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1、ThreeLesson PlanLEVELaaaa1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Concept Page Count:10 Word Count:16Book SummaryStudents will become familiar with the high frequency word three in this delightful,simple,and repetitive story.Colorful and detailed illustration
2、s support the emerging reader.Students will have the opportunity to practice the skill of visualizing and to identify the main idea and supporting details.About the LessonTargeted Reading Strategy VisualizeObjectives Visualize Identifymainideaanddetails Producerhyme IdentifyfinalconsonantSs Recogniz
3、eandidentifyperiods CategorizewordsMaterialsGreen text indicates resources that are available on the website.BookThree(copy for each student)Chalkboardordry-eraseboard Sheetsofpaper Main idea and details,final consonant Ss,periods worksheetsIndicatesanopportunityforstudentstomarkinthebook.(Allactivi
4、tiesmaybedemonstrated by projecting the book on an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Boldfacevocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.High-frequency word:three Content words:Story critical:bears(n.),camels(n.
5、),elephants(n.),frogs(n.),lions(n.),monkeys(n.),pandas(n.),three(adj.),tigers(n.)Before ReadingBuild BackgroundAskstudentstothinkaboutdifferentanimalstheyarefamiliarwith.Invitestudentstoconsidertimes they have seen animals in nature,at the zoo,and so on.Have students share these examples and write t
6、he name of each animal on the board.Discuss with students where each animal might live.Askstudentshowtheenvironmentinwhichananimallivesimpactstheanimal.ThreeLesson Plan(continued)LEVELaaaa2 Learning AZ All rights reserved.www.readinga- Writethewordthree on the board and point to the word as you read
7、 it aloud to students.Repeattheprocessandhavestudentssaythewordaloud.Writethenumberthree on the board.Havestudentscounttothreealoudasaclass.Reviewtheanimalslistedontheboardandaskstudents if they have ever seen three of the same animals at one time.Book WalkIntroduce the Book Givestudentstheircopyoft
8、hebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers.Encourage them to offer ideas as to what type of book it is(genre,text type,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,il
9、lustratorsname).Introduce the Reading Strategy:Visualize Explaintostudentsthateffectivereadersoftenvisualize,orcreatepicturesintheirmind,whilereading.Visualizingisdoneonthebasisofthewordsandthepicturesinthestory.Stoppingoften to visualize helps the reader to understand and remember what is being rea
10、d.Readpage3andmodelhowtovisualize.Think-aloud:When I read a book,I pause often to make a picture in my mind of what I have just read.Even when there is a picture in the book,it is still very helpful to create my own picture in my mind because I can use what I already know to make an image.As I look
11、at this picture of the tigers,I think about the zoo I visited when I was little.Just like in the picture,there were logs and rocks and bushes for the tigers.I remember going to the zoo one time in the summer when it was very hot,and the tigers looked just like the ones in this picture;they were napp
12、ing,stretching,and not very active.I remember being surprised at just how big the tigers were and the graceful way they slowly walked around.I imagine the tigers in this picture slowly waking up from a long nap.Even though there is a picture of the tigers on this page,it is important for me to make
13、my own pictures in my mind so I can understand and remember what I have read.Readpage4aloudtostudents.Invitethemtovisualizeasyoureadthepagealoud.Providestudentswithablanksheetofpaper.Havethemdrawwhattheyvisualizedfrompage4.Invitethem to share their drawings and discuss how their visualization helped
14、 them to remember the text.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Main idea and detailsExplain to students that most stories have a big idea,or a main idea.Amainideaiswhatthestoryismostlyabout
15、.Readthetitleofthestorytostudents.Explainthatthetitleoftenprovidescluesaboutthestorysmainidea.Invitestudentstosharepredictionsaboutthemainideaofthisstory.Discussstudentspredictionsandguidethemtotheunderstandingthatthemainideaofthisstoryis there are three animals.Writethemainideaontheboardandreadital
16、oudwithstudents.Modelidentifyingthemainideaanddetails.Think-aloud:The main idea of this story is there are three animals.I know the story will have details that help explain the main idea.Details are the descriptions that help the reader understand the main idea of the story.On the cover and title p
17、age,I see a picture of three frogs.Each picture in the story will provide information,or details,that support the main idea;there are three animals.Explaintostudentsthatastheyread,theyshouldpauseoftentoidentifydetailsfromthestorythat support the main idea.ThreeLesson Plan(continued)LEVELaaaa3 Learni
