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1、Blackaaaa1 Learning AZ All rights reserved.www.readinga-Focus Question:Where can you find the color black in a magic show?Book SummaryText Type:Nonfiction/ConceptMagic shows can be so exciting for children.In the book Black,students will learn about the color black through different aspects of a mag
2、ic show.Detailed photographs,high-frequency words,and repetitive text support early emergent readers.Students will also have the opportunity to visualize as well as to classify information to better understand a text.Guiding the ReadingBefore ReadingBuild Background Askstudentstolookaroundandfindite
3、msintheroom that are black.Invite students to share their answers with the class and write their answers on the board.Writethewordsmagic showontheboard.Askstudents what they know about magic shows and discuss their experiences.Explain that the color black can often be found throughout magic shows.Ha
4、ve students discuss with a partner where they may find black in a magic show.Invite students to share their answers with the class.Introduce the Book GivestudentstheircopyofBlack.Guidethem to the front and back covers and read the title.Have students discuss what they see on the covers.Encourage the
5、m to offer ideas as to what type of book it is(genre,text type,and so on)and what it might be about.Show students the title page.Discuss the information on the page(title of book,authors name).Introduce the Reading Strategy:VisualizeExplain to students that engaged readers visualize,or create pictur
6、es in their mind,to help them understand the story.Point out that students can use pictures in a story and their prior knowledge to create avisualization.Readpage3aloudtostudents.Askstudentstoclosetheireyesandvisualizeastage.Askstudents to visualize what the stage looks like and what they see happen
7、ing on the stage.Have students describe the stage that they visualized to a partner.Invite them to share their visualization with the class.Have students open their book to page 3 and compare their visualization with the picture in the book.Askstudentstosharewithapartnerhowtheirvisualization was the
8、 same as and different from the picture in the book.Introduce the Comprehension Skill:Classify information Explaintostudentsthatreadersoftentakeinformation and details from the book and decide Lesson EssentialsInstructional Focus Visualize to understand text Classify information in a text Describe i
9、nformation provided by photographs Discriminate initial sounds Identify initial consonant Bb Capitalize sentence beginnings Identify and use number wordsMaterials Book:Black(copy for each student)Classify information,initial consonant Bb,capitalize sentence beginnings worksheets Retelling rubricVoca
10、bularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.(*)word appears in the lesson but not the book High-frequency words:black,one WordstoKnowStory critical:cape(n.),sheet(n.),stage(n.),suit(n.),tie(n.),wand(n.)Academicvocabulary:classify(v.)*,informati
11、on(n.)*Blackaaaa2 Learning AZ All rights reserved.www.readinga-what they have in common.By thinking about what the details or objects have in common and sorting them into groups,a reader can remember and understand what the story is about.Point out to students that when they sort information from th
12、e story into groups,they are classifying information.Writethewordsblack,hat,green,sock,white,and shirt on the board.Then draw two circles large enough for three words to be written inside each one.Asaclass,classifythewordsintotwogroupsand write the words in the circles on the basis of their classifi
13、cation.Discuss with students what each group has in common and label each group.VocabularyHavestudentsturntothe“WordstoKnow”boxon the copyright page.Point out that these words can be found in the story and that understanding the meaning of each word will help them better understand what they read.Re
14、ad 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 poster.Have students share their posters with the class.Set the Purpose Havestudentsreadtofindoutmoreaboutthec
15、olorblack.WritetheFocusQuestionontheboard.Invite students to look for evidence in the book to support their answer to the question.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText
16、-Dependent QuestionsAsstudentsreadthebook,monitortheirunderstandingwith the following questions.Encourage students to support their answers by citing evidence from the book.Why do you think the stage is black?(level 3)page 3 What color is the sheet?(level 1)page 4 How are the tie and hat alike?How a
17、re they different?(level 2)pages 6 and 8 What are two parts of a magic show that include the color black?(level 2)multiple pages How is using the color black helpful for a magician performing a magic show?(level 3)multiple pagesText Features:PhotographsExplain to students that photographs are pictur
18、es taken with a camera and that all of the pictures in the book are photographs.Explain that photographs can help students fully understand a story by providing important details.Have students turn to page 10 and point to the rabbit.Explain that photographs can also help students decode words that m
19、ay be difficult to read.Have students describe what they see in the photograph.Then guide them to find the word rabbit in the text.Remind students that the photograph was helpful when decoding the word rabbit.SkillReview Reviewvisualizingbydiscussingthepictureon page 4.Explain that by looking at the
