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Engage Literacy Surprise Pancakes for Mom, EIL: 5 GRL: D

This page may be photocopied for educational use within the purchasing institution.

Engage Literacy Surprise Pancakes for Mom, EIL: 5 GRL: D

This page may be photocopied for educational use within the purchasing institution.

BLM 1Name: Date:

BLM 2Name: Date:

3 42

missing word. Record the word ‘pancakes’ in the correct spot and have children re-read the sentence to check for meaning. Have children complete BLM 1 (page 3), cutting out words and pasting them into sentences.

Phonological awareness/GraphophonicsDiscuss the reading strategy of segmenting words into onset and rime. Find ‘bed’ in the text and discuss how to read the word by sounding ‘b-ed’. Have children read the word using the strategy. Identify and discuss other words in the text that can be read using the onset and rime strategy, e.g. ‘big’, ‘can’, ‘not’.Discuss the strategy of blending sounds. Write the letters ‘ed’ on paper and explain the strategy of sounding ‘ed’ rather than ‘e-d’. Record other vowel and consonant blends from the text such as ‘ig’, ‘an’, ‘ot’, ‘um’, and ‘up’. Have

the text with these sounds.Discuss the initial digraph ‘sh’. Talk about the word ‘shouted’ and explain how readers sound ‘sh’ rather than ‘s-h’. As a group, brainstorm other ‘sh’ words.Find ‘pancakes’ in the text. Cover up the ‘s’ ending and have children identify the word ‘pancake’. Discuss how words are read differently if they end with ‘s’. Talk about how the

means there is more than one pancake.

on the end of a word means that something has already happened. Write ‘cook’ on the board and have children add ‘ed’ to the end. Have children read the word with the ‘ed’

Identify the word ‘pancakes’ and discuss how looking at the initial letter can help with reading the word. Say, This word starts with the sound ‘p’. What can you see in the illustration that starts with this sound? Discuss how this strategy can be used to work out unknown words. Have children complete BLM 2 (page 4), cutting out words and pasting them next to matching pictures.

VocabularyVisual recognition of high frequency words: ‘cook/ed’, ‘eat’, ‘jumped’, ‘looked’, ‘she’, ‘where’, ‘are’, ‘for’, ‘not’, ‘oh’, ‘shouted’, ‘you’. Ask children to identify the words in the text. Write the words on cards (two cards for each word) and play games such as Memory.Have children make the high frequency words with magnetic letters. Ask children to then write the words in the same colors as the magnetic letters.

Fluency

without stopping. Use the text to model how to read

other smoothly and without stopping.

Text conventionsUppercase and lowercase letters: Discuss uppercase and lowercase letters with the children. Ask them to identify uppercase and lowercase letters in the text. Discuss how capital letters are used at the beginning of sentences.Periods: Talk about how periods are used at the end of sentences. Flip through the text, and ask children to count the periods on each page.Exclamation points: Identify the exclamation points in the text. Talk about how we use exclamation points when we want to show something is important. Discuss how readers change their voice when there is an exclamation point. Ask children to practice changing their tone when reading sentences with an exclamation point.Text emphasis/bold font: Talk about ‘surprise’ on page 14 and how it is bold. Talk about how we change our tone when we read words that are bold. Have children practice reading page 14 with a partner, emphasizing the word ‘surprise’.Question marks: Find the question mark on page 2. Explain that question marks are used at the end of questions, instead of a period. Talk about how questions require an answer. Have children role-play asking a question and their partner answering it. Record questions and have children place a question mark at the end.

WritingMake individual ‘Surprise Pancakes for Mom’ books. Fold four pieces of U.S. letter paper in half from top to bottom. Staple down the folded side. Have children copy the title ‘Surprise Pancakes for Mom’ onto the front cover. Ask them to recall the events of the story and write the story in their own words. Encourage them to use all the pages of the book and illustrate the pages to match their writing.

