L 22 Whirly Bird.indd 5-1 28/11/12 11:25 AM

BLM 1Name: Date:

BLM 2Name: Date:

3 42

After readingFocus on developing reading strategies that support children in gaining meaning. Return to passages of text that children found difficult. Discuss and model specific reading strategies, such as visualizing, making connections, clarifying, questioning, summarizing, and inferring. Talk about how developing and using strategies help readers to form understandings. Choose from the following activities.

Comprehension CCSS RI. 1, RI. 2, RI.5, RF.4

• Sequencing: Have children recall how to make a whirly bird. Ask, What things were needed? What were the steps? Have children look at pictures and describe each step in the process. Have children complete BLM 1 (page 3), sequencing steps from the text.

• Following directions: Give children paper and scissors. Have them make their own whirly birds by following the directions in the text. If children are unsure, encourage them to re-read the text.

• Answering questions: Have children recall facts about helicopters. Draw a picture of a helicopter on a sheet of paper and have children label the different parts. On strips of paper, write literal and inferential questions, such as, What size space does a helicopter need to land on? Why don’t helicopters need a runway? Discuss how the answers to some questions can be found in the text, and some questions need to be answered by thinking. Have each child take a question strip and answer the question. Have children complete BLM 2 (page 4), answering questions about helicopters.

Graphophonics CCSS RF.3

• Discuss the sound the letters ‘ch’ make in ‘machine’. Talk about how it sounds like a ‘sh’ digraph. Find ‘special’ in the text and ask, What letters make the ‘sh’ sound?

Extending vocabulary (individual words) CCSS RI. 4, L.4, L.5

• Identify and discuss interesting or challenging vocabulary in the text. Encourage children to work out meanings by using the sentence content and to use a dictionary to find the meaning of unknown words. Ask questions that encourage children to explain the word meanings.

• Discuss how ‘allow’ is a synonym for ‘let’. Say sentences such as, I will allow you to get a drink.

• Discuss the meaning of ‘amazing’. As a group, brainstorm words that have a similar meaning, such as ‘excellent’ or ‘outstanding’.

• Talk about the meaning of ‘backward’ and ‘forward’. Have children stand up and walk backward and forward.

• Discuss how ‘complete’ means ‘finished’ or ‘full’. Draw half a face on the board and ask children to ‘complete’ the drawing.

• Find the word ‘directions’ and discuss how it refers to the way something moves. Talk about how ‘up’, ‘down’, ‘forward’, ‘backward’, ‘left’, and ‘right’ are all different directions. Give children simple instructions and have them move in that ‘direction’.

• Identify ‘exactly’ and talk about how it means ‘precisely’ or ‘accurately’. Draw a line on a piece of paper and have children cut ‘exactly’ on the line.

• Discuss how ‘hard-to-reach’ refers to something that is difficult to get to.

• Talk about how ‘hover’ means something is staying above. Ask children to make their hand hover over the book.

• Talk about the meaning of ‘sideways’. Have children walk sideways.

• Identify ‘trapped’ and talk about how it refers to something being stuck and not being able to get out. Ask, Have you ever been trapped somewhere?

• Talk about how ‘useful’ means something is helpful or good to use. Ask, What useful things do you use?

Combining vocabulary for better understanding CCSS RI.4, L.4, L.5

• Identify and discuss interesting phrases in the text. Talk about how sometimes readers need to understand the meaning of individual words and then connect them with other words/phrases.

• Discuss the sentence ‘As it spins, it looks like a helicopter coming down to land’. Talk about what the whirly bird is doing. Discuss what a helicopter would look like as it as it lands.

• Talk about the sentence ‘The space doesn’t need to be much bigger than the helicopter itself ’. Talk about the size of a helicopter. Encourage children to draw pictures to show their understanding.

Text conventions CCSS RI.5

• Text types—procedural and report: Talk about how this nonfiction text has two different sections. Discuss how the part where it teaches readers how to make a whirly bird is a procedural. Have children identify the parts of the procedural, such as the list of materials and the steps. Talk about how the other part is an information report about helicopters. Discuss how it teaches readers about helicopters.

