L 19 Go-Kart Surprise.indd 5-1 5/07/12 11:03 AM

BLM 1Name: Date:

BLM 2Name: Date:

3 42

Comprehension • Crossword:Havechildrendiscussthestory.Askcomprehensionquestions,forexample:What did Justin want to do? How many friends came to his party? Did Mick win his race? How old was Justin when he was allowed to race?Ifchildrenareunsureoftheanswers,encouragethemtore-readthetext.Discusshowtodocrosswords.Explainthedifferencebetween‘across’wordsand‘down’words.HavechildrencompletethecrosswordonBLM 1(page3).

• Characters, setting, plot:Asagroup,recallanddrawthecharactersontheboard.Askchildrentotalkaboutanddrawthesettingontheboard.Askchildrentoretelltheplot.Asagroup,writeasummaryofthemaineventsontheboard.HavechildrencompleteBLM 2(page4),writingabookreportaboutthetext.

Phonological awareness/Graphophonics• Find‘zoomed’inthetextanddiscussthevoweldigraph‘oo’.Modelhowtheselettersmakealongsoundinthisword.Askchildrentobrainstormotherwordsthatcontainthissound.

• Discusshowthe‘c’in‘race’makesthesoundoftheletter‘s’.Ask,Can you think of any other words where the ‘c’ makes the sound of the letter ‘s’?Find‘place’inthetextandhavechildrensoundtheletter‘c’inthisword.

• Talkabouttheconsonantdigraph‘ph’in‘trophy’.Explainhowtheselettersarenotsoundedseparatelyas‘p-h’butaresoundedtogether.Modelthesoundtheselettersmake.Ask,When we sound these letters together, what letter sound does it sound like?

• Havechildrenfind‘could’inthetext.Talkaboutthe‘ould’rimeandthesoundtheselettersmakewhentheyaretogether.Ask,Can you think of any other words that end with ‘ould’?Recordthesewords,havechildrencirclethe‘ould’ending,andthenaskchildrentopracticesoundingthem.

• Talkaboutthecontraction‘wasn’t’.Write‘wasnot’and‘wasn’t’ontheboardanddiscusshowthecontractionhasanapostropheinsteadoftheletter‘o’.Repeatfor‘didn’t’and‘you’re’.Findthecontractionsinthetext.

• Find‘start’inthetext.Discussthesoundmadewhentheletters‘ar’aretogether.Talkabouthow‘start’canbereadbysounding‘st-ar-t’.Havechildrenidentifyother‘ar’wordsinthetextandpracticereadingthem.Brainstormandrecordother‘ar’words.

• Asagroup,talkabout‘er’attheendof‘brother’.Modelthesoundtheselettersmaketogether.Ask,Can you think of any other words that have the ‘er’ sound?

• Askchildrentofind‘stripes’inthetext.Discussthethree-letterconsonantblend‘str’atthebeginning.Explainhowtheselettersaresoundedas‘str’tomakeonesound,ratherthansoundedseparatelyas‘s-t-r’.Ask,Can you think of other words that begin with ‘str’?

Vocabulary • Visual recognition of high frequency words:‘arrived’,‘knew’,‘really’,‘sped’,‘yelled’.Askchildrentofindthesewordsinthetext.Writethewordsoncards(twocardsforeachword)andplayagamesuchasConcentration.

• Havechildrenspellthehighfrequencywordsbymoldingtheletterswithplaydough.

Fluency• Discusstheimportanceofreadingsmoothlyandwithoutstopping.Demonstratehowtoreadfluently.Havechildrenpracticebyreadingthetexttoeachother.

Text conventions • Features of the front cover:Lookatthefrontcoverofthetextandaskchildrentoidentifythetitle,author,andillustrator.Explaintochildrenthattheauthoristhepersonwhowrotethetext,andtheillustratoristhepersonwhodrewthepictures.Ask,What is the title of the text? Who is the author? Who is the illustrator?

• Features of the back cover:Asagroup,lookatthebackcoverandhavechildrenidentifytheblurb.Discusshowreaderscanreadtheblurbtogetanideaofwhatthetextwillbeabout.Ask,Does the blurb match what the text is about?

Writing• Havechildrenwriteacrosticpoemsaboutgo-karts,writingwords,sentences,orphrasesaboutgo-kartsthatbeginwitheachofthelettersintheword.

