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1、Fall Forward,Spring BackP P1 Learning AZ All rights reserved.www.readinga-Focus Question:What does Nola learn about Daylight Saving Time?Book SummaryText Type:Fiction/RealisticNola OConnor is always late.Time has never been a friend of Nolas,and Daylight Saving Time proves to be no exception.Should
2、she turn the clock ahead or back an hour to be sure shes on time for the fall parade?Fall Forward,Spring Back is the story of this eight-year-old girl and how a big mistake turns out to be a great mistake.The book can also be used to teach students how to retell and how to identify setting and chara
3、cters.The book and lesson are also available for levels J and M.Guiding the ReadingBefore ReadingBuild BackgroundWrite the word late on the board