Lesson 28
High Tide, Low Tide (Informational)
Title
Phonological Awareness
Supplemental Instructional Focus
High Tide, Low Tide
Long and short vowel sounds /i/
1
Direct Instruction with Text: K.RI.1.1, K.RI.4.10
Phonological Awareness: K.RF.2.2e
About the Text
Phonics
Observations on the differences in nature
with the rise and fall of the tides.
Distinguish between similarly spelled
words
2
Return to the Text: K.RI.2.4
Digital Activities: K.RF.3.3c
Phonics Skill Practice: K.RF.3.3d
3
Reread the Text: K.RI.3.7
Phonics & Word Recognition: K.RF.3.3a
Phonics Skill Practice: K.RF.1.1b
4
Read the Genre Selection (rhyme): K.RL.2.5, K.RL.4.10
5
Writing: K.W.1.1
Oral Language: K.SL.1.3
Enrichment: K.W.2.6
Online Actitivies
High-frequency Words
Letters: Matching alphabet letters to
words
Words: High-frequency word when
Writing: Toolbox
in, out, are, and, for, under, on, when
Genre
Information
Running Words
40
Content Words
tide, sea, photos, island, land, high, low,
birds, fish, sand, crab, sail
Genre Selection
Which Way Does the Wind Blow? (rhyme)
Tier Two Words
castle, rock pool, shellfish, island, tide
Session 1
Intervention Instruction
1
K.RF.2.2e Substitute sounds to make new words
2
K.RF.3.3d Differences between words that are spelled
differently
3
K.RF.1.1b Spoken words are made up of sequence of letters
4
K.RF.4.4, K.L.1.2b Read a rhyme fluently and pay attention
to punctuation
5
K.W.1.1 Compose an opinion
High Tide, Low Tide
Direct Instruction with Text
K.RI.1.1. With prompting
and support, ask and
answer questions about
key details in a text.
312
“Our learning goal is to ask and answer questions about key details in a text.”
Read the title High Tide, Low Tide to students. Ask: After hearing this title, what question
might come to your mind? What is a tide? Can anyone answer that?
• Read the text through with no interruptions. Ask: What is one question we should be able
to answer after reading this? What is a high tide and low tide? (Give think time.)
• Students turn to a partner and take turns explaining what a high tide and a low tide is.
• On chart paper, create a T-chart labelled High Tide and Low Tide. Use this to record
students’ answers.
• Use the following questions to guide a text discussion. Add to the chart as students answer
your detailed questions about the text. How many high tides and low tides occur each day?
How do we know? How do birds adjust from high tide to low tide? Show some evidence.
• Have students describe the difference in the crab’s life from high tide to low tide.
Ask: When is the best time to build a sand castle?
© 2013 Wendy Pye Publishing Ltd
Session 1
High Tide, Low Tide
Direct Instruction with Digital Text
K.RI.4.10. Actively
engage in group
reading activities
with purpose and
understanding.
“Our learning goal is to read in a group with purpose and understanding.”
Click on the speaker icon to hear the main text read. Students discuss the information
conveyed in the illustrations.
• Have students click on the Table of Contents to go to topics in the text. They click on the
speaker icon to hear the text read.
• On pages 4–5 have students tell which photos show high tide and which show low tide.
Phonological Awareness
K.RF.2.2e. Add or
substitute individual
sounds (phonemes) in
simple, one-syllable
words to make new
words.
“Our learning goal is to be able to add or substitute sounds in words to make new words.”
Tell students they are going to make new words by changing sounds. Say the word when.
Ask: What word do you have if you change /wh/ to /t/? ten
• Continue the process using the words Ben, den, hen, Jen, Len, men, pen, wren.
• Repeat the process using these words: can, man, fan, ban, ran, Dan, pan, tan, van.
• Say can. Now say can without the /k/. (an)
• Have students repeat this procedure with the word pen. Ask: What word do you get if you
change the final sound /n/ to /t/ (pet) or to /g/? (peg)
Independent Practice
Students read the digital text and use the text features to explore it.
Intervention Instruction Sequence
K.RF.2.2e. Add or
substitute individual
sounds (phonemes) in
simple, one-syllable
words to make new
words.
“Our learning goal is to be able to add or substitute sounds in words to make new words.”
Review the phonological awareness lesson. Continue to support students with changing the
sounds of words to make new words.
• Continue using words bin, din, fin, pin, sin, tin, win.
• Have students write their names and change their names by changing the first letter. Jorge,
Dorje, Porje, Torje, Borje.
• Continue supporting students with adding, removing or replacing sounds.
• Say bin. Now say bin without the /b/. (in) Ask: What word do you get if you change the /n/
to /t/ (bit) or to /g/? (big)
• Say in. Now say in with /w/ at the beginning. (win)
© 2013 Wendy Pye Publishing Ltd
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Session 2
High Tide, Low Tide
Return to the Text
K.RI.2.4. With
prompting and support,
ask and answer
questions about
unknown words in a
text.
“Our learning goal is to ask and answer questions about unknown words in the text.”
Tell students that they are going to ask and answer questions about tricky words in High
Tide, Low Tide.