English Language Learners• Asagroup,brainstormwhatyoumightseeatago-karttrack.Usetheillustrationsinthetextasaprompt.Encouragechildrentolabelanddescribethingsthattheyseeintheillustrationstoenhancetheirvocabularydevelopment.Makealistof‘go-kart’words.EnlargeacopyofBLM 3(page5)ontabloidpaperforeachchildandhavethemmaketheirowngo-karttrackandgo-karts.Whentheyhavecompletedthis,encouragechildrentoplaywiththeirtracksandgo-kartstogether.Duringthistime,supportchildrenincommunicatingandworkingtogether.Havechildrenretellhowtheymadetheirgo-kartsandtrack.

Assessment• BLMs1,2,and3completed• Notethechild’sresponses,attempts,andreadingbehaviorsbefore,during,andafterreading

• Collectworksamples,e.g.BLM1couldbekeptinthechild’sportfolio

• CompleteOralReadingRecord(page6)

Main teaching focusComprehension:Answeringquestionsaboutatext;recallinginformationfromatext.

Other teaching focusWriting:Spelling.

Teacher’s noteChildrenanswerthe‘across’and‘down’questions.Theywritetheanswersinthecrosswordpuzzle.

Engage Literacy © 2013 by Capstone Classroom, a division of Capstone • Go-Kart Surprise, EIL: 19 GRL: K. This page may be photocopied for educational use within the purchasing institution.

Engage Literacy © 2013 by Capstone Classroom, a division of Capstone • Go-Kart Surprise, EIL: 19 GRL: K. This page may be photocopied for educational use within the purchasing institution.

Crossword• Write the answers to the questions in the crossword puzzle.

2 11 2

3

4 5

6

7 8

9

10

Across

3 Justin wants to race in a go-_________.

4 Where did Mick come in the race?

6 How many friends were at Mick’s party?

9 The title of the book is ‘Go-Kart _________.’

10 How old did Justin turn?

Down

1 Justin was too _________ to race.

2 What did they eat at the party?

5 The race was at the go-kart _________.

7 At first, Justin was not

having _____ at his party.

8 What did Mick win?

Main teaching focusComprehension:Recallingthecharacters,setting,andplotofatext.

Other teaching focusText conventions:Frontcoverofatext—identifyingtitle,author,andillustrator.

Teacher’s noteChildrenfillintheboxesbywritingthetitle,author,andillustratorofthetext.Thentheywriteanddrawaboutthecharacters,setting,andtheirfavoritepartoftheplot.

Book reportYou will need: colored pencils or crayons

• Write the title, author, and illustrator of the text.

• Write and draw about the characters, setting, and your favorite part of the plot.

Title

Author

Illustrator

Characters

Setting

Plot

L 19 Go-Kart Surprise.indd 2-4 5/07/12 11:03 AM

BLM 1Name: Date:

BLM 2Name: Date:

3 42

Comprehension • Crossword:Havechildrendiscussthestory.Askcomprehensionquestions,forexample:What did Justin want to do? How many friends came to his party? Did Mick win his race? How old was Justin when he was allowed to race?Ifchildrenareunsureoftheanswers,encouragethemtore-readthetext.Discusshowtodocrosswords.Explainthedifferencebetween‘across’wordsand‘down’words.HavechildrencompletethecrosswordonBLM 1(page3).

• Characters, setting, plot:Asagroup,recallanddrawthecharactersontheboard.Askchildrentotalkaboutanddrawthesettingontheboard.Askchildrentoretelltheplot.Asagroup,writeasummaryofthemaineventsontheboard.HavechildrencompleteBLM 2(page4),writingabookreportaboutthetext.

Phonological awareness/Graphophonics• Find‘zoomed’inthetextanddiscussthevoweldigraph‘oo’.Modelhowtheselettersmakealongsoundinthisword.Askchildrentobrainstormotherwordsthatcontainthissound.

• Discusshowthe‘c’in‘race’makesthesoundoftheletter‘s’.Ask,Can you think of any other words where the ‘c’ makes the sound of the letter ‘s’?Find‘place’inthetextandhavechildrensoundtheletter‘c’inthisword.