English Language LearnersCollect the ingredients and equipment needed to make pancakes. Cook the pancakes with children and promote and support language during the experience. Focus on developing children’s vocabulary. Have them recall and discuss the process of making pancakes.Talk about all the things that can be found in a kitchen. Take children to a kitchen and have children identify the stove, refrigerator, freezer, microwave, cupboards, chairs, tables, plates, glasses, etc. Talk about what things are used for. Promote and enhance language during discussion. Have children complete BLM 3 (page 5), coloring and cutting out the pictures to make a picture of kitchen.

AssessmentBLMs 1, 2, and 3 completedNote 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)

Dad can Mom

surprise pancakes

Main teaching focusComprehension: Recalling events from the text and completing a cloze where words are given.

Other teaching focusGraphophonics: Using initial letter sounds/names to help with reading words. Vocabulary: Visual recognition of high frequency words.

Teacher’s noteChildren cut out words, and paste them into the sentences to complete the cloze.

ClozeYou will need: scissors, glue

“Mom is in bed,” said Alex.

“I can cook pancakes for .

It is a big !”

“I can cook the pancakes, too,”

said .

Dad and Alex cooked the .

“Mom eat this pancake,”

said Dad.

jump cook pancakes

bananas surprise

Main teaching focusGraphophonics: Using the initial letter sounds/names to help with reading unknown words.

Other teaching focusComprehension: Recalling events from the text. Oral language development.

Teacher’s noteChildren cut out the words, and paste them under the matching pictures.

Matching pictures and wordsYou will need: scissors, glue

paste paste paste

paste paste

( gy )( gy )

Engage Literacy Surprise Pancakes for Mom, EIL: 5 GRL: D

This page may be photocopied for educational use within the purchasing institution.

Engage Literacy Surprise Pancakes for Mom, EIL: 5 GRL: D

This page may be photocopied for educational use within the purchasing institution.

BLM 1Name: Date:

BLM 2Name: Date:

3 42

missing word. Record the word ‘pancakes’ in the correct spot and have children re-read the sentence to check for meaning. Have children complete BLM 1 (page 3), cutting out words and pasting them into sentences.

Phonological awareness/GraphophonicsDiscuss the reading strategy of segmenting words into onset and rime. Find ‘bed’ in the text and discuss how to read the word by sounding ‘b-ed’. Have children read the word using the strategy. Identify and discuss other words in the text that can be read using the onset and rime strategy, e.g. ‘big’, ‘can’, ‘not’.Discuss the strategy of blending sounds. Write the letters ‘ed’ on paper and explain the strategy of sounding ‘ed’ rather than ‘e-d’. Record other vowel and consonant blends from the text such as ‘ig’, ‘an’, ‘ot’, ‘um’, and ‘up’. Have

the text with these sounds.Discuss the initial digraph ‘sh’. Talk about the word ‘shouted’ and explain how readers sound ‘sh’ rather than ‘s-h’. As a group, brainstorm other ‘sh’ words.Find ‘pancakes’ in the text. Cover up the ‘s’ ending and have children identify the word ‘pancake’. Discuss how words are read differently if they end with ‘s’. Talk about how the

means there is more than one pancake.

on the end of a word means that something has already happened. Write ‘cook’ on the board and have children add ‘ed’ to the end. Have children read the word with the ‘ed’

Identify the word ‘pancakes’ and discuss how looking at the initial letter can help with reading the word. Say, This word starts with the sound ‘p’. What can you see in the illustration that starts with this sound? Discuss how this strategy can be used to work out unknown words. Have children complete BLM 2 (page 4), cutting out words and pasting them next to matching pictures.

VocabularyVisual recognition of high frequency words: ‘cook/ed’, ‘eat’, ‘jumped’, ‘looked’, ‘she’, ‘where’, ‘are’, ‘for’, ‘not’, ‘oh’, ‘shouted’, ‘you’. Ask children to identify the words in the text. Write the words on cards (two cards for each word) and play games such as Memory.Have children make the high frequency words with magnetic letters. Ask children to then write the words in the same colors as the magnetic letters.

Fluency

without stopping. Use the text to model how to read

other smoothly and without stopping.

