.1.3.f, RF.1.3.g

Hide_and_Seek_Gatefold.indd 5-1 17/06/2014 10:31 am

Engage Literacy © 2015 by Capstone Classroom, a division of Capstone • Hide and Seek, EIL: 10 GRL: F. This page may be photocopied for educational use within the purchasing institution. Engage Literacy © 2015 by Capstone Classroom, a division of Capstone • Hide and Seek, EIL: 10 GRL: F. This page may be photocopied for educational use within the purchasing institution.

Main teaching focusText conventions: Uppercase letters, periods, question marks, exclamation points.

Other teaching focusText conventions: Features of a sentence.

Teacher’s noteChildren find the uppercase letters, periods, question marks, exclamation points, and sentences in the passage and color them the appropriate colors.

Main teaching focusComprehension: Cloze with words given.

Other teaching focusComprehension: Reading for meaning—ensuring sentences make sense.

Teacher’s noteChildren use the words in the box to complete the sentences.

BLM 1Name: Date:

BLM 2Name: Date:

3 42

• Cloze: Flip through the book, and ask children to explain what the text was explaining or teaching them on each page. Write sentences from the text on paper, but leave a word out in each sentence, e.g. ‘You can play lots of with your friends.’ As a group, discuss strategies for working out the missing word. Talk about gaining meaning from the sentence and thinking about what word would make sense. Fill in the missing word. Have children re-read the sentence to check the meaning. Repeat with other sentences. Have children complete BLM 1 (page 3).

• Comparing and contrasting: Have children recall the hiding spots shown in the text. Make a list of the hiding places. Select two different hiding places, such as the tree and the log. Ask, How are these hiding places similar? How are they different? Continue by selecting two different hiding places to compare.

Phonological awareness/Graphophonics CCSS RF.1.2.a,

RF.1.2.b, RF.1.3.a, RF.1.3.b, RF.1.3.c, RF.1.3.e

• As a group, discuss the word ‘hide’ and the long vowel rule for the silent ‘e’. Explain that usually when there is a silent ‘e’ on the end of the word you make a long vowel sound for the previous vowel, instead of a short vowel sound. Have children find words in the text that end with ‘e’ and as a group, sound and read the words to identify if they use the silent ‘e’ rule.

• Discuss the ‘ee’ long vowel sound. Have children find ‘ee’ words in the text. Brainstorm, draw, and write other words with this sound.

• Talk about two-letter consonant blends at the beginning of words, e.g. ‘tr’ and ‘pl’. Discuss how these letters are sounded together rather than separately (i.e. ‘tr’ rather than ‘t-r’). Have children find ‘tr’ and ‘pl’ words in the text. Brainstorm other words that begin with these blends.

• As a group, talk about the consonant digraph ‘sh’ and the sound these letters make when they are together. Have children find ‘sh’ words in the text. Discuss how the ‘sh’ can be at the beginning, middle, or end of a word. Brainstorm other ‘sh’ words.

• As a group, talk about how the ‘s’ suffix changes the way we read a word and also changes its meaning, e.g. ‘boys’ means more than one boy. Have children find ‘girls’ in the text and compare it to ‘girl’ by covering the ‘s’.

• Discuss how ‘outside’ is a compound word because it is made up of two words joined together. Write ‘outside’ and have children circle the two words—‘out’ and ‘side’. Find and discuss the compound word ‘playground’.

Vocabulary CCSS RF.1.3.b, RF.1.3.g

• Visual recognition of high frequency words: ‘by’, ‘friend’, ‘friends’, ‘long’, ‘ten’, ‘then’. Ask children to find the words in the text. Write the words on cards (two cards for each word) and have children practice reading the words. Use the cards to play Memory.

• Have children cut out letters from magazines and newspapers to make the high frequency words.

Fluency CCSS RL.1.10, RF.1.4.b

• Discuss 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 RF.1.1.a, RI.1.5

• Sentence features: Talk about sentences, uppercase letters, and periods. Discuss how sentences begin with an uppercase letter and end with a period, exclamation point, or question mark. Select a page in the book. Ask, How many sentences are on this page? How do you know where the sentence starts? How do you know where the sentence ends? Have children complete BLM 2 (page 4), identifying the sentence features.

• Text emphasis/italic font: Discuss why some words in the text are in italics. Explain that these words are in the glossary at the back of the text and that the glossary helps us find out what the words mean.

• Question marks: Talk about question marks and have children count the number of questions in the text. Discuss the difference between statements and questions and how questions need an answer.

• Exclamation points: Talk about how exclamation points influence the way the text is read. Have children identify exclamation points in the text. Have children practice reading sentences with exclamation points and compare this with how they would be read if there were none.

Writing CCSS W.1.2

• Play a game where one child hides in the room while another child covers his or her eyes. Have another child give directions to the child with covered eyes so that he or she finds the person who is hiding. Discuss how the directions helped. Have children complete BLM 3 (page 5).

English Language Learners CCSS SL.1.4

• Collect a variety of equipment used for games, such as balls, bean bags, and hoops. Have children explain and demonstrate games that can be played using the equipment. List the games and ensure all children agree how the games are played. As a group, record the instructions and rules. Provide children with the opportunity to play the games using the equipment. Model language and vocabulary to children during the discussions.

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)

Hide and seek cloze• Read the sentences and fill in the missing words using the words from the box below.

You can play hide and outside

with your friends.

One of your friends can her eyes.

Then she can to ten.

You and your can all away.

You have to run very !

Look for a good spot to

in the playground.

It is fun to hide. Your friend will

for you.

But will they find ?

BOO!

Your friend can you.

look hide run count you

hide friends seek see fast

Color the sentencesYou will need: colored pencils or crayons

• Color the capital letters blue. (ABCD) • Color the exclamation point green. (!)

• Color the periods red. (.) • Color each sentence a different color.

• Color the question mark yellow. (?)

Look for a good spot to hide in the playground.

You can hide in the long grass,

or you can hide by a tree.

You can hide by a log.

You can hide in the tunnel, or you can hide in the bushes.

Shhhhhhh!

It is fun to hide.

Your friend will look for you.

But will she find you?

There are capital letters.

There are periods.

There is question mark.

There is exclamation point.

There are sentences.









BLM 1Name: Date:

BLM 2Name: Date:

3 42





















Writing CCSS W.1.2









with your friends.






in the playground.


for you.


BOO!













Shhhhhhh!

It is fun to hide.




There are periods.












BLM 1Name: Date:

BLM 2Name: Date:

3 42





















Writing CCSS W.1.2









with your friends.






in the playground.


for you.


BOO!













Shhhhhhh!

It is fun to hide.




There are periods.












BLM 3Name: Date:

Teacher Notes










RI.1.10























MSVSelf-corrections

MSV

2

4

6

8

10


with your friends.




They are at school.



Look again!










in the playground.



Totals










BLM 3Name: Date:

Teacher Notes










RI.1.10























MSVSelf-corrections

MSV

2

4

6

8

10


with your friends.




They are at school.



Look again!










in the playground.



Totals



Documents

Hide and Seek Gatefold - Capstone Library€¦ · Program links: Hide and Seek E-Book, King of the Jungle (fi ction) Curriculum link: me/family, school, creative play, physical activity