《原版英语RAZ 教案P54-The Other Book of World Records.pdf》由会员分享，可在线阅读，更多相关《原版英语RAZ 教案P54-The Other Book of World Records.pdf（3页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、The Other Book of World RecordsP P1 Learning AZ All rights reserved.www.readinga-Focus Question:How did Shorty get into“The Other Book of World Records”?Book SummaryText Type:Fiction/RealisticHave you ever wanted to set a world record?Read The Other Book of World Records to see how Shorty does just
2、that!Colorful illustrations and engaging text will keep students interested in this story.The book can also be used to teach students how to sequence events in a story as well as the proper use of contractions.The book and lesson are also available for levels J and M.Guiding the ReadingBefore Readin
3、gBuild Background Discusswithstudentsworldrecordsandhowtheyare achieved.Have students work with a partner to discuss any world records they have heard of or read about.Have students share their ideas with the class.Explaintostudentsthattheywillbecompetingtoset a class record for who can tiptoe the f
4、astest.Place a start line and a finish line on opposite ends of the floor with tape.Have students line up to tiptoeracefromthestartlinetothefinishline.Explainthatthestudentwhocrossesthefinishline on tiptoes without falling down wins.Invite volunteers to point out who set the class record for the tip
5、toe race.Introduce the Book GivestudentstheircopyofThe Other Book of World Records.Guidethemtothefrontandbackcovers and read the title.Have students discuss whattheyseeonthecovers.Encouragethemtooffer ideas as to what type of book it is(genre,texttype,andsoon)andwhatitmightbeabout.Showstudentsthetit
6、lepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Introduce the Reading Strategy:RetellExplaintostudentsthatengagedreadersstopnowandthenwhiletheyarereadingtoretellintheirmindwhat has happened so far in the story.Stopping to retell the events of the story helps readers u
7、nderstand andrememberwhattheyarereading.Explainthatwhenretellingastoryorevent,itisimportantthatthe details are explained in order,or sequence.Using abookthattheclasshasrecentlyreadorafamiliarstory,demonstratehowtoretellastoryinorder.Invite volunteers to help you with the retelling.Introduce the Comp
8、rehension Skill:Sequence eventsReview or explain that stories are generally told in aspecificorderfrombeginningtoend.Explainthatcertain words are often used to explain a sequence Lesson EssentialsInstructional Focus Retell to understand text Sequence events Describeinformationprovidedbyaglossary Ide
9、ntify consonant th digraph Recognize and use contractions IdentifyandusetimeandorderwordsMaterials Book:The Other Book of World Records(copy for each student)Sequenceevents,contractions,timeandorder words worksheets Discussioncards Book quiz Retelling rubricVocabularyBoldface vocabulary words also a
10、ppear inapre-madelessonforthistitleonVocabularyAZ.com.WordstoKnowStory critical:consultancy(n.),making(n.),memorabilia(n.),pogo stick(n.),records(n.),sarcastic(adj.)Academicvocabulary:already(adv.),create(v.),prove(v.),record(n.),research(n.),through(prep.)The Other Book of World RecordsP P2 Learnin
11、g AZ All rights reserved.www.readinga-of events.Write the following words on the board andreadthemaloudwiththeclass:first,next,and last.Review with students a book the class has previously read.Have students work in groups to sequence the events of the story,using the words first,next,then,and final
12、ly in their retelling.Have students work with a partner to predict the events for The Other Book of World Records on the basis of the illustrations.VocabularyHave students turn to the“Words to Know”box on thecopyrightpage.Discusseachwordwithstudents.Then,have students turn to the glossary on page 16
13、.Explainthattheglossaryprovidesdefinitionsforthevocabulary words in the book.Point out the use of eachcontentwordandacademicvocabularywordin the book,and then use each word in a different modelsentence.Havestudentsworkingroupstocreatepostersforthesewords.Havethemincludeon each poster the word and it
14、s part of speech,the definition,thewordinanexamplesentence,and apictureillustratingthemeaningoftheword.Set the Purpose HavestudentsreadtofindoutmoreabouthowShorty sets a record in“The Other Book of World Records.”Write the Focus Question on the board.Invite students to look for evidence in the book
15、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-Dependent QuestionsAsstudentsreadthebook,monitortheirunderstandingwiththefollowingquestion
16、s.Encouragestudentstosupporttheiranswersbycitingevidencefromthebook.Why does Ruby create“The Other Book of World Records”?(level 3)pages 3 and 4 What is an officiator?(level 1)page 6 Why did Shorty wink at Ruby when Ben got his pogo stick?(level 1)page 7 How is the human maze related to the record b
17、ook?(level 3)page 9 What would have happened if Shorty had fallen off his pogo stick?(level 3)multiplepages What is the sequence of events that led to Shortys record?(level 3)multiplepages What conclusions can you draw about a person who sets a world record?(level 3)multiplepages Why did Ruby ask Be