Writing CCSS W.2, W.10

• After children have made their own whirly bird, have them recall how they made it. Ask, What things did you need? How do you make it? Have children use BLM 3 (page 5) to write a procedural making a whirly bird.

English Language Learners CCSS SL.2, Sl.5

• As a group, brainstorm different forms of transportation, such as cars, buses, trains, boats, and airplanes. Talk about why people use certain types of transportation. Have children design a city on a large sheet of paper. Ask them to identify where different types of transportation travel in their city. Support and enhance children’s language use during the activity.

Assessment CCSS RI. 1, RI.2, W.2, W.10, RF.4

• 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)

Engage Literacy © 2013 by Capstone Classroom, a division of Capstone • Whirly Bird, Level 22 GRL: L. This page may be photocopied for educational use within the purchasing institution.

Main teaching focusComprehension: Sequencing sentences from the text.

Other teaching focusComprehension: Matching sentences and pictures; recalling events from the text.

Teacher’s noteChildren cut out and match the sentences and the pictures. They sequence them in the correct order, then paste the sentences and pictures together on the strip of paper.

SequencingYou will need: scissors, glue, a piece of paper

• Cut out the sentences and the pictures.

• Match the sentences with the pictures. Sequence them in the correct order, and paste them on a piece of paper.

Cut out your whirly bird. Fold the blades on your whirly bird. Fold one part forward and one part backward.

Fold the shaft of your whirly bird. Fold one side forward and one side backward.

Get a piece of paper. Draw the folding lines and the cutting lines on your paper.

Cut your paper along the cutting lines. There are three lines that you’ll need to cut. This will make the blades and the shaft.

Fold up the bottom of the shaft. Your whirly bird is now complete and ready to fly!

✁✁

Engage Literacy © 2013 by Capstone Classroom, a division of Capstone • Whirly Bird, Level 22 GRL: L. This page may be photocopied for educational use within the purchasing institution.

Main teaching focusComprehension: Answering literal and inferential questions.

Other teaching focusComprehension: Recalling information from a text.

Teacher’s noteChildren label the parts of the helicopter using the words in the box. Then they read and answer the literal and inferential questions.

Answering questions• Label the picture of the helicopter using the words in the box.

• Read each question, and write the answer on the line below.

What are the ‘wings’ on a helicopter called?

_________________________________________________________________In what direction does a helicopter fly when it takes off and lands?

_________________________________________________________________What size space does a helicopter need to land on?

_________________________________________________________________How do helicopters help to fight fires?

_________________________________________________________________Why wouldn’t a helicopter need a runway?

_________________________________________________________________

rotors

shaft

tail

boom

tail rotor

landing skis

pilot

cockpit

helipad

L 22 Whirly Bird.indd 2-4 28/11/12 11:26 AM

BLM 1Name: Date:

BLM 2Name: Date:

3 42

After readingFocus on developing reading strategies that support children in gaining meaning. Return to passages of text that children found difficult. Discuss and model specific reading strategies, such as visualizing, making connections, clarifying, questioning, summarizing, and inferring. Talk about how developing and using strategies help readers to form understandings. Choose from the following activities.

Comprehension CCSS RI. 1, RI. 2, RI.5, RF.4

• Sequencing: Have children recall how to make a whirly bird. Ask, What things were needed? What were the steps? Have children look at pictures and describe each step in the process. Have children complete BLM 1 (page 3), sequencing steps from the text.

• Following directions: Give children paper and scissors. Have them make their own whirly birds by following the directions in the text. If children are unsure, encourage them to re-read the text.

• Answering questions: Have children recall facts about helicopters. Draw a picture of a helicopter on a sheet of paper and have children label the different parts. On strips of paper, write literal and inferential questions, such as, What size space does a helicopter need to land on? Why don’t helicopters need a runway? Discuss how the answers to some questions can be found in the text, and some questions need to be answered by thinking. Have each child take a question strip and answer the question. Have children complete BLM 2 (page 4), answering questions about helicopters.

Graphophonics CCSS RF.3

• Discuss the sound the letters ‘ch’ make in ‘machine’. Talk about how it sounds like a ‘sh’ digraph. Find ‘special’ in the text and ask, What letters make the ‘sh’ sound?

