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1、The StreetLesson PlanLeveLaaaa1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Concept Page Count:10 Word Count:16Book SummaryThe Street is a simple story about a familiar place.The text provides information about items found on a street through vivid illustrations a
2、nd two-word sentences.Use this book to teach students about connecting to prior knowledge and finding details to support the main idea.About the LessonTargeted Reading Strategy ConnecttopriorknowledgeObjectives Connecttopriorknowledgetounderstandtext Identifymainideaanddetails Discriminateinitialcon
3、sonant/m/sound IdentifyinitialconsonantMm Capitalizethebeginningofsentences Identifyandusethehigh-frequencywordtheMaterialsGreen text indicates resources are available on the website.BookThe Street(copy for each student)Chalkboardordry-eraseboard Sheetsofpaper Main idea and details,initial consonant
4、 Mm,capitalizesentencebeginningsworksheetsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstrated by projecting the book on an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthist
5、itleonVocabularyAZ.com.High-frequency words:the Content words:Story critical:bike(n.),fence(n.),flowers(n.),friend(n.),gate(n.),mailbox(n.),sidewalk(n.),street(n.)Before ReadingBuild Background Writethewordstreet on the board and read it aloud.Have students read it aloud with you.Askstudentstothinka
6、boutthestreetwheretheylive.Havestudentsclosetheireyesandmakeapictureintheirmindoftheirstreet.Invitevolunteerstonamethingstheymightseeontheirstreet.Make a list of these things on the board.Have students draw a picture of their street.Collect their pictures and display them on the board.The StreetLess
7、on Plan(continued)LeveLaaaa2 Learning AZ All rights reserved.www.readinga-Book WalkIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers.Encourage them to offer ideas as to what type of book it is(genre,tex
8、t type,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Introduce the Reading Strategy:Connect to prior knowledge Explaintostudentsthatengagedreadersmakeconnectionsbetweenwhattheyalreadyknowand new information they
9、 read.Making these connections to prior knowledge helps readers understand and enjoy what they are reading.Modelconnectingtopriorknowledgeusingthecover.Think-aloud:On the front cover of the book,I see a picture of a street.I also see pretty houses,green grass,tall trees,and white fences.I even see a
10、 girl holding a cat on the sidewalk.As I look at the picture,I think about my street.My street has some of these things such as tall trees,green grass,and pretty houses.However,on my street,the houses are not so close together because I live in the country.The fences on my street are made from wire,
11、and there are no sidewalks.I can make a prediction about what the story will be about on the basis of my prior knowledge and the information I have learned from the title and the pictures.On the basis of this information I think this story will be about things people see on a street.Remindstudentsof
12、thepicturestheydrewearlierinthelesson.Pointoutthatthisistheirpriorknowledge about streets since it represents information they already know about the topic.Havestudentssharewithapartnerhowtheycanconnecttopriorknowledge,usingthetitle andpicturesonthecoverandthepicturestheydrewoftheirstreet.Invitestud
13、entstoshare their connections with the rest of the group.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Main idea and details Explaintostudentsthatmoststorieshaveamainidea,whichisabigideaortopicthatth
14、estoryismostlyabout.Storiesalsohavedetails,orextrainformationanddescriptions,thatsupportthemain idea.Readthetitleofthestorytostudents.Pointoutthatthetitleoftenprovidescluesaboutthemain idea of the story.Have students share with a partner their guess about what the main idea for this book is,on the b
15、asis of the title.Discussstudentpredictionsandguidethemtotheconsensusthatthemainideaofthisstory is many things are found on a street.Writethefollowingsentenceontheboard:Many things are found on a street.Pointtoeachwordasyoureaditaloudtostudents.Modelhowtoidentifydetails.Think-aloud:The main idea of
16、this story is many things are found on a street.I know the story will have details that help explain the main idea.Details are descriptions that help readers understand the main idea of the story.On the title page,I see flowers in front of a fence.I know flowers are something that can be found on a
17、street.Since this helps explain the main idea of the story,I know flowers might be a detail in the story.Writethewordflowersontheboard.ReviewthedetailsaboutthestreetrecordedontheboardduringtheBuildBackgroundsectionofthelesson.Discusswithstudentswhetheranyofthesedetails support the main idea of the b