18、n to be her assistant?(level 1)page 14Text Features:GlossaryExplainthataglossaryhelpsreadersdefinethewords that are in the book.Have students work with a partner to review the glossary on page 16.Ask students:How can you find the vocabulary words on this page in the book?What is the definition of th
19、e word memorabilia?On which page can you find the word sarcastic?Have students review other vocabulary words in the book and discuss in groups where they would be found in the book.Invite volunteers to share their thoughts with the rest of the class.SkillReview Havestudentsretellthestoryfromthebegin
20、ningto a partner.Listen to see whether they include the eventsindetailandinthecorrectorder.Encouragestudents to use transition words such as first,next,then,and finally when retelling the story.Modelsequencingeventsofthestoryusingtransition words.Think-aloud:The book is providing me with many detail
21、s about the events that led to Shortys world record.First,Ruby tells Shorty that he would be setting a record.Next,Shorty stands on one leg and says the alphabet.Then,Ben says that anyone could do what Shorty was doing.Next,Shorty chews gum while standing on one leg and saying the alphabet.I will re
22、ad more to find out what events happen next that lead Shorty to set a world record.Modelhowtocompletethesequence events worksheet.Havestudentsidentifyeventsfromthebookandcirclethem.Then,havestudentsdiscusstheeventswithapartneranddeterminetheirsequence.After ReadingAskstudentswhatwords,ifany,theymark
23、edintheirbook.Usethisopportunitytomodelhowtheycanreadthese words using decoding strategies and context clues.SkillReviewGraphic Organizer:Sequence eventsReview the sequence events worksheet that students completed.Havestudentssharetheirworkingroups.Invite volunteers to share with the rest of the cla
24、ss the orderofeventstheychose.Discusswithstudentsthejustification for choosing this order.Comprehension ExtensionDiscussioncardscoveringcomprehensionskillsandstrategies not explicitly taught with the book are provided for extension activities.Response to Focus QuestionHavestudentscitespecificevidenc
25、efromthebooktoanswertheFocusQuestion.(Answerswillvary.Samples:Shorty got into“The Other Book of World Records”by jumping on a pogo stick with one leg while chewing gum and moving through a human maze.)Guiding the Reading(cont.)The Other Book of World RecordsP P3 Learning AZ All rights reserved.www.r
26、eadinga-Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsPhonologicalAwareness:Phonics:Consonant th digraph Writethewordwith on the board and read it aloud to students.Ask what sound they hear at the end of the word withandwhatlettersmakethissound.Underline the con
27、sonant th digraph.Explainthattheletters t and h togethermakethe/th/sound.Write the following words on the board,leaving off the consonant th digraph:path,third,booth,throw,earth,and thump.Invite volunteers to the board to add the consonant th digraph and read each word aloud as a class.Check for und
28、erstanding:Have students work with apartnertorereadpages7through11.Havethemcircle all of the words containing the consonant th digraph.Invite volunteers to share their findings with the class.Grammar and Mechanics:Contractions Writethefollowingsentenceontheboardfrompage 11 of the text:“Im getting ti
29、red.”Circle the contraction Im.Explainthatsometimesinwrittenandspokenlanguage,wecombinetwowordstomakeacontraction.When the two words arejoined,someofthelettersaretakenoutandreplacedbyanapostrophe.Explainthatinthisexample,ImcomesfromthecombinationofI and am and that an apostrophe takes the place of t
30、he letter a in the contraction Im.Pointoutthewordyouveonthebottomof page 14 and ask students what two words are used in this contraction(you have).Askstudentstonameothercommoncontractionsand write a list on the board.Check for understanding:Have students reread page9.Havethemcircleallthecontractions
31、on the page(thats,theres,and its).Askthemto turn to a partner and take turns telling what twowordsmakeupeachcontraction.Independent practice:Introduce,explain,and have studentscompletethecontractions worksheet.Iftimeallows,discusstheiranswers.WordWork:Timeandorderwords Revieworexplainthattime and or
32、der words are often used to help readers identify a sequence of events.Providestudentswithafewexamplesoftimeandorderwords(today,first,next,then).Have studentssharewithapartnertimeandorderwordsthey know.Invite volunteers to share their words with the whole class.Havevolunteersexplaintheorderofasimple
33、process,suchasmakingapeanutbutterandjellysandwichorbrushingteeth.Usetimeandorderwords to record the steps on the board.Check for understanding:Have students reread pages5and6intheirbook.Havethemidentifytheeventsfromthesepagesandwritesentencesdescribingthesequenceusingtimeandorderwords.Ask volunteers to share their sentences.Independent practice:Introduce,explain,and have studentscompletethetime-and-order-wordsworksheet.Iftimeallows,discusstheiranswers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)