Text conventionsUppercase and lowercase letters: Discuss uppercase and lowercase letters with the children. Ask them to identify uppercase and lowercase letters in the text. Discuss how capital letters are used at the beginning of sentences.Periods: Talk about how periods are used at the end of sentences. Flip through the text, and ask children to count the periods on each page.Exclamation points: Identify the exclamation points in the text. Talk about how we use exclamation points when we want to show something is important. Discuss how readers change their voice when there is an exclamation point. Ask children to practice changing their tone when reading sentences with an exclamation point.Text emphasis/bold font: Talk about ‘surprise’ on page 14 and how it is bold. Talk about how we change our tone when we read words that are bold. Have children practice reading page 14 with a partner, emphasizing the word ‘surprise’.Question marks: Find the question mark on page 2. Explain that question marks are used at the end of questions, instead of a period. Talk about how questions require an answer. Have children role-play asking a question and their partner answering it. Record questions and have children place a question mark at the end.

WritingMake individual ‘Surprise Pancakes for Mom’ books. Fold four pieces of U.S. letter paper in half from top to bottom. Staple down the folded side. Have children copy the title ‘Surprise Pancakes for Mom’ onto the front cover. Ask them to recall the events of the story and write the story in their own words. Encourage them to use all the pages of the book and illustrate the pages to match their writing.

English Language LearnersCollect the ingredients and equipment needed to make pancakes. Cook the pancakes with children and promote and support language during the experience. Focus on developing children’s vocabulary. Have them recall and discuss the process of making pancakes.Talk about all the things that can be found in a kitchen. Take children to a kitchen and have children identify the stove, refrigerator, freezer, microwave, cupboards, chairs, tables, plates, glasses, etc. Talk about what things are used for. Promote and enhance language during discussion. Have children complete BLM 3 (page 5), coloring and cutting out the pictures to make a picture of kitchen.

AssessmentBLMs 1, 2, and 3 completedNote 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)

Dad can Mom

surprise pancakes

Main teaching focusComprehension: Recalling events from the text and completing a cloze where words are given.

Other teaching focusGraphophonics: Using initial letter sounds/names to help with reading words. Vocabulary: Visual recognition of high frequency words.

Teacher’s noteChildren cut out words, and paste them into the sentences to complete the cloze.

ClozeYou will need: scissors, glue

“Mom is in bed,” said Alex.

“I can cook pancakes for .

It is a big !”

“I can cook the pancakes, too,”

said .

Dad and Alex cooked the .

“Mom eat this pancake,”

said Dad.

jump cook pancakes

bananas surprise

Main teaching focusGraphophonics: Using the initial letter sounds/names to help with reading unknown words.

Other teaching focusComprehension: Recalling events from the text. Oral language development.

Teacher’s noteChildren cut out the words, and paste them under the matching pictures.

Matching pictures and wordsYou will need: scissors, glue

paste paste paste

paste paste

( gy )( gy )

Engage Literacy Surprise Pancakes for Mom, EIL: 5 GRL: D

This page may be photocopied for educational use within the purchasing institution.

Engage Literacy Surprise Pancakes for Mom, EIL: 5 GRL: D

This page may be photocopied for educational use within the purchasing institution.

BLM 1Name: Date:

BLM 2Name: Date:

3 42

missing word. Record the word ‘pancakes’ in the correct spot and have children re-read the sentence to check for meaning. Have children complete BLM 1 (page 3), cutting out words and pasting them into sentences.

Phonological awareness/GraphophonicsDiscuss the reading strategy of segmenting words into onset and rime. Find ‘bed’ in the text and discuss how to read the word by sounding ‘b-ed’. Have children read the word using the strategy. Identify and discuss other words in the text that can be read using the onset and rime strategy, e.g. ‘big’, ‘can’, ‘not’.Discuss the strategy of blending sounds. Write the letters ‘ed’ on paper and explain the strategy of sounding ‘ed’ rather than ‘e-d’. Record other vowel and consonant blends from the text such as ‘ig’, ‘an’, ‘ot’, ‘um’, and ‘up’. Have

the text with these sounds.Discuss the initial digraph ‘sh’. Talk about the word ‘shouted’ and explain how readers sound ‘sh’ rather than ‘s-h’. As a group, brainstorm other ‘sh’ words.Find ‘pancakes’ in the text. Cover up the ‘s’ ending and have children identify the word ‘pancake’. Discuss how words are read differently if they end with ‘s’. Talk about how the

means there is more than one pancake.