• Display page 7 where the author explains what happens in a town when it is surrounded
by a high tide and then a low tide. Think aloud: “I am a little confused because I don’t know
what the word island is. Where can I go for help?” Refer to the Glossary for the definition of
island. Students click on the definition to hear it read. To make sure they understand island,
have them return to page 7 and read the word in context. Point to the picture of the island
and explain why it is called an island.
• Display page 9 and have students tell what the word shellfish means. In partners or groups,
students practice defining the word using the glossary, then making sense of it by applying it
back to the text.
• Repeat this procedure for the word crab on pages 10–11, and rock pools on pages 14–15.
Digital Activities
K.RF.3.3c. Read common
high-frequency words by
sight (e.g., the, of, to,
you, she, my, is, are, do,
does).
314
“Our learning goal is to read the high-frequency word when.”
Click on the Words activity online. Talk about when—its letters, sounds, and what the word
means.
• Watch the animation of the spelling of when together. Involve students in using the
mouse to click on the word when. Read the sentences together, e.g. When the walrus sings,
Lettergetter sings.
• Students could write and illustrate a sentence with when in it, e.g. When the tide is high,
I like to swim.
© 2013 Wendy Pye Publishing Ltd
Session 2
High Tide, Low Tide
Phonics Skill Practice
K.RF.3.3d. Distinguish
between similarly
spelled words by
identifying the sounds
of the letters that
differ.
“Our learning goal is to see the difference between words that are spelled similarly.”
Using magnetic letters, start with the words an and can. Ask: How can knowing how to read
help me read the word can? If I can read /an/ then I can read /k/ /an/ /can/.
• Use magnetic letters to make new words: sand, man, than, van, tan, fan, ran, band, ban.
Have students identify the sounds of the letters that differ.
• Tell students that they are going to make new words by changing sounds. Play with the
word rock by changing the first consonant to make new words: lock, mock, sock, dock.
Independent Practice
Students work in pairs on the Words activity online.
Intervention Instruction Sequence
K.RF.3.3d. Distinguish
between similarly
spelled words by
identifying the sounds of
the letters that differ.
“Our learning goal is to see the difference between words that are spelled similarly.”
Students continue to use magnetic letters to spell -an words with support and guidance.
They use their personal response journals to make a list of words that rhyme with -an. They
identify the sounds of the letters that differ.
• Have students choose a word and write a sentence with the word in it.
© 2013 Wendy Pye Publishing Ltd
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Session 3
High Tide, Low Tide
Reread the Text
K.RI.3.7. With prompting
and support, describe
the relationship between
illustrations and the text
in which they appear
(e.g., what person,
place, thing, or idea in
the text an illustration
depicts).
“Our learning goal is to tell the relationship between the illustrations and the text.”
Discuss with students how they are going to look carefully at the pictures in High Tide,
Low Tide.
• Students read through the text stopping on each page to discuss the illustrations. Use the
following questions to guide them: Does the picture help to explain the words on the page?
If so, how? If not, what would you like to see instead? What does this picture show? How
does it show it? How much time do you think the author spent finding the right picture?
Phonics and Word Recognition
K.RF.3.3a. Demonstrate
basic knowledge
of letter-sound
correspondences by
producing the primary or
most frequent sound for
each consonant.
“Our learning goal is to match the letter to the word that begins with that letter.”
Share the Letters activity online with the group. Talk about the names of each initial letter in
isolation and in the word.
• Coach students to match the letter with the word and picture that begins with the same
letter, by asking questions such as: What sound do you hear at the beginning of /g/ irl? (Get
your mouth ready to say /g/ irl.) What letter makes the /g/ sound?
• Find the /g/ (let a student use the mouse). Click on the /g/ and girl. Read the letter and the
word: /g/, /g/ irl, girl.
• Continue to match the remaining letters in the activity, making sure students know the
name of the letter and the sound.
Phonics Skill Practice
K.RF.1.1b. Recognize
that spoken words are
represented in written
language by specific
sequences of letters.
316
“Our learning goal is to recognize that spoken words are made up of specific sequences of
letters.”
Students review the words from the Letters activity: hat, x-ray, dog, fish, volcano, girl. Talk
about the initial letters and the sequence of letters for each word.
• Discuss with students how they know that the word dog is dog and not cat. (first letter d)
• Make a T chart with the words and the initial letters. Choose more words that begin with
the same letters and add them to the chart.
© 2013 Wendy Pye Publishing Ltd
Session 3
High Tide, Low Tide
Independent Practice
Students work on the Letters activity online to match initial letters with words and pictures.
Intervention Instruction Sequence
K.RF.1.1b. Recognize
that spoken words are
represented in written
language by specific
sequences of letters.
“Our learning goal is to recognize that spoken words are made up of specific sequences of
letters.”
Review the T-chart made earlier. Read the words and letters with the group, stretching the
initial sounds.
• Model for the students. Say hat, h - a - t, hat. Repeat this procedure for each word.
• Talk about the initial letters in words and the sequence of letters that make up the words.
• If time, add more words to the chart and have students illustrate and label one.