18、ook.Circle those that apply.Explain to students that the book will offer its own details to support the main idea,which may or may not match those details circled on the board.The StreetLesson Plan(continued)LeveLaaaa3 Learning AZ All rights reserved.www.readinga-Introduce the VocabularyWhilepreview
19、ingthebook,reinforcethevocabularywordsstudentswillencounter.Forexample,whilelookingatthepictureonpage3,youmightsay:It looks as though there is a gate on the street.What is a gate?Thats right,it is a part of a fence that can be opened and closed like a door.Say the word gate.Remindstudentstheycanhelp
20、themselveswhentheycometoatrickywordbylookingatthefirst letter 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 sentence.Forexample,onpage4,pointtothe letter m in mailbox.Say:I am going to help myself by looking at the
21、picture and thinking about what I might see on the street that starts with/m/.Invitestudentstoidentifytheword(mailbox).Use the word in the sentence and ask students if the word mailbox makes sense.Repeatthisprocesswithothervocabularywords.Set the Purpose Havestudentsreadtofindoutmoreaboutthestreet.R
22、emindthemtothinkaboutwhattheyalready know about streets and to identify details that support the main idea of the book.During ReadingStudent Reading Guide the reading:Have students read from page 3 to the end of page 5.Encourage those who finish early to go back and reread.Modelmakingconnectionstopr
23、iorknowledge.Think-aloud:On the first few pages we read about a gate,a mailbox,and a sidewalk.These are all things I see on streets as I drive through my town.On my street in the country,there are no sidewalks,and the gates are not small wooden ones like the ones in the story.The gates on my street
24、are usually large and made from metal.My mailbox has bricks around it,so it looks different from the one in the story.My prior knowledge helps me understand how this street is similar to and different from my street,and it also helps me remember the details from the story.Asyouarespeaking,drawapictu
25、reofimagesfromyourpriorknowledgeontheboard.Havestudentsdrawapictureoftheirownpriorknowledgethattheyconnectedwiththetext.Invitevolunteerstoshareandexplaintheirpictureswiththerestoftheclass.Reviewthemainideaofthestory:many things are found on a street.Askstudentstothinkabout whether or not the sidewal
26、k is a detail that supports the main idea(yes,it is one of the things found on a street).Have students share with a partner,and then call on students to share and defend their answer with the rest of the class.Introduceandexplainthemain-idea-and-details worksheet.Readaloudthemainideawrittenonthework
27、sheet.Writethewordsidewalk on the board.Have students write the word in one of the empty spaces on the worksheet and draw a corresponding picture.Check for understanding:Have students read to the end of page 8.Have students share with a partner the connections they made between their prior knowledge
28、 and the story.Havestudentsworkingroupstodiscussnewdetailstheyreadthatsupportthemainidea,many things are found on a street.Call on groups to share at least one new detail with the rest of the class.Recordthesedetailsontheboard.Askstudentstochooseonedetailtorecordontheirworksheet.Remindthemtodrawapic
29、turefor the detail.Havestudentsreadtheremainderofthebook.Remindthemtothinkaboutwhattheyknowaboutor have experienced with streets as they read and to identify important details from the story.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstand or cannot pronounce.These can b
30、e addressed in the discussion that follows.The StreetLesson Plan(continued)LeveLaaaa4 Learning AZ All rights reserved.www.readinga-After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodel how they can read these words using decoding strategies and context clues.Reflec
31、t on the Reading Strategy Reinforcewithstudentshowthinkingaboutwhattheyalreadyknowaboutatopicofastoryhelps them understand and remember what they read and keeps them actively engaged with the text.Think-aloud:As I read the end of the story,I thought about when my children were little.We lived on a s
32、treet that looked much like the street in the story.They had many friends in the neighborhood and rode their bikes on the street.The friends came over to our house and played in the backyard behind our large fence with a gate.We had flowers in the front of our house and tall trees in the back.They h
33、ad a great time on our street when they were little.Thinking about my prior knowledge helps me understand how the characters in the story might feel about their street.Askstudentstoexplainhowthinkingaboutwhattheyalreadyknewhelpedthemunderstandand remember what they read.Reflect on the Comprehension