Extending vocabulary (individual words) CCSS RI. 4, L.4, L.5

• Identify and discuss interesting or challenging vocabulary in the text. Encourage children to work out meanings by using the sentence content and to use a dictionary to find the meaning of unknown words. Ask questions that encourage children to explain the word meanings.

• Discuss how ‘allow’ is a synonym for ‘let’. Say sentences such as, I will allow you to get a drink.

• Discuss the meaning of ‘amazing’. As a group, brainstorm words that have a similar meaning, such as ‘excellent’ or ‘outstanding’.

• Talk about the meaning of ‘backward’ and ‘forward’. Have children stand up and walk backward and forward.

• Discuss how ‘complete’ means ‘finished’ or ‘full’. Draw half a face on the board and ask children to ‘complete’ the drawing.

• Find the word ‘directions’ and discuss how it refers to the way something moves. Talk about how ‘up’, ‘down’, ‘forward’, ‘backward’, ‘left’, and ‘right’ are all different directions. Give children simple instructions and have them move in that ‘direction’.

• Identify ‘exactly’ and talk about how it means ‘precisely’ or ‘accurately’. Draw a line on a piece of paper and have children cut ‘exactly’ on the line.

• Discuss how ‘hard-to-reach’ refers to something that is difficult to get to.

• Talk about how ‘hover’ means something is staying above. Ask children to make their hand hover over the book.

• Talk about the meaning of ‘sideways’. Have children walk sideways.

• Identify ‘trapped’ and talk about how it refers to something being stuck and not being able to get out. Ask, Have you ever been trapped somewhere?

• Talk about how ‘useful’ means something is helpful or good to use. Ask, What useful things do you use?

Combining vocabulary for better understanding CCSS RI.4, L.4, L.5

• Identify and discuss interesting phrases in the text. Talk about how sometimes readers need to understand the meaning of individual words and then connect them with other words/phrases.

• Discuss the sentence ‘As it spins, it looks like a helicopter coming down to land’. Talk about what the whirly bird is doing. Discuss what a helicopter would look like as it as it lands.

• Talk about the sentence ‘The space doesn’t need to be much bigger than the helicopter itself ’. Talk about the size of a helicopter. Encourage children to draw pictures to show their understanding.

Text conventions CCSS RI.5

• Text types—procedural and report: Talk about how this nonfiction text has two different sections. Discuss how the part where it teaches readers how to make a whirly bird is a procedural. Have children identify the parts of the procedural, such as the list of materials and the steps. Talk about how the other part is an information report about helicopters. Discuss how it teaches readers about helicopters.

Writing CCSS W.2, W.10

• After children have made their own whirly bird, have them recall how they made it. Ask, What things did you need? How do you make it? Have children use BLM 3 (page 5) to write a procedural making a whirly bird.

English Language Learners CCSS SL.2, Sl.5

• As a group, brainstorm different forms of transportation, such as cars, buses, trains, boats, and airplanes. Talk about why people use certain types of transportation. Have children design a city on a large sheet of paper. Ask them to identify where different types of transportation travel in their city. Support and enhance children’s language use during the activity.

Assessment CCSS RI. 1, RI.2, W.2, W.10, RF.4

• 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)

Engage Literacy © 2013 by Capstone Classroom, a division of Capstone • Whirly Bird, Level 22 GRL: L. This page may be photocopied for educational use within the purchasing institution.

Main teaching focusComprehension: Sequencing sentences from the text.

Other teaching focusComprehension: Matching sentences and pictures; recalling events from the text.

Teacher’s noteChildren cut out and match the sentences and the pictures. They sequence them in the correct order, then paste the sentences and pictures together on the strip of paper.

SequencingYou will need: scissors, glue, a piece of paper

• Cut out the sentences and the pictures.

• Match the sentences with the pictures. Sequence them in the correct order, and paste them on a piece of paper.

Cut out your whirly bird. Fold the blades on your whirly bird. Fold one part forward and one part backward.

Fold the shaft of your whirly bird. Fold one side forward and one side backward.