18、ng AZ All rights reserved.www.readinga-Introduce the VocabularyWhilepreviewingthebook,reinforcethevocabularywordsstudentswillencounter.Forexample,whilelookingatthepictureonpage3,youmightsay:When I look at this picture,I see three animals stretching,yawning,and napping.If I am confused about whether
19、this animal is a lion or a tiger,I can use words on the page to help me figure this out.As I read the sentence on the page,I notice a word that starts with the/t/sound.I know that the word tiger also begins with the/t/sound.I know that the animals in this picture are tigers.Have students point to th
20、e word tigers and read it aloud.Discuss with students that a tiger is a large,wild cat with stripes.Writethefollowingstory-criticalwordsontheboard:lions,bears,monkeys,elephants.Pointoutthatthesewordscanbefoundinthestoryandthattheyareallthenamesofanimals.Divide students into two groups.Give each grou
21、p two large sheets of blank paper and assign twoofthewords.Foreachword,havestudentswriteordrawwhattheyknowabouttheanimal.Have students create a definition for each word using their prior knowledge.Havestudentsfollowalongonpage4asyoureadthesentenceinwhichthewordlions is found toconfirmthemeaningofthe
22、word.Repeattheexercisewiththeremainingvocabularywords.Set the Purpose Havestudentspauseastheyreadtovisualizeeachanimalanditssurroundings.Remindthem to think about the details that support the main idea as they read.During ReadingStudent Reading Guide the reading:Havestudentsturntopage3andpointtothew
23、ordthree.Readthewordthree aloud and have students repeat.Explain to students that each page begins with the word three.Pointouttostudentswheretobeginreadingoneachpage.Remindthemtoreadwordsfromleft to right.Askstudentstoplacetheirfingeronthepagenumberatthebottomcornerofthepage.Havethemreadtotheendofp
24、age5,usingtheirfingertopointtoeachwordastheyread.Remindstudents to use the strategy of looking at the pictures to help determine unfamiliar words.Encourage students who finish before others to reread the text.Modelvisualizing.Think-aloud:As I read,I paused after each page to make a picture in my min
25、d.For example,after I read page 4,I closed my eyes and thought about three lions together.I noticed in the picture that there was a mother,a father,and a baby lion.I remember watching a movie about lions that live in Africa.I pictured the wide-open,yellow land that the lions lived on.I imagined the
26、father lion running to catch a zebra for dinner to bring back to his family.I thought about the mother lion staying home with her cub and the cub curiously climbing all over her and wanting to play.Pausing to make a picture in my mind this way helps to better understand and remember what I have read
27、.Even though there is a picture of the lions,it is helpful to me to make my own picture,or visualization.Havestudentssharetheirvisualizationfrompage5asaclass.Invitestudentstoconsiderwhatthese three young bears are doing in the stream and what part of the world they might live in.Askavolunteertoexpla
28、inwhyitisimportanttopausefrequentlywhilereadingtovisualize.Reviewthemainideaofthestory:there are three animals.Ask students to explain whether tigers,lions,and bears are details that support the main idea of the story and why(yes,because they are all types of animals).Introduceandexplainthe main-ide
29、a-and-detailsworksheet.Writethewordtigers on the board.Have students write the word and draw a picture that represents this word on one of the spaces provided on the worksheet.ThreeLesson Plan(continued)LEVELaaaa4 Learning AZ All rights reserved.www.readinga- Check for understanding:Have students re
30、ad to the end of page 8.Encourage them to pause after each page and make a picture in their mind of what they have just read.Have students work with a partner to share their visualization and explain how doing so helps them understand and remember the story.Askstudentstoconsiderotherdetailsthatsuppo
31、rtthemainidea:there are three animals.Have students record and draw a picture of each supporting detail on the main-idea-and-details worksheet.Ask them to label their drawings using words from the story.Have students share with the class the details they illustrated and labeled.Havestudentsreadthere
32、mainderofthestory.Remindthemtopauseandmakeapicture in their mind of what they have read.Have students make a 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 Askstudentswhatwords,ifany,theymarke
33、dintheirbook.Usethisopportunitytomodel how they can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Reinforcewithstudentshowpausingtomakepicturesintheirmindhelpsthemunderstand and remember what they read and keeps them actively engaged with the text.Think
34、-aloud:As I read the last pages of this story,I thought about the frogs that I see at the pond each day when I take a walk.I thought about the little cove where the frogs like to go because there are many lily pads and tall grass to protect them,just like in the picture.I thought about the sounds th