on the end of a word means that something has already happened. Write ‘cook’ on the board and have children add ‘ed’ to the end. Have children read the word with the ‘ed’

Identify the word ‘pancakes’ and discuss how looking at the initial letter can help with reading the word. Say, This word starts with the sound ‘p’. What can you see in the illustration that starts with this sound? Discuss how this strategy can be used to work out unknown words. Have children complete BLM 2 (page 4), cutting out words and pasting them next to matching pictures.

VocabularyVisual recognition of high frequency words: ‘cook/ed’, ‘eat’, ‘jumped’, ‘looked’, ‘she’, ‘where’, ‘are’, ‘for’, ‘not’, ‘oh’, ‘shouted’, ‘you’. Ask children to identify the words in the text. Write the words on cards (two cards for each word) and play games such as Memory.Have children make the high frequency words with magnetic letters. Ask children to then write the words in the same colors as the magnetic letters.

Fluency

without stopping. Use the text to model how to read

other smoothly and without stopping.

Text conventionsUppercase and lowercase letters: Discuss uppercase and lowercase letters with the children. Ask them to identify uppercase and lowercase letters in the text. Discuss how capital letters are used at the beginning of sentences.Periods: Talk about how periods are used at the end of sentences. Flip through the text, and ask children to count the periods on each page.Exclamation points: Identify the exclamation points in the text. Talk about how we use exclamation points when we want to show something is important. Discuss how readers change their voice when there is an exclamation point. Ask children to practice changing their tone when reading sentences with an exclamation point.Text emphasis/bold font: Talk about ‘surprise’ on page 14 and how it is bold. Talk about how we change our tone when we read words that are bold. Have children practice reading page 14 with a partner, emphasizing the word ‘surprise’.Question marks: Find the question mark on page 2. Explain that question marks are used at the end of questions, instead of a period. Talk about how questions require an answer. Have children role-play asking a question and their partner answering it. Record questions and have children place a question mark at the end.

WritingMake individual ‘Surprise Pancakes for Mom’ books. Fold four pieces of U.S. letter paper in half from top to bottom. Staple down the folded side. Have children copy the title ‘Surprise Pancakes for Mom’ onto the front cover. Ask them to recall the events of the story and write the story in their own words. Encourage them to use all the pages of the book and illustrate the pages to match their writing.

English Language LearnersCollect the ingredients and equipment needed to make pancakes. Cook the pancakes with children and promote and support language during the experience. Focus on developing children’s vocabulary. Have them recall and discuss the process of making pancakes.Talk about all the things that can be found in a kitchen. Take children to a kitchen and have children identify the stove, refrigerator, freezer, microwave, cupboards, chairs, tables, plates, glasses, etc. Talk about what things are used for. Promote and enhance language during discussion. Have children complete BLM 3 (page 5), coloring and cutting out the pictures to make a picture of kitchen.

AssessmentBLMs 1, 2, and 3 completedNote 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)

Dad can Mom

surprise pancakes

Main teaching focusComprehension: Recalling events from the text and completing a cloze where words are given.

Other teaching focusGraphophonics: Using initial letter sounds/names to help with reading words. Vocabulary: Visual recognition of high frequency words.

Teacher’s noteChildren cut out words, and paste them into the sentences to complete the cloze.

ClozeYou will need: scissors, glue

“Mom is in bed,” said Alex.

“I can cook pancakes for .

It is a big !”

“I can cook the pancakes, too,”

said .

Dad and Alex cooked the .

“Mom eat this pancake,”

said Dad.

jump cook pancakes

bananas surprise

Main teaching focusGraphophonics: Using the initial letter sounds/names to help with reading unknown words.

Other teaching focusComprehension: Recalling events from the text. Oral language development.

Teacher’s noteChildren cut out the words, and paste them under the matching pictures.

Matching pictures and wordsYou will need: scissors, glue

paste paste paste

paste paste

( gy )( gy )

( gy )( gy )

( gy )( gy )