Get a piece of paper. Draw the folding lines and the cutting lines on your paper.

Cut your paper along the cutting lines. There are three lines that you’ll need to cut. This will make the blades and the shaft.

Fold up the bottom of the shaft. Your whirly bird is now complete and ready to fly!

✁✁

Engage Literacy © 2013 by Capstone Classroom, a division of Capstone • Whirly Bird, Level 22 GRL: L. This page may be photocopied for educational use within the purchasing institution.

Main teaching focusComprehension: Answering literal and inferential questions.

Other teaching focusComprehension: Recalling information from a text.

Teacher’s noteChildren label the parts of the helicopter using the words in the box. Then they read and answer the literal and inferential questions.

Answering questions• Label the picture of the helicopter using the words in the box.

• Read each question, and write the answer on the line below.

What are the ‘wings’ on a helicopter called?

_________________________________________________________________In what direction does a helicopter fly when it takes off and lands?

_________________________________________________________________What size space does a helicopter need to land on?

_________________________________________________________________How do helicopters help to fight fires?

_________________________________________________________________Why wouldn’t a helicopter need a runway?

_________________________________________________________________

rotors

shaft

tail

boom

tail rotor

landing skis

pilot

cockpit

helipad

L 22 Whirly Bird.indd 2-4 28/11/12 11:26 AM

BLM 1Name: Date:

BLM 2Name: Date:

3 42

After readingFocus on developing reading strategies that support children in gaining meaning. Return to passages of text that children found difficult. Discuss and model specific reading strategies, such as visualizing, making connections, clarifying, questioning, summarizing, and inferring. Talk about how developing and using strategies help readers to form understandings. Choose from the following activities.

Comprehension CCSS RI. 1, RI. 2, RI.5, RF.4

• Sequencing: Have children recall how to make a whirly bird. Ask, What things were needed? What were the steps? Have children look at pictures and describe each step in the process. Have children complete BLM 1 (page 3), sequencing steps from the text.

• Following directions: Give children paper and scissors. Have them make their own whirly birds by following the directions in the text. If children are unsure, encourage them to re-read the text.

• Answering questions: Have children recall facts about helicopters. Draw a picture of a helicopter on a sheet of paper and have children label the different parts. On strips of paper, write literal and inferential questions, such as, What size space does a helicopter need to land on? Why don’t helicopters need a runway? Discuss how the answers to some questions can be found in the text, and some questions need to be answered by thinking. Have each child take a question strip and answer the question. Have children complete BLM 2 (page 4), answering questions about helicopters.

Graphophonics CCSS RF.3

• Discuss the sound the letters ‘ch’ make in ‘machine’. Talk about how it sounds like a ‘sh’ digraph. Find ‘special’ in the text and ask, What letters make the ‘sh’ sound?

Extending vocabulary (individual words) CCSS RI. 4, L.4, L.5

• Identify and discuss interesting or challenging vocabulary in the text. Encourage children to work out meanings by using the sentence content and to use a dictionary to find the meaning of unknown words. Ask questions that encourage children to explain the word meanings.

• Discuss how ‘allow’ is a synonym for ‘let’. Say sentences such as, I will allow you to get a drink.

• Discuss the meaning of ‘amazing’. As a group, brainstorm words that have a similar meaning, such as ‘excellent’ or ‘outstanding’.

• Talk about the meaning of ‘backward’ and ‘forward’. Have children stand up and walk backward and forward.

• Discuss how ‘complete’ means ‘finished’ or ‘full’. Draw half a face on the board and ask children to ‘complete’ the drawing.

• Find the word ‘directions’ and discuss how it refers to the way something moves. Talk about how ‘up’, ‘down’, ‘forward’, ‘backward’, ‘left’, and ‘right’ are all different directions. Give children simple instructions and have them move in that ‘direction’.

• Identify ‘exactly’ and talk about how it means ‘precisely’ or ‘accurately’. Draw a line on a piece of paper and have children cut ‘exactly’ on the line.

• Discuss how ‘hard-to-reach’ refers to something that is difficult to get to.

• Talk about how ‘hover’ means something is staying above. Ask children to make their hand hover over the book.