• Talkabouttheconsonantdigraph‘ph’in‘trophy’.Explainhowtheselettersarenotsoundedseparatelyas‘p-h’butaresoundedtogether.Modelthesoundtheselettersmake.Ask,When we sound these letters together, what letter sound does it sound like?

• Havechildrenfind‘could’inthetext.Talkaboutthe‘ould’rimeandthesoundtheselettersmakewhentheyaretogether.Ask,Can you think of any other words that end with ‘ould’?Recordthesewords,havechildrencirclethe‘ould’ending,andthenaskchildrentopracticesoundingthem.

• Talkaboutthecontraction‘wasn’t’.Write‘wasnot’and‘wasn’t’ontheboardanddiscusshowthecontractionhasanapostropheinsteadoftheletter‘o’.Repeatfor‘didn’t’and‘you’re’.Findthecontractionsinthetext.

• Find‘start’inthetext.Discussthesoundmadewhentheletters‘ar’aretogether.Talkabouthow‘start’canbereadbysounding‘st-ar-t’.Havechildrenidentifyother‘ar’wordsinthetextandpracticereadingthem.Brainstormandrecordother‘ar’words.

• Asagroup,talkabout‘er’attheendof‘brother’.Modelthesoundtheselettersmaketogether.Ask,Can you think of any other words that have the ‘er’ sound?

• Askchildrentofind‘stripes’inthetext.Discussthethree-letterconsonantblend‘str’atthebeginning.Explainhowtheselettersaresoundedas‘str’tomakeonesound,ratherthansoundedseparatelyas‘s-t-r’.Ask,Can you think of other words that begin with ‘str’?

Vocabulary • Visual recognition of high frequency words:‘arrived’,‘knew’,‘really’,‘sped’,‘yelled’.Askchildrentofindthesewordsinthetext.Writethewordsoncards(twocardsforeachword)andplayagamesuchasConcentration.

• Havechildrenspellthehighfrequencywordsbymoldingtheletterswithplaydough.

Fluency• Discusstheimportanceofreadingsmoothlyandwithoutstopping.Demonstratehowtoreadfluently.Havechildrenpracticebyreadingthetexttoeachother.

Text conventions • Features of the front cover:Lookatthefrontcoverofthetextandaskchildrentoidentifythetitle,author,andillustrator.Explaintochildrenthattheauthoristhepersonwhowrotethetext,andtheillustratoristhepersonwhodrewthepictures.Ask,What is the title of the text? Who is the author? Who is the illustrator?

• Features of the back cover:Asagroup,lookatthebackcoverandhavechildrenidentifytheblurb.Discusshowreaderscanreadtheblurbtogetanideaofwhatthetextwillbeabout.Ask,Does the blurb match what the text is about?

Writing• Havechildrenwriteacrosticpoemsaboutgo-karts,writingwords,sentences,orphrasesaboutgo-kartsthatbeginwitheachofthelettersintheword.

English Language Learners• Asagroup,brainstormwhatyoumightseeatago-karttrack.Usetheillustrationsinthetextasaprompt.Encouragechildrentolabelanddescribethingsthattheyseeintheillustrationstoenhancetheirvocabularydevelopment.Makealistof‘go-kart’words.EnlargeacopyofBLM 3(page5)ontabloidpaperforeachchildandhavethemmaketheirowngo-karttrackandgo-karts.Whentheyhavecompletedthis,encouragechildrentoplaywiththeirtracksandgo-kartstogether.Duringthistime,supportchildrenincommunicatingandworkingtogether.Havechildrenretellhowtheymadetheirgo-kartsandtrack.

Assessment• BLMs1,2,and3completed• Notethechild’sresponses,attempts,andreadingbehaviorsbefore,during,andafterreading

• Collectworksamples,e.g.BLM1couldbekeptinthechild’sportfolio

• CompleteOralReadingRecord(page6)

Main teaching focusComprehension:Answeringquestionsaboutatext;recallinginformationfromatext.

Other teaching focusWriting:Spelling.

Teacher’s noteChildrenanswerthe‘across’and‘down’questions.Theywritetheanswersinthecrosswordpuzzle.

Engage Literacy © 2013 by Capstone Classroom, a division of Capstone • Go-Kart Surprise, EIL: 19 GRL: K. This page may be photocopied for educational use within the purchasing institution.