35、e frogs make and how I can hear them even when Im on the other side of the pond.When I get close to them,they get very quiet and still.In the picture on page 9,I can see that one frog is catching a fly.I imagined the fly buzzing and buzzing around and the frog waiting patiently for just the right mo
36、ment to catch it.Making my own picture in my mind helped me to understand and remember what I read.Askstudentstosharetheirvisualizationsfrompages9and10.Havevolunteersexplain how pausing to make a picture in their mind helped them as they were reading.Reflect on the Comprehension Skill Readthemainide
37、aontheboardwithstudents:there are three animals.Reviewthedetailsstudentsillustratedandlabeledontheworksheet.Invitethemtoexplainwhyeachofthe details supports the main idea of the story.Independent practice:Havestudentscompletetheirmain-idea-and-detailsworksheet.Iftimeallows,discusstheirresponses.Endu
38、ring understanding:Inthisstory,youlearnedaboutthreeofeachkindofanimal.Whydoyouthinkmanyanimalssticktogetherratherthanbeingalone?Build SkillsPhonological Awareness:Rhyme Tellstudentsyouaregoingtosayawordandthentwootherwordsthatrhymewithit.Havethemlistencarefullytothewordsandthensuggestotherwordsthatr
39、hyme.Forexample,if you say pit,mitt,sit,they might respond with fit,knit,kit.Havestudentspracticeproducingrhymewiththefollowinggroupsofwords:jig/fig/rig,mat/rat/sat,nut/rut/shut,lad/pad/tad,job/bog/hog.Check for understanding:Say the word three aloud.Have students turn to a partner and discuss as ma
40、ny words as possible that rhyme with the word three.Phonics:Final consonant SsThreeLesson Plan(continued)LEVELaaaa5 Learning AZ All rights reserved.www.readinga- Writetheworddogs on the board and say it aloud with students.Havestudentssaythe/s/soundaloud.Then,runyourfingerunderthelettersintheword as
41、studentssaythewholewordaloud.Askstudentstoidentifywhichletterrepresentsthe/s/sound in the word dogs.HavestudentspracticewritingtheletterSs on a separate piece of paper while saying the /s/sound.ExplaintostudentsthatoftenwhenawordendsintheletterSs,it means that there are more than one of something.Ha
42、ve students name an animal,for example,frog.Have students use the word in a sentence.Then,have them add the final consonant Ss to the word to make it plural.Have students use the word in a sentence.Check for understanding:Writethefollowingwordsthatendwiththe/s/soundontheboard,leavingoffthefinalconso
43、nant:cat,pig,ant.Say each word,one at a time,and have volunteers come to the board and add the final consonant Ss to each word and then use the word in a sentence.Independent practice:Introduce,explain,andhavestudentscompletethefinal consonant Ss worksheet.Iftimeallows,discusstheiranswers.Grammar an
44、d Mechanics:Periods Writethefollowingsentenceontheboard:Three frogs.Readthesentencealoudwithstudents.Explainthateverysentencehasasignalattheendsoreadersknowwhentostopreading.Askavolunteer to come to the board and point to the signal at the end of the sentence.Explain that the signal is called a peri
45、od.Have students say the word period aloud.Pointout that a period is like a stop sign because it tells the reader to stop reading.Askvolunteerstoprovideexamplesofanimalstherecouldbethreeof.Writeasentenceabouteachexampleontheboardleavingofftheperiodattheend.Readthesentencesaloud to students without s
46、topping.Then,have volunteers come to the board and add a period to eachsentence.Rereadthesentences,stoppingattheperiodattheendofeachsentence.Check for understanding:Have students locate and circle all the periods in the story.Independent practice:Introduce,explain,andhavestudentscompletetheperiods w
47、orksheet.Iftimeallows,discusstheirresponses.Word Work:Categorize words Explaintostudentsthatallofthepicturesinthebookhavesomethingincommon;theyareallpictures of animals.Draw a large circle on the board with the word Animals in the center.Pointouttostudentsthattheycanmakeothergroupsusingtheanimalslis
48、tedinthestory.WriteAnimals with Furontheboard.Askstudentswhichanimalsinthebookwouldgointhisgroup.Check for understanding:WritetheheadingAnimals with Tails on the board.Have students identify whichanimalsfromthestorywouldbeinthiscategory.Recordtheirresponsesontheboard.Independent Practice:Have studen
49、ts work with a partner to discuss other categories the animals from the story could be placed into.Have students share their findings with the class,including which animals fall into each category.Build FluencyIndependent Reading Invitestudentstoreadtheirbookindependently.Additionally,partnerscantak
50、eturnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Have them discuss the visualizations they made while reading with someone at home.Extend the ReadingThreeLesson Plan(continued)LEVELaaaa6 Learning AZ All rights