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1、The BackyardLesson PlanLeveLaaaa1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Concept Page Count:10 Word Count:16Book SummaryWhat is in your backyard?In the book The Backyard,students will read about some things found in the backyard.Students will have the opportu
2、nity to identify the main idea and details as well as connect to prior knowledge as they read.Detailed,supportive pictures,a repetitive sentence pattern,and the high-frequency word the support early emergent readers.About the LessonTargeted Reading Strategy Connect to prior knowledge Objectives Use
3、the reading strategy of connecting to prior knowledge to understand text Identify main ideas and details Discriminate initial consonant/f/sound Identify initial consonant Ff Recognize and use nouns Recognize and use the high-frequency word theMaterialsGreen text indicates resources available on the
4、website BookThe Backyard(copy for each student)Chalkboard or dry erase board Highlighters Main idea and details,initial consonant Ff,nouns worksheets Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by projecting book on interactive whiteboard or complete
5、d with paper and pencil if books are reused.)Vocabulary*Bold vocabulary words also appear in a pre-made lesson for this title on vocabularyAZ.com.High-frequency words:the Content words:Story critical:backyard(n.),ball(n.),dog(n.),fence(n.),flower(n.),hose(n.),swing(n.),tree(n.)Before ReadingBuild Ba
6、ckground Write the word backyard on the board and point to it as you read it aloud to students.Repeat the process and have students say the word aloud.Ask students whether or not they have a backyard and what it is used for.Discuss the types of things that might be found in a backyard.Make a list of
7、 these things on the board.The BackyardLesson Plan(continued)LeveLaaaa2 Learning AZ All rights reserved.www.readinga-Book WalkIntroduce the Book Show students the front and back covers of the book and read the title with them.Ask what they think they might read about in a book called The Backyard.(A
8、ccept all answers that students can justify.)Show students the title page.Discuss the information on the page(title of book,authors name,illustrators name).Write the following repetitive sentence on the board:The _.Read the sentence aloud,pointing to the word The as you read it to students.Have stud
9、ents read it aloud.explain that this word repeats throughout the book.Introduce the Reading Strategy:Connect to prior knowledge explain to students that good readers make connections between what they already know and new information they read.Remind them that thinking about what they already know a
10、bout the topic of the book will help them understand what they read.Model connecting to prior knowledge using the information on the covers.Think-aloud:When I read the title on the cover and look at the picture,it makes me think about times I have been in my backyard.I think about the grass and flow
11、ers that are in my backyard.I know that a backyard is a great place to play.Invite students to share how they connected to prior knowledge,on the basis of the covers and title page of the book.As students read,encourage them to use other reading strategies in addition to the targeted strategy presen
12、ted in this section.Introduce the Comprehension Skill:Main idea and details explain to students that every book has a big,or main,idea,which is what the book is mostly about.Read the title to students.explain that the title often provides clues about the books main idea.Invite students to share pred
13、ictions about the main idea of this book.explain to students that the main idea of this book is Many things are found in a backyard.Write the following sentence on the board:Many things are found in a backyard.Point to each word as you read the sentence aloud with students.Model how to identify deta
14、ils.Think-aloud:I know that every book has details that help explain the main idea.I also know that this story is about the things found in a backyard.I see a picture of a dog on the title page.I know that some families have dogs,and they usually stay inside a fence so they stay safe.So I know that
15、a dog might be something found in a backyard.Since this helps to explain the main idea,a dog might be a detail in the book.Review the list of the kinds of things that might be found in a backyard.Discuss whether any of these things might be details in this book.Introduce the Vocabulary While preview
16、ing the book,reinforce the vocabulary words that students will encounter.For example,while looking at the picture on page 3,you might say:It looks as though a fence can be found in the backyard.Remind students that they can help themselves when they come to a tricky word by looking at the first lett
17、er in the word and then checking the picture on the page to see what might start with the same sound and what might make sense in the story.For example,on page 4,point to the letter d in dog.Say:I am going to help myself by looking at the picture and thinking about what object I see in the picture t
18、hat starts with/d/(make the/d/sound).Invite students to identify the word(dog).Use the word in the sentence and ask students if the word dog makes sense.The BackyardLesson Plan(continued)LeveLaaaa3 Learning AZ All rights reserved.www.readinga-Set the Purpose Have students use what they already know
19、about things in a backyard to help them read the book.Remind them to think about the details that support the main idea as they read.During ReadingStudent Reading Guide the reading:Give students their copy of the book.Have a volunteer point to the first word on page 3(The).Point out to students wher
20、e to begin reading on each page.Remind them to read the words from left to right.Ask students to place a finger on the page number in the bottom corner of page 3.Have them read to the end of page 5,using their finger to point to each word as they read.encourage students who finish before others to r
21、eread the text.Model connecting to prior knowledge.Think-aloud:On page 3,I see a fence.I know that a fence is a divider built around a yard.Many times a fence is used to keep children or animals inside the yard so they will be safe.I know that many people put up a fence in their backyard for privacy
22、.Invite students to share how they connected with what they already knew as they read.Review the main idea of the book:Many things are found in a backyard.Ask students to explain whether a fence is a detail that supports the main idea of the book and why(yes;a fence is found in a backyard).Introduce
23、 and explain the main-idea-and-details worksheet.Write the word fence on the board.Have students write the word and draw a picture that represents the word fence in one of the spaces on their worksheet.Check for understanding:Have students read to the end of page 8.encourage them to share how they c