Engage Literacy © 2013 by Capstone Classroom, a division of Capstone • Go-Kart Surprise, EIL: 19 GRL: K. This page may be photocopied for educational use within the purchasing institution.

Crossword• Write the answers to the questions in the crossword puzzle.

2 11 2

3

4 5

6

7 8

9

10

Across

3 Justin wants to race in a go-_________.

4 Where did Mick come in the race?

6 How many friends were at Mick’s party?

9 The title of the book is ‘Go-Kart _________.’

10 How old did Justin turn?

Down

1 Justin was too _________ to race.

2 What did they eat at the party?

5 The race was at the go-kart _________.

7 At first, Justin was not

having _____ at his party.

8 What did Mick win?

Main teaching focusComprehension:Recallingthecharacters,setting,andplotofatext.

Other teaching focusText conventions:Frontcoverofatext—identifyingtitle,author,andillustrator.

Teacher’s noteChildrenfillintheboxesbywritingthetitle,author,andillustratorofthetext.Thentheywriteanddrawaboutthecharacters,setting,andtheirfavoritepartoftheplot.

Book reportYou will need: colored pencils or crayons

• Write the title, author, and illustrator of the text.

• Write and draw about the characters, setting, and your favorite part of the plot.

Title

Author

Illustrator

Characters

Setting

Plot

L 19 Go-Kart Surprise.indd 2-4 5/07/12 11:03 AM

BLM 1Name: Date:

BLM 2Name: Date:

3 42

Comprehension • Crossword:Havechildrendiscussthestory.Askcomprehensionquestions,forexample:What did Justin want to do? How many friends came to his party? Did Mick win his race? How old was Justin when he was allowed to race?Ifchildrenareunsureoftheanswers,encouragethemtore-readthetext.Discusshowtodocrosswords.Explainthedifferencebetween‘across’wordsand‘down’words.HavechildrencompletethecrosswordonBLM 1(page3).

• Characters, setting, plot:Asagroup,recallanddrawthecharactersontheboard.Askchildrentotalkaboutanddrawthesettingontheboard.Askchildrentoretelltheplot.Asagroup,writeasummaryofthemaineventsontheboard.HavechildrencompleteBLM 2(page4),writingabookreportaboutthetext.

Phonological awareness/Graphophonics• Find‘zoomed’inthetextanddiscussthevoweldigraph‘oo’.Modelhowtheselettersmakealongsoundinthisword.Askchildrentobrainstormotherwordsthatcontainthissound.

• Discusshowthe‘c’in‘race’makesthesoundoftheletter‘s’.Ask,Can you think of any other words where the ‘c’ makes the sound of the letter ‘s’?Find‘place’inthetextandhavechildrensoundtheletter‘c’inthisword.

• Talkabouttheconsonantdigraph‘ph’in‘trophy’.Explainhowtheselettersarenotsoundedseparatelyas‘p-h’butaresoundedtogether.Modelthesoundtheselettersmake.Ask,When we sound these letters together, what letter sound does it sound like?

• Havechildrenfind‘could’inthetext.Talkaboutthe‘ould’rimeandthesoundtheselettersmakewhentheyaretogether.Ask,Can you think of any other words that end with ‘ould’?Recordthesewords,havechildrencirclethe‘ould’ending,andthenaskchildrentopracticesoundingthem.

• Talkaboutthecontraction‘wasn’t’.Write‘wasnot’and‘wasn’t’ontheboardanddiscusshowthecontractionhasanapostropheinsteadoftheletter‘o’.Repeatfor‘didn’t’and‘you’re’.Findthecontractionsinthetext.

• Find‘start’inthetext.Discussthesoundmadewhentheletters‘ar’aretogether.Talkabouthow‘start’canbereadbysounding‘st-ar-t’.Havechildrenidentifyother‘ar’wordsinthetextandpracticereadingthem.Brainstormandrecordother‘ar’words.

• Asagroup,talkabout‘er’attheendof‘brother’.Modelthesoundtheselettersmaketogether.Ask,Can you think of any other words that have the ‘er’ sound?

• Askchildrentofind‘stripes’inthetext.Discussthethree-letterconsonantblend‘str’atthebeginning.Explainhowtheselettersaresoundedas‘str’tomakeonesound,ratherthansoundedseparatelyas‘s-t-r’.Ask,Can you think of other words that begin with ‘str’?

