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1、We Go Campingaaaa1 Learning AZ All rights reserved.www.readinga-Focus Question:What do you need to go camping?Book SummaryText Type:Fiction/RealisticSome students love to go camping,but others may not have had the opportunity yet.We Go Camping shows students what fun experiences they might have whil
2、e camping,such as setting up tents,building campfires,and sharing stories.Detailed illustrations and use of the high-frequency word our supports early emergent readers.This book can also be used to teach students how to connect to prior knowledge as well as to identify setting to better understand t
3、ext.Guiding the ReadingBefore ReadingBuild Background Placeontheboardphotographsofthefollowingitems:a tent,a campfire,roasted hot dogs,the woods,and a sleeping bag.Ask students to turn to a partner and share what all of these items have in common.Invite volunteers to share their answers with the cla
4、ss.Explaintostudentsthattheitemsontheboardcanall be seen while camping.Write the word camping on the board,and have students read it with you.Ask students what other things they might see while camping,and invite them to share their answers.Write their answers on the board around the word camping.In
5、troduce the Book GivestudentstheircopyofWe Go Camping.Guidethem to the front and back covers and read the title.Have students discuss what they see on the covers.Encouragethemtoofferideasastowhattype of book it is(genre,text type,and so on)and what it might be about.Showstudentsthetitlepage.Discusst
6、heinformation on the page(title of book,authors name,illustrators name).Introduce the Reading Strategy:Connect to prior knowledgeExplaintostudentsthateffectivereadersmakeconnections between what they already know and new information they read,which is called connecting to prior knowledge.Remind them
7、 that thinking about what they already know about the topic of a book will help them better understand what they read.Read the title of this story and ask students to look at the front and back covers.Invite volunteers to share what they already know about this story,on the basis of the title and co
8、ver pictures.Lesson EssentialsInstructional Focus Connect to prior knowledge to better understand text Identify the setting of a story Describe details found in illustrations in the text Discriminate initial consonant/g/sound Identify initial consonant Gg Capitalize the beginnings of sentences Ident
9、ify and use the high-frequency word ourMaterials Book:We Go Camping (copy for each student)Story elements,capitalize sentence beginnings,high-frequency word our worksheets Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.co
10、m.(*)word appears in the lesson but not the book.High-frequency word:our WordstoKnowStory critical:camp(n.),drive(n.),spot(n.),stories(n.),tent(n.),tools(n.)Academicvocabulary:identify(v.)*,setting(n.)*We Go Campingaaaa2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:
11、Story elements:Identify setting Explaintostudentsthatastoryismadeupofmanyparts,called story elements.One important story element is called setting.The setting tells where and when the story takes place.Whenstudentssaythewordsetting,have them use both hands to smooth out the air in front of them,as i
12、f showing a location.Write the word setting on the board,then write the subheadings where and whenunderneathit.Explainthatstudentswillbelooking for the setting in this story as they read.VocabularyHave students turn to the“Words to Know”box onthecopyrightpage.Pointoutthatthesewordscan be found in th
13、e story and that understanding the meaning of each word will help them better understand what they read.Read the words aloud to students and as a group,discuss the meaning of each word.On the basis of the definitions discussed,have students work in groups to illustrate each vocabulary word on a post
14、er.Have students share their posters with the class.Set the Purpose Havestudentsreadtofindoutmoreaboutcamping.Write the Focus Question on the board.Invite students to look for evidence in the book to support their answer.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not under
15、stand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAs students read the book,monitor their understanding withthefollowingquestions.Encouragestudentstosupport their answers by citing evidence from the book.How does the family get to the camps
16、ite?(level 1)page 3 How does the family make dinner?(level 1)page 8 Who are the characters in this story?(level 2)multiple pages What does the family need to go camping?(level 2)multiple pages In which season do you think this story takes place?Why do you think that?(level 3)multiple pagesText Featu
17、res:IllustrationsExplainthatillustrationshelpreadersknowexactlywhatsomethinglookslike.Pointoutthatillustrationscan also help students identify unknown words in the text.Have students turn to page 5 and cover the text.Ask students to study the illustration on the page.Then have students uncover the t
18、ext and read the sentence.Ask students:How does this illustration help you more easily read the sentence?How would reading this sentence have been more difficult without the illustration?Have students review other illustrations in the book and discuss in groups how the details in these illustrations
