King of the Jungle Gatefold - Capstone Library...5 ENGAGETN182 Engage Literacy Teacher’s Resource Levels 9–11 Extended Edition; King of the Jungle, Fiction, EIL: 10 GRL: F 6 1

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 • King of the Jungle, EIL: 10 GRL: F. This page may be photocopied for educational use within the purchasing institution.

Main teaching focusComprehension: Recalling events from the text.

Other teaching focusComprehension: Discuss the characters, setting, and plot.

Teacher’s noteChildren recall, write about, and draw pictures to show the characters, setting, plot, and when the story took place. Note: You will need to introduce or revise the words ‘who’, ‘what’, and ‘when’.

BLM 3Name: Date:

Teacher Notes

Engage Literacy Teacher’s Resource Levels 9–11 Extended Edition; King of the Jungle, Fiction, EIL: 10 GRL: FENGAGETN182 6 15

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

• Have children talk about jungle animals and how they behave. Ask, How do lions behave? What things do elephants like to do? Discuss how the lion is the king of the jungle.

• Ask, Do you feel hot and sweaty when you run? What things can you do to cool down after running fast?

Book walk CCSS RL.1.1, RL.1.3, RL.1.7, SL.1.1.c

• Introduce the story. Give each child a copy of the book and discuss the title. Ask, How many words are in the title? What does the title make you think about? Discuss the illustration on the front cover and link to children’s personal experiences. Encourage children to predict what the story will be about.

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

pages 2–3: Ask, Where is Baby Elephant playing? Who is running by? Is Little Leo running fast? Where is Little Leo running? Why do you think he ran off into the jungle?pages 4–5: Ask, Why do you think Baby Elephant wanted Little Leo to come back? Where does Baby Elephant want Little Leo to play? Is Baby Elephant having fun in the water? Why do you think Little Leo cannot play with Baby Elephant? Who is going to be King of the Jungle one day?pages 6–7: Ask, What do you think Baby Elephant wants to do now? Is Little Leo letting Baby Elephant run in the jungle with him? Would Baby Elephant be fast?pages 8–9: Ask, Who is running and running? What is Baby Elephant doing while Little Leo runs in and out of the jungle? Is Little Leo stopping?pages 10–11: Ask, Why do you think Little Leo is very hot? Can Baby Elephant run fast like Little Leo? How could Baby Elephant help Little Leo?pages 12–13: Ask, What is Baby Elephant doing with his trunk? Why is he putting his trunk down, down, down? Why do you think he has put his long trunk up, up, up?pages 14–15: Ask, What is coming out of Baby Elephant's

trunk? Where is the water going? Why would Little Leo like the water whooshing on him?page 16: Ask, Is Little Leo having lots of fun? Do you think he likes playing with Baby Elephant?

Reading the text CCSS RL.1.1, RL.1.2, RL.1.3, RL.1.4, RL.1.7,

RL.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 students. During reading, ask, How could you work out this word? Did that make sense? Discuss how looking at the illustrations can help with reading.

• Ask students to relate the story to their own experiences. Ask, What do you do when a friend wants to play with you? What things do you do if someone doesn’t want to play with you?

• Ask children to predict what will happen on the next page or how the story might end.

• Talk about the characters in the story and their role. Discuss the characters’ actions and feelings during different points in the story.

• Have children retell the story in their own words.• Discuss how this text is a narrative and have children

identify the complication and resolution.• Ask inferential questions such as: How did Baby Elephant

have his feelings hurt? What do you think Little Leo will do next time Baby Elephant wants to play? Was Little Leo a nice character? What other things could Little Leo have done to cool down when he was very hot?

After reading Focus 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 ‘water’, discuss strategies such as sounding out, re-reading, or looking at the illustrations.

King of the JungleEIL: 10 GRL: F Fiction Word count: 185 Text type: Narrative

High frequency words introduced: back, by, cannot, long, then, was

High frequency words consolidated: be, but, fast, having, lots

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

Curriculum link: animals, environment, physical activity

Story summary: Baby Elephant wants to play in the water with Little Leo. Little Leo wants to run in the jungle and says Baby Elephant cannot run with him because he is not fast. Little Leo runs and runs and gets very hot. Then Baby Elephant helps Little Leo by squirting water out of his trunk to cool him down.

Who, what, when, whereYou will need: colored pencils or crayons

• Write and draw pictures about the story—who, what, when, and where.

Who?

What?

When?

Where?

Oral Reading RecordName: Age: Date:

Text: King of the Jungle EIL: 10 GRL: F Running words: 118Summary:

Page no. E SC Errors

MSVSelf-corrections

MSV

2

3

4

6

7

9

One day Baby Elephant

was playing in the water.

Little Leo ran by.

He was running very fast.

“Look at me!” shouted Little Leo.

“I am running very fast.”

Then off he ran into the jungle.

“Come back!” shouted Baby Elephant.

“I am having fun in the water.

Come back and play with me.”

“No!” said Little Leo.

“I cannot play with you. I have to run fast.

One day I will be King of the Jungle.”

“Can I run in the jungle

with you?” said Baby Elephant.


“You cannot run with me.

You are not fast.”

Little Leo ran and ran.

He ran in and out of the jungle.

He did not stop.

Totals

CCSS RF.1.3.b, RF.1.3.c, RF.1.3.e, RF.1.3.f, RF.1.3.g

King_of_the_Jungle_Gatefold.indd 5-1 17/06/2014 10:21 am



Main teaching focusComprehension: Making connections with the text—text-to-self connections.

Other teaching focusComprehension: Recalling events from the text.

Teacher’s noteChildren connect the text to their personal experiences and record how they have behaved like Baby Elephant and Little Leo.Add matching pictures.