© 2013 Wendy Pye Publishing Ltd
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Session 4
High Tide, Low Tide
Read the Genre Selection
K.RL.2.5. Recognize
common types of texts
(e.g., storybooks,
poems).
K.RL.4.10. Actively
engage in group
reading activities
with purpose and
understanding.
“Our learning goal is to recognize a rhyme and read it with purpose and understanding.”
Introduce the genre selection “Which Way Does the Wind Blow?” Read the rhyme to
students, inviting them to chime in as they are ready. Ask: How do you know this is a rhyme?
(words at the end of lines rhyme, e.g. blow/go)
• Discuss the meaning of the first question: Which way does the wind blow and which way
does it go?
• Continue with the next two lines. How do we know the wind blows over the water and
snow? The next two sentences provide evidence. What other ways can we tell the wind is
blowing (flags, chimes, windmills, etc.)
• Finally, discuss the meaning of a weather vane. What is it? Where do we see them? How
does it tell us which way the wind is blowing?
Independent Practice
Students listen to the audio of “Which Way Does the Wind Blow?” and echo-read to improve
their fluency.
Intervention Instruction Sequence
K.RF.4.4. Read
emergent-reader texts
with purpose and
understanding.
K.L.1.2b. Recognize and
name end punctuation.
318
“Our learning goal is learn how to read a rhyme with purpose and understanding, paying
attention to punctuation.”
Have students reread “Which Way Does the Wind Blow?” as a call-and-response reading. For
instance, boys and girls alternate reading each line. Notice at some points how the reading
might sound “choppy”. This is because students didn’t adhere to the rules of punctuation.
• Ask: What does it mean if we see a question mark or a period? What if there is no mark?
Practice reading through to the punctuation marks in this poem. Point out where we take
pauses and where we keep reading (based on the punctuation marks). Where are the
rhyming words? Highlight them for the students to see.
• Model how to read the rhyme fluently with slight emphasis on the rhyming words.
• Students take turns reading the poem to their partner with appropriate rate and expression.
© 2013 Wendy Pye Publishing Ltd
© 2013 Wendy Pye Publishing Ltd
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Session 5
High Tide, Low Tide
Writing
K.W.1.1. Use a
combination of drawing,
dictating, and writing
to compose opinion
pieces in which they tell
a reader the topic or
the name of the book
they are writing about
and state an opinion or
preference about the
topic or book (e.g., My
favorite book is...).
“Our learning goal is to compose an opinion about the text.”
Students continue to explore High Tide, Low Tide in pairs. They discuss whether or not the
text was helpful. Ask: Did you like learning about high tides and low tides? Why or why not?
Were the photographs helpful? Why or why not?
• Have a chart paper drawn out to look like an OREO with room to write in between.
Explain the process of writing an opinion piece will follow the OREO acronym:
O= state your opinion. R=reason why. E=explanation of the reason. O=restate your opinion
as your conclusion.
• Students should first discuss their opinion, and then write their opinion about the text and
the way it was illustrated.
• Follow the format for an opinion piece: I like the book “High Tide, Low Tide.” My favorite
part is…
Independent Practice
Students transfer their opinion to the Toolbox activity online. They type in the words and
illustrate.
Oral Language
K.SL.1.3. Ask and
answer questions in
order to seek help, get
information, or clarify
something that is not
understood.
320
“Our learning goal is to ask and answer questions to clarify information in the text.”
Have students review the text while thinking of questions they might want to ask about
information they are not sure about. Model some questions to start and allow students to
participate when they are ready. Have them work with a partner to come up with additional
questions.
• Record questions on a chart. Here are some possibilities: Do the high and low tides occur at
the same time every day? What can you explore in a rock pool? What other animals benefit
from a low tide? What time would be best to search for sea shells? How long does it take for
the tide to change from high to low?
• After enough questions have been generated, have students discuss how they would
find the answer. If they were to look it up on the Internet, what would they put in the
search field?
© 2013 Wendy Pye Publishing Ltd
Session 5
High Tide, Low Tide
Intervention Instruction Sequence
K.W.1.1. Use a
combination of drawing,
dictating, and writing
to compose opinion
pieces in which they tell
a reader the topic or
the name of the book
they are writing about
and state an opinion or
preference about the
topic or book (e.g., My
favorite book is...).
“Our learning goal is to compose an opinion about the text.”
Review the writing lesson and support students in writing an opinion piece through an
interactive writing lesson.
• Collectively decide on an opinion and write it down. Students give a reason why, followed
by an explanation.
• Finally, show how the opinion can be reworded and edited to be revised and restated.
Enrichment
K.W.2.6. With
guidance and support
from adults, explore a
variety of digital tools
to produce and publish
writing, including in
collaboration with
peers.
“Our learning goal is use digital tools to produce writing.”
Students use the Toolbox activity to create a presentation based on the text High Tide, Low
Tide. They can use the galleries to insert illustrations and graphic organizers to present their
version of the topic of tides.
• Support them in writing the captions and any labels.
• Have students present their findings by sharing their work.
© 2013 Wendy Pye Publishing Ltd
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