Page 4 - Red Rocket Readers Catalog 2022

TEACHER TOOLS
DOWNLOADABLE TOOLS
Word Count: 309
We are reading this story to learn about how Rabbit’s came to have long ears and understand
legend stories.
Setting a learning goal:
To meet the reading purpose, students need to draw on a range of comprehension and processing
strategies, often simultaneously. Select and adapt from those below to set your own learning
goal. Be guided by your students’ particular needs and experiences: who they are, where they
come from, and what they bring? What opportunities does this text offer in assisting students to learn more about how to read, understand and make meaning of texts?
We are learning to: ... (focus on the most relevant for the group – choose 2-3 per reading)
Success criteria I can:
n Explain “how” and “why” Rabbit got long ears and relate this to simple cause, effect and consequence
n self-monitor and adjust my reading when my understanding breaks down through using strategies such as making
predictions about what I am going to read, self-correcting, reread, using letter-sound patterns, using visual prompts in
illustrations, and questioning.
n make connections to my own knowledge and experience of telling the truth, being part of spreading rumours, cause and
effect
n retell and identify key points in the story n understand and read silent letter words
Suggested reading purpose:
4
The familiar setting of cooking settings, showing a variflety yof eithnicigtiesantd
Rabbit’s Ears Lesson Plan
Key Words: food, long, need, never, night, tell, time, told
GUIDED R/R LEXILE READING INTERVENTION MEASURE
H 15 400L
n identify that legends often explain why something has occurred and provide an example from the story n use speech marks and commas to show expression and to monitor and pace phrasing
Comprehensive Lesson Plans and mini Most content explicitly stated but also some implicit Discerning possessive Cause and effect,
Text Characteristics:
Lesson Briefs for a number of Red Rocket eg., how the animals are feeling, their predictions and apostrophe in “didn’t” on subsequent
content (in the text and illustrations) that provide apostrophe in “Rabbit’s” eg., Rabbit’s
opportunities for students to make simple inferences, and contractive rumor and the
Readers titlincreasing anxiety. page 14. animals panic. A mix of familiares are available now.All others
content Characters feelings are like practical jokes and conveyed through the telling and discerning the text and illustrations.
are in production and will be available as free
Dialogue between easily identified speakers.
The element of fantasy introduced by the detailed cartoon style illustrations and animals with human
truth; and content that
is likely to be unfamiliar to some students like community panic.
printable PDFs.
Speech marks and commas that encourage students to monitor and pace their phrasing.
Rabbit went into the long grass.
He saw all the animals running to get food for the days with no sun. That made him laugh. “I like to play good tricks! This is fun to see!”
he said to himself.
Running Records for 450+ titles can be downloaded free of charge in our VIP area. All other titles are in production and will be uploaded as they become available.
o reads to the end of the sentence and recognises the red period indicates the sentence end (pause) n word study:
o learn keywords: a, can, in, on, the, We
o identify upper and lower-case letters and their corresponding sound, Bb, Cc, Ff, Ii, Mm, On, Tt, Pp, Ww o make new words by rhyming known words: in, an
n make meaning and self-monitor using strategies:
o use illustrations to predict the story and unlock unknown words
o use semantics to unlock unknown words
o use beginning letters and pictures clues to unlock unknown words
o use the strategy: “Does it look right? Does it sound right? Does it makes sense?” o use rhyming patterns to discover and unlock unknown words
n recount items used to cook with Text Characteristics:
Clear photographs on each page, featuring a different method to cook, that explain/ represent the sentence below
the picture, aiding the reader groups cooking provides in comprehension opportunities for students
Worksheets for all titles are now available in PDF format. (Excludes Advanced Fluency Levels.)
Lesson Plans are available for each of our Big Book Editions as well as selected titles.This supplementary support can be used to enhance teaching practice and accommodate differing student needs.
artbooks.com
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The sentence pattern is
repeated on each page, changing the focus noun that cooks food and the word on/
We can cook
Topic words likely to be in
Rabbit’s Ears
written by Pam Holden illustrated by Lamia Aziz
Discern differences
between books by explaining elements of legend tales, eg., how Rabbit’s ears became long.
Ask and answer questions about key details in a text, eg., Rabbit’s trickery, listening to and spreading rumors.
Describe characters, settings, and major events in a story, using key details, eg., “Rabbit said that he was sorry. Bear put him down and let go of his ears. His ears were long now!”
8 9 characteristics.
s to own experiences of meal
to mak
eir preparations
e co
nne
c
tion
th
1
Look How We Cook Lesson Plan Key Words: a, can, in, on, the, We
GUIDED R/R LEXILE READING INTERVENTION MEASURE
B 2 40L
Word Count: 49
Genre: Non-Fiction
Overview: The story focuses on a different object
people use to cook with and introduces phrase concepts of “in” and “on” while maintaining
a predictable sentence pattern to support
student expectations of the text making sense. Photographic illustrations reinforce the focus noun on each page to aid reading and comprehension. Related Texts: Make a Salad / Vegetable Basket / Are You Hungry?
Common Core State Standards:
CCSS.ELA-LITERACY.RL.K.1.1 / RL.K.1.3 / RL.K.1.4 / RL.K.1.7 /
Tags: Life Experience, Food and Recipes, Baking, Cooking
Cross curricular connections:
Social Science / Technology
Available Formats: Standard Book Edition, and eBook Edition Extension Activity: Worksheet available free @ redrocketreaders.com
Setting a learning goal: (focus on the most relevant for the group – choose 2-3 per reading)
During reading students use a range of comprehension and processing strategies, often all together. Select and adapt from those below to set your own learning goal. Cater to your students’ particular needs and experiences: who they are, where they come from, and what they bring? What opportunities does this text offer your students to learn more about how to read, understand and make meaning of texts?
We are learning to:
n make connections between my own experiences and the information in the story to relate the story to experiences in my
own life
n understanding print concepts:
o often: tracks print and use 1:1 matching, uses left to right directionality, uses return sweep
Look How We Cook
written by Pam Holden
in, a/the for attention to print in a pot.