• Talk about the meaning of ‘sideways’. Have children walk sideways.

• Identify ‘trapped’ and talk about how it refers to something being stuck and not being able to get out. Ask, Have you ever been trapped somewhere?

• Talk about how ‘useful’ means something is helpful or good to use. Ask, What useful things do you use?

Combining vocabulary for better understanding CCSS RI.4, L.4, L.5

• Identify and discuss interesting phrases in the text. Talk about how sometimes readers need to understand the meaning of individual words and then connect them with other words/phrases.

• Discuss the sentence ‘As it spins, it looks like a helicopter coming down to land’. Talk about what the whirly bird is doing. Discuss what a helicopter would look like as it as it lands.

• Talk about the sentence ‘The space doesn’t need to be much bigger than the helicopter itself ’. Talk about the size of a helicopter. Encourage children to draw pictures to show their understanding.

Text conventions CCSS RI.5

• Text types—procedural and report: Talk about how this nonfiction text has two different sections. Discuss how the part where it teaches readers how to make a whirly bird is a procedural. Have children identify the parts of the procedural, such as the list of materials and the steps. Talk about how the other part is an information report about helicopters. Discuss how it teaches readers about helicopters.

Writing CCSS W.2, W.10

• After children have made their own whirly bird, have them recall how they made it. Ask, What things did you need? How do you make it? Have children use BLM 3 (page 5) to write a procedural making a whirly bird.

English Language Learners CCSS SL.2, Sl.5

• As a group, brainstorm different forms of transportation, such as cars, buses, trains, boats, and airplanes. Talk about why people use certain types of transportation. Have children design a city on a large sheet of paper. Ask them to identify where different types of transportation travel in their city. Support and enhance children’s language use during the activity.

Assessment CCSS RI. 1, RI.2, W.2, W.10, RF.4

• 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)

Engage Literacy © 2013 by Capstone Classroom, a division of Capstone • Whirly Bird, Level 22 GRL: L. This page may be photocopied for educational use within the purchasing institution.

Main teaching focusComprehension: Sequencing sentences from the text.

Other teaching focusComprehension: Matching sentences and pictures; recalling events from the text.

Teacher’s noteChildren cut out and match the sentences and the pictures. They sequence them in the correct order, then paste the sentences and pictures together on the strip of paper.

SequencingYou will need: scissors, glue, a piece of paper

• Cut out the sentences and the pictures.

• Match the sentences with the pictures. Sequence them in the correct order, and paste them on a piece of paper.

Cut out your whirly bird. Fold the blades on your whirly bird. Fold one part forward and one part backward.

Fold the shaft of your whirly bird. Fold one side forward and one side backward.

Get a piece of paper. Draw the folding lines and the cutting lines on your paper.

Cut your paper along the cutting lines. There are three lines that you’ll need to cut. This will make the blades and the shaft.

Fold up the bottom of the shaft. Your whirly bird is now complete and ready to fly!

✁✁

Engage Literacy © 2013 by Capstone Classroom, a division of Capstone • Whirly Bird, Level 22 GRL: L. This page may be photocopied for educational use within the purchasing institution.

Main teaching focusComprehension: Answering literal and inferential questions.

Other teaching focusComprehension: Recalling information from a text.

Teacher’s noteChildren label the parts of the helicopter using the words in the box. Then they read and answer the literal and inferential questions.

Answering questions• Label the picture of the helicopter using the words in the box.

• Read each question, and write the answer on the line below.

What are the ‘wings’ on a helicopter called?

_________________________________________________________________In what direction does a helicopter fly when it takes off and lands?

_________________________________________________________________What size space does a helicopter need to land on?

_________________________________________________________________How do helicopters help to fight fires?

_________________________________________________________________Why wouldn’t a helicopter need a runway?

_________________________________________________________________

rotors

shaft

tail

boom

tail rotor

landing skis

pilot

cockpit

helipad

L 22 Whirly Bird.indd 2-4 28/11/12 11:26 AM

L 22 Whirly Bird.indd 5-1 28/11/12 11:25 AM

L 22 Whirly Bird.indd 5-1 28/11/12 11:25 AM