20、 picture,students can visualize the sheet and how it may feel,how large it is,and what it may sound like when it moves.Point out to students that they may have a sheet like this at home.It may be the same color,or it may be a different color.Have students close their eyes and visualize touching a sh
21、eet.Have them visualize how soft it may be,how thick it may be,and what color it may be.Invite students to share their visualization with the class.Writethefollowingwordsoncardsandplacethemon the board:suit,tie,hat,sheet,cape,wand,and rabbit.Model classifying information.Think-aloud:Earlier,we class
22、ified words and sorted them into groups by what they have in common.We determined that some words were color words and some words were items of clothing.Here are some words that you will find in the story.I want to classify them into two groups.I know that the suit,tie,hat,and cape are all items tha
23、t can be worn,so we can create a group called items that can be worn.We can place the sheet,rabbit,and wand in another group called items that cannot be worn.We can also start again and classify the words into different groups.One group can be for items that are soft and one group can be for items t
24、hat are hard.Classifying information is one way that helps me better remember and understand what I read.Havestudentsdiscusswithapartnerandclassifythe words into the groups hard items and soft items.Invite students to share their answers,and create the two groups with the cards on the board.Modeland
25、discusshowtocompletetheclassify information worksheet.Have students discuss the pictures they classified with a partner.After ReadingAskstudentswhatwords,ifany,theymarkedintheir book.Use this opportunity to model how they can read these words using decoding strategies and context clues.Guiding the R
26、eading(cont.)Blackaaaa3 Learning AZ All rights reserved.www.readinga-SkillReviewGraphic Organizer:Classify informationReview the classify information worksheet that students completed.Have students share their work in groups.List ideas on the board.Remind students that classifying information is one
27、 way engaged readers remember and understand what they are reading.Response to Focus QuestionHave students cite specific evidence from the story toanswertheFocusQuestion.(Answerswillvary,butshould include the stage,sheet,suit,tie,cape,hat,wand,and rabbit.)Comprehension Check Retelling rubricBook Ext
28、ension ActivitiesBuild SkillsPhonologicalAwareness:Initial sounds Saythewordblack aloud to students,emphasizing the initial/b/sound.Have students repeat the word black and then say the initial/b/sound aloud.Repeatthisprocesswiththewordcab.Explaintostudentsthattheinitial sound is the first sound of t
29、he word.Say the following words aloud and have students say the initial sound aloud as a class:big,cat,bird,cow,candy,bike.Check for understanding:Giveeachstudenttwopiecesof paper with a letter Bb and a letter Cc written on each.Say the following words aloud and have students hold up the paper with
30、the corresponding initial sound:bag,band,card,case,bad,cap,bin.Phonics:Initial consonant Bb Writethewordback on the board.Remind students that the/b/sound is the initial sound.Havestudentssaythe/b/soundaloud.Runyourfinger under the word back as you say the word aloud.Point out to students that the w
31、ord back has the initial consonant Bb.Check for understanding:Writethefollowingwordson the board,leaving off the initial consonant:bat,bed,bill,bun.Have students copy the words one at a time on a separate sheet of paper;then have them write the initial consonant Bb at the beginningofeachword.Askvolu
32、nteerstoread the words they created.Independent practice:Introduce,explain,and have students complete the initial consonant Bb worksheet.If time allows,discuss their answers.Grammar and Mechanics:Capitalize sentence beginnings Havestudentsturntopage5andreadthesentencealoud as a class.Explain to stud
33、ents that every sentence begins with a capital letter,which means the first letter is big,or an uppercase letter.Have students repeat the words capital letters aloud.Have students point to the capital letter at the beginningofthesentenceonpage5.Writethefollowingsentenceontheboardinalllowercase lette
34、rs:the bat is black.Have students discuss with a partner which letter needs to be capitalized.Invite a volunteer to correct the sentence on the board.Remind students that when they write a sentence,they always capitalize the beginning of the sentence.Check for understanding:Have students work with a
35、 partner to circle the capital letter on each page of the book.Independent practice:Introduce,explain,and have students complete the capitalize-sentence-beginnings worksheet.If time allows,discuss their answers.WordWork:Number words Writethewordone on the board and read it aloud with students.Then w
36、rite the numeral 1 on the board.Explain to students that numbers can also be written as words and they are called number words.Writenumerals2 and 3 on the board and write the number words two and three next to the correct numerals.Say the numerals aloud and invite volunteers to read the number words
37、 aloud.Continue by writing numerals 4 through 7 on the board and the correct number words next to them.Read the number words aloud with students.Writethefollowingphrasesontheboard:one black tie;three black cats;two black bags.Read each phrase aloud with students.Invite volunteers to come up and unde
38、rline the number word in each phrase.Check for understanding:Have students work with a partner.Have one partner hold up their fingers to represent numerals 1 through 7.Then have the other partner write the number word on their paper.Encourage students to check the board for a reference.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)