24、onnected to prior knowledge as they read.(Accept all answers that show students understand how to connect to prior knowledge.)Ask students to think about other details they read that support the main idea Many things are found in a backyard.Have them choose one of the details to draw on their worksh
25、eet.Ask them to label their drawing using the word from the book.Have students share the detail they drew and wrote about.Have students read the remainder of the book.Remind them to use what they already know about backyards to help them understand new information as they read.Have students make a s
26、mall question mark in their book beside any word they do not understand or cannot pronounce.These can be addressed in the discussion that follows.After Reading Ask students what words,if any,they marked in their book.Use this opportunity to model how they can read these words using decoding strategi
27、es and context clues.Reflect on the Reading Strategy Think-aloud:When I read page 9,I thought about backyards and the things Ive seen there.The picture shows a hose with water running out.I know that a hose is used to water flowers,trees,and grass.I also know that plants are found in backyards.A hos
28、e can also be used to cool off people or animals on a hot day.Have students draw a picture on a separate piece of paper showing how they connected to prior knowledge while reading about one of the things in the backyard.Invite them to share and explain their picture to the rest of the class.Ask stud
29、ents to explain how thinking about what they already knew helped them to understand and remember the story.The BackyardLesson Plan(continued)LeveLaaaa4 Learning AZ All rights reserved.www.readinga-Reflect on the Comprehension Skill Discussion:Read the main idea on the board with students.Review the
30、details that students drew on their worksheet.Invite them to explain why each of the details on their worksheet matches the main idea of the story.Independent practice:Have students complete the main-idea-and-details worksheet.If time allows,discuss their responses.Enduring understanding:In this boo
31、k,you have learned about things that are found in a backyard.Now that you know this information,why do you think someone might want to spend time in a backyard?Build Skills Phonological Awareness:Discriminate initial consonant/f/sound Say the word fox aloud to students,emphasizing the initial/f/soun
32、d.Have students say the word aloud and then say the/f/sound.Read page 3 aloud to students.Have them raise their hand when they hear a word that begins with the/f/sound.Check for understanding:Say the following words,one at a time,and have students give the thumbs-up signal if the word begins with th
33、e/f/sound:four,grass,trees,fun,cat,feel.Phonics:Identify initial consonant Ff Write the word fence on the board and say it aloud with students.Have students say the/f/sound aloud.Then run your finger under the letters in the word as students say the whole word aloud.Ask students to identify which le
34、tter represents the/f/sound in the word fence.Have students practice writing the letter Ff on a separate piece of paper while saying the/f/sound.Check for understanding:Write the following words that begin with the/f/sound on the board,leaving off the initial consonant:fun,for,fin.Say each word,one
35、at a time,and have volunteers come to the board and add the initial Ff to each word.Independent practice:Introduce,explain,and have students complete the initial consonant Ff worksheet.If time allows,discuss their answers.Grammar and Mechanics:Nouns Show students a picture of a person,a place,and a
36、thing.Ask volunteers to identify the pictures.explain that words that name a person,a place,and a thing are called nouns.Have students turn to page 3 in their book.Ask them to name the object in the picture.Then read the sentence with students,pointing to the words as you read them aloud.Ask student
37、s to point to the word that names the object,or thing,in the picture(fence).explain that this word is a noun.Have students turn to page 4.Read the sentence aloud with them,pointing to the words as you read them aloud.Ask students to point to the word that names the object,or thing,in the picture(dog
38、).Check for understanding:Have students look at the object in the picture on each page of the book.Point to the words as you read each page aloud with students.Have them underline the nouns in the book.Discuss the word they underlined.Independent practice:Introduce,explain,and have students complete
39、 the nouns worksheet.If time allows,discuss their responses.The BackyardLesson Plan(continued)LeveLaaaa5 Learning AZ All rights reserved.www.readinga-Word Work:High-frequency word the explain to students that they are going to learn a word that they will often see in books they read.Write the word t
40、he on the board and read the word aloud.Have students read the word with you.Ask students to write the word the on the top of their desk with their finger as you spell it aloud with them,pointing to each letter on the board as you say the letter name with students.Read the first sentence on page 3 a
41、loud to students.Point to the word The.explain that the word the is often used to explain which object someone is talking about.Have students use the word the in oral sentences with a partner.Check for understanding:Have students locate and highlight every occurrence of the word the in the book.Have
42、 them write the word on a separate piece of paper several times.Then have each student use the word the in an oral sentence.Build Fluency Independent Reading Allow students to read their book independently.Additionally,partners can take turns reading parts of the book to each other.Home Connection G
43、ive students their book to take home to read with parents,caregivers,siblings,or friends.Have them identify the main idea and details of the book to someone at home.Extend the ReadingConcept Writing and Art ConnectionHave students draw a picture of something found in their backyard.Under the picture
44、,have them write one sentence telling about their picture.Science Connection Discuss the growing things that might be found in a backyard and make a list on the board.Provide information about plants,their parts,and how they grow.Discuss other items that might be found in the backyard that help plan
45、ts grow.Assessment Monitor students to determine if they can:consistently connect to prior knowledge to understand text accurately identify the details that support the main idea of the book during discussion and on a worksheet accurately discriminate initial consonant/f/sound during discussion accurately identify and write the letter symbol that represents the/f/sound during discussion and on a worksheet correctly identify and use nouns during discussion and on a worksheet correctly use and write the high-frequency word theComprehension Check Retelling Rubric