34、Skill Discussion:Readthemainideaontheboardwithstudents(Many things are found on the street).Reviewthedetailsstudentsdrewontheirworksheet.Invitethemtoexplainwhyeachofthedetails matches the main idea of the story.Independent practice:Havestudentscompletetheirmain-idea-and-detailsworksheet.Iftimeallows
35、,discuss their responses.Enduring understanding:Inthisbook,youlearnedaboutsomethingsthatcanbefoundonastreet.Now that you know this information,how is this street like your street?How is it different from your street?Build SkillsPhonological Awareness:Initial consonant/m/sound Saythewordmailboxaloudt
36、ostudents,emphasizingtheinitial/m/sound.Havestudentssay the word aloud and then say the/m/sound.Havestudentspracticemakingthe/m/soundwithapartner.Havestudentpairsgeneratewordsthatbeginwiththe/m/sound.Walkaroundandlistentostudentstomakesuretheyaremakingthe sound correctly.Have volunteers share some o
37、f the words generated with the whole group.Saythefollowingwordpairsandhavestudentsnamethewordthatbeginswiththe/m/sound:man/tree,bike/mix,flowers/mouse,magic/cat,and music/dog.Check for understanding:Saythefollowingwordsoneatatimeandhavestudentsgivethethumbs-upsignalifthewordbeginswiththe/m/sound:flo
38、wers,mail,bike,mutt,cat,house,and most.Phonics:Initial consonant Mm Writethewordmailbox on the board and say it aloud with students.Havestudentssaythe/m/soundaloud.Then,runyourfingerunderthelettersintheword asstudentssaythewholewordaloud.Askstudentstoidentifywhichletterrepresentsthe/m/sound in the w
39、ord mailbox.HavestudentspracticewritingtheletterMm on a separate piece of paper while saying the /m/sound.Check for understanding:Writethefollowingwordsthatbeginwiththe/m/soundontheboard,leavingofftheinitialconsonant:mat,man,and mug.Sayeachword,oneatatime,andhavevolunteers come to the board and add
40、the initial Mm to each word.The StreetLesson Plan(continued)LeveLaaaa5 Learning AZ All rights reserved.www.readinga- Independent practice:Introduce,explain,andhavestudentscompletetheinitial consonant Mm worksheet.Iftimeallows,discusstheiranswers.Grammar and Mechanics:Capitalize sentence beginningsWr
41、itethefollowingsentenceontheboard:This is the street.Readthesentencealoudwithstudents.Inviteavolunteertocometotheboardandcirclethefirstletterinthesentence.Askstudents to think about what is different about this letter.Explain that all sentences begin with a capital letter and that capital letters ar
42、e signals that let readers know a new sentence is beginning.Askvolunteerstomakeastatementabouttheirstreet.Writeeachsentenceontheboard,leaving off the capital letter.Then,have volunteers come to the board and add the capital letter to each sentence.Check for understanding:Have students underline the
43、capital letters at the beginning of every sentence in the book.Independentpractice:Introduce,explain,andhavestudentscompletethecapitalize-sentence-beginnings worksheet.Iftimeallows,discusstheiranswers.Word Work:High-frequency word the Explaintostudentsthattheyaregoingtolearnawordtheywilloftenseeinbo
44、oks.Write the word the on the board and read the word aloud.Have students read the word with you.Askstudentstousetheirfingertowritethewordthe at the top of their desk as you spell it aloud with them.Then,have them use their finger to write the word the in the air as they spell it aloud.Explaintostud
45、entsthatthewordthe is an article used to identify which item a person is talking about.Pointtoanobjectnearby,suchasapencil,andsay:I need the pencil.Have volunteers use the word the in oral sentences to identify objects in the classroom.Havestudentscreatethreeoralsentenceswithapartner,allcontainingth
46、ewordthe.Invitevolunteers to share a sentence with the rest of the class,and have the other students give a thumbs-up signal if they agree that the sentence properly uses the word the.Check for understanding:Have students reread the book and underline every occurrence of the word the.Build Fluency I
47、ndependent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Have them discuss the connections they made to the book with someone at
48、home.Extend the ReadingInformational Writing and Art ConnectionHavestudentsclosetheireyesandmakeapictureoftheirstreetintheirmindagain.Brainstormwith students to produce a list of items they might see on their street.Have students draw two of theseitems.Askstudentstolabeleachpictureusingthefollowingf
49、ormat:“The _.”Have students fill in each blank with the key word that describes the picture.Collect the pictures from students to create an informational book about streets the children know about.Visit WritingAZ.com for a lesson and leveled materials on informational writing.The StreetLesson Plan(c
50、ontinued)LeveLaaaa6 Learning AZ All rights reserved.www.readinga-Social Studies ConnectionTake students outside to explore the street where the school is located.Have students take paper andpenciltorecordthethingstheyseeonthestreet.Whenyoureturntoclasshavestudentssharethe items they recorded.Make a