Main teaching focusComprehension: Inferring characters’ thoughts and feelings.


Teacher’s noteChildren infer what the characters were thinking at different points in the story. They record the characters’ thoughts in the thinking bubbles.

BLM 1Name: Date:

BLM 2Name: Date:

3 42

Choose from the following activities.

Comprehension CCSS RL.1.1, RL.1.2, RL.1.3, RL.1.4, RL.1.7

• Inferring: As a group, talk about the characters’ actions. Ask, What did Baby Elephant do in the story? What did Little Leo do in the story? Have children infer how the characters would have felt at different parts. Ask, How do you think Baby Elephant felt when Little Leo didn’t want to play with him? Flip through the text and have children infer what the characters would have been thinking. Have children complete BLM 1 (page 3), writing the thoughts of the characters.

• Connections: Ask, What type of character is Little Leo? What type of character is Baby Elephant? How was Little Leo being mean? What things did Baby Elephant do that showed he was kind and thoughtful? Have children connect the text to their own experiences. Ask, When have you behaved like Little Leo? When have you behaved like Baby Elephant? Have children complete BLM 2 (page 4), making connections between their own behavior and that of the characters.

• Recall: Ask who, what, when, and where questions about the text. Have children complete BLM 3 (page 5).

Phonological awareness/Graphophonics CCSS RF.1.2.b,

RF.1.3.a, RF.1.3.b, RF.1.3.c

• Discuss the vowel digraph ‘ay’. Brainstorm and record ‘ay’ words. Ask children to circle the ‘ay’ in each word. Have children fi nd ‘ay’ words in the text.

• Talk about the suffi x ‘ing’ and the sound these letters make when they are together. Have children fi nd words ending with ‘ing’ in the text. Discuss how we can add ‘ing’ to other words we know. Record examples.

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

• Find ‘whoooosh’ in the text. Talk about the consonant digraph ‘wh’ and discuss how these letters are sounded together as ‘wh’ rather than ‘w-h’. As a group, brainstorm and record other ‘wh’ words.

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

• Find ‘stop’ in the text. Talk about the strategy of sounding the word by segmenting it into onset and rime (i.e. ‘st-op’). Discuss how it is easier to read some words by blending some of the sounds.

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

• Visual recognition of high frequency words: ‘back’, ‘by’, ‘cannot’, ‘long’, ‘then’, ‘was’. Ask children to fi nd the words in the text. Write the words on cards (two cards for each word) and have children practice reading them. Use the cards to play games, such as Memory or Go Fish.

• Have children write the high frequency words in red pencil, then write over them with an orange pencil and then with a yellow pencil. Continue with different colors so the words look like a rainbow.

Fluency CCSS RL.1.10, RF.1.4.b

• Discuss and model the importance of reading smoothly and without stopping. Have children practice by reading pages of the text to each other.

Text conventions CCSS RF.1.1.a, L.1.1.a, L.1.2.b

• Text emphasis/bold font: As a group, talk about how ‘not’ is bold on page 7. Ask, Why do you think ‘not’ is printed in bold font? Explain how we emphasize the bold word or use a louder voice when we read it. Model this to children and encourage them to practice.

• Uppercase letters: Talk about how we write an uppercase letter at the beginning of people’s names. Have children fi nd names in the text. Write children’s names, emphasizing the uppercase letters.

• Question marks: Talk about question marks and their use in the text. Discuss how questions need an answer. As a group, write questions with a question mark at the end and then record the answers.

• Exclamation points: Talk about exclamation points and when they are used. Discuss how they change the way that we read a sentence. Have children identify exclamation points in the text. Ask, How many exclamation points are used in this book? Have children read sentences from the text, some with exclamation points and some without. Note how they change their voice depending on the punctuation.

Writing CCSS W.1.2

• As a group, talk about the events in the text. Write the words ‘fi rst’, ‘then’, ‘next’, ‘after’, ‘later’, and ‘fi nally’ on cards. Have children use these cards to help when writing a text that retells the events of the story. Encourage them to use the words in their text.

English Language Learners CCSS SL.1.4, L.1.5.a

• Talk about jungles. Show children photographs of jungles and jungle animals. Ask, What things can you see in jungles? What plants can you see? What animals live in jungles? As a group, make a list of jungle animals. Have children describe each of the animals and role-play their movements. Have children look in magazines to fi nd pictures of jungle animals. Paste these on paper to create a jungle scene. Have children talk about the jungle picture they create.

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 1)

What are they thinking?You will need: colored pencils or crayons

• In the thinking bubbles, write what the characters were thinking at this point in the story.

Connections• Write about the times you have been just like Baby Elephant.

• Write about the times you have been just like Little Leo.

• Draw matching pictures.










BLM 1Name: Date:

BLM 2Name: Date:

3 42







RF.1.3.a, RF.1.3.b, RF.1.3.c

















Writing CCSS W.1.2





















BLM 1Name: Date:

BLM 2Name: Date:

3 42







RF.1.3.a, RF.1.3.b, RF.1.3.c

















Writing CCSS W.1.2




















BLM 3Name: Date:

Teacher Notes











RL.1.10


















Who?

What?

When?

Where?




MSVSelf-corrections

MSV

2

3

4

6

7

9



Little Leo ran by.


















He did not stop.

Totals










BLM 3Name: Date:

Teacher Notes











RL.1.10


















Who?

What?

When?

Where?




MSVSelf-corrections

MSV

2

3

4

6

7

9



Little Leo ran by.


















He did not stop.

Totals



Documents

King of the Jungle Gatefold - Capstone Library...5 ENGAGETN182 Engage Literacy Teacher’s Resource Levels 9–11 Extended Edition; King of the Jungle, Fiction, EIL: 10 GRL: F 6 1