19、 help them identify unknown words in the text.Invite volunteers to share their ideas with the class.SkillReview Modelforstudentshowyouconnectwithpriorknowledge as you read.Share personal experiences with camping.Ask volunteers to share their personal experiences with camping with the class.Drawstude
20、ntsattentionbacktothewordontheboard:setting.Modelidentifyingsetting.Think-aloud:I know the setting of a story is where and when the story takes place.I also know identifying the setting is an important job for effective readers.When I read this story,I see that the family is going camping in the woo
21、ds.That tells me that the woods is where the story takes place.I also know that the setting includes when the story takes place.I will continue reading to identify when the story stakes place.Identifying the setting will help me to better understand the story.Havestudentsworkwithapartnertoidentify w
22、hen this story takes place.Invite volunteers to share their answers with the class.Modelhowtocompletethestory elements worksheet.Have students identify details about the setting in this story.After ReadingAsk students what words,if any,they marked in their book.Use this opportunity to model how they
23、 can read these words using decoding strategies and context clues.SkillReviewGraphic Organizer:Story elements:Identify characters and settingReview the story elements worksheet.Have students share their work in groups.Invite volunteers to share their answers with the rest of the class.Ask students t
24、o share how identifying the setting helped them better understand the story.Response to Focus QuestionHave students cite specific evidence from the book to answer the Focus Question.(Answers will vary.Samples:To go camping,we need tools,a tent,a campfire,and food.)Guiding the Reading(cont.)We Go Cam
25、pingaaaa3 Learning AZ All rights reserved.www.readinga-Comprehension Checks Retelling rubricBook Extension ActivitiesBuild SkillsPhonologicalAwareness:Initial consonant/g/sound Saythewordgo aloud to students,emphasizing the initial/g/sound.Have students say the word aloud and then say the/g/sound.Ha
26、ve students practice saying the/g/sound to a partner.Readthetitlealoudwithstudents.Havestudentsstand up when they hear a word that begins with the/g/sound.Say the following word pairs,and have students identify the word in each pair that begins with the/g/sound:gorilla/bear,sheep/goat,toy/gift,red/g
27、reen.Check for understanding:Say the following words one at a time,and have students give the thumbs-up signal when they hear a word that begins with the/g/sound:great,camp,family,goals,grape,and parrot.Phonics:Initial consonant Gg Writethewordgo on the board and read it aloud with students.Havestud
28、entssaythe/g/soundaloud.Then,runyour finger under the letters in the word go as students say the whole word aloud.Ask students to identify which letter represents the/g/sound in the word go.HavestudentspracticewritingtheletterGg on a separate piece of paper while saying the/g/sound.Check for underst
29、anding:Write the following words on the board,leaving off the initial consonant:good,grape,gallop,and girl.Say each word,one at a time,and have volunteers go to the board and add the initial Gg to each word.Grammar and Mechanics:Capitalize sentence beginnings Writethefollowingsentenceontheboard:The
30、family goes camping.Read the sentence aloud with students.Invite a volunteer to come to the board and circle the first letter in the sentence.Ask students to discuss with a partner what is different about this letter.Explainthatallsentencesbeginwithacapitalletterand that capital letters are signals
31、that let readers know that a new sentence is beginning.Askvolunteerstomakestatementsaboutcamping.Write each sentence on the board,making sure the first letter is lowercase.Invite volunteers to come to the board and circle the first letter in each sentence and correct it with a capital letter.Remind
32、students of the importance of beginning sentences with capital letters.Check for understanding:Have students circle the capital letter at the beginning of each sentence in their book.Independent practice:Introduce,explain,and have students complete the capitalize-sentence-beginnings worksheet.If tim
33、e allows,discuss their answers.WordWork:High-frequency word ourWrite the word our on the board and read it aloud withstudents.Explaintostudentsthattheywilloften see this word in books they read and they should memorize it so they can decode it right away.Spellthewordaloudwhilestudentswriteeachletter
34、 in the air.Writethefollowingsentenceontheboard:Our dog is nice.Read it aloud with students and discuss with them the meaning of the word our.Havestudentspracticespellingour in many ways,such as in shaving cream spread on their desk or in rice on cookie sheets.Check for understanding:Have students r
35、eread the story and circle every occurrence of the word our in the story.Independent practice:Introduce,explain,and have students complete the high-frequency-word-our worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)