Vocabulary • Visual recognition of high frequency words:‘arrived’,‘knew’,‘really’,‘sped’,‘yelled’.Askchildrentofindthesewordsinthetext.Writethewordsoncards(twocardsforeachword)andplayagamesuchasConcentration.

• Havechildrenspellthehighfrequencywordsbymoldingtheletterswithplaydough.

Fluency• Discusstheimportanceofreadingsmoothlyandwithoutstopping.Demonstratehowtoreadfluently.Havechildrenpracticebyreadingthetexttoeachother.

Text conventions • Features of the front cover:Lookatthefrontcoverofthetextandaskchildrentoidentifythetitle,author,andillustrator.Explaintochildrenthattheauthoristhepersonwhowrotethetext,andtheillustratoristhepersonwhodrewthepictures.Ask,What is the title of the text? Who is the author? Who is the illustrator?

• Features of the back cover:Asagroup,lookatthebackcoverandhavechildrenidentifytheblurb.Discusshowreaderscanreadtheblurbtogetanideaofwhatthetextwillbeabout.Ask,Does the blurb match what the text is about?

Writing• Havechildrenwriteacrosticpoemsaboutgo-karts,writingwords,sentences,orphrasesaboutgo-kartsthatbeginwitheachofthelettersintheword.

English Language Learners• Asagroup,brainstormwhatyoumightseeatago-karttrack.Usetheillustrationsinthetextasaprompt.Encouragechildrentolabelanddescribethingsthattheyseeintheillustrationstoenhancetheirvocabularydevelopment.Makealistof‘go-kart’words.EnlargeacopyofBLM 3(page5)ontabloidpaperforeachchildandhavethemmaketheirowngo-karttrackandgo-karts.Whentheyhavecompletedthis,encouragechildrentoplaywiththeirtracksandgo-kartstogether.Duringthistime,supportchildrenincommunicatingandworkingtogether.Havechildrenretellhowtheymadetheirgo-kartsandtrack.

Assessment• BLMs1,2,and3completed• Notethechild’sresponses,attempts,andreadingbehaviorsbefore,during,andafterreading

• Collectworksamples,e.g.BLM1couldbekeptinthechild’sportfolio

• CompleteOralReadingRecord(page6)

Main teaching focusComprehension:Answeringquestionsaboutatext;recallinginformationfromatext.

Other teaching focusWriting:Spelling.

Teacher’s noteChildrenanswerthe‘across’and‘down’questions.Theywritetheanswersinthecrosswordpuzzle.

Engage Literacy © 2013 by Capstone Classroom, a division of Capstone • Go-Kart Surprise, EIL: 19 GRL: K. This page may be photocopied for educational use within the purchasing institution.

Engage Literacy © 2013 by Capstone Classroom, a division of Capstone • Go-Kart Surprise, EIL: 19 GRL: K. This page may be photocopied for educational use within the purchasing institution.

Crossword• Write the answers to the questions in the crossword puzzle.

2 11 2

3

4 5

6

7 8

9

10

Across

3 Justin wants to race in a go-_________.

4 Where did Mick come in the race?

6 How many friends were at Mick’s party?

9 The title of the book is ‘Go-Kart _________.’

10 How old did Justin turn?

Down

1 Justin was too _________ to race.

2 What did they eat at the party?

5 The race was at the go-kart _________.

7 At first, Justin was not

having _____ at his party.

8 What did Mick win?

Main teaching focusComprehension:Recallingthecharacters,setting,andplotofatext.

Other teaching focusText conventions:Frontcoverofatext—identifyingtitle,author,andillustrator.

Teacher’s noteChildrenfillintheboxesbywritingthetitle,author,andillustratorofthetext.Thentheywriteanddrawaboutthecharacters,setting,andtheirfavoritepartoftheplot.

Book reportYou will need: colored pencils or crayons

• Write the title, author, and illustrator of the text.

• Write and draw about the characters, setting, and your favorite part of the plot.

Title

Author

Illustrator

Characters

Setting

Plot

L 19 Go-Kart Surprise.indd 2-4 5/07/12 11:03 AM

L 19 Go-Kart Surprise.indd 5-1 5/07/12 11:03 AM

L 19 Go-Kart Surprise.indd 5-1 5/07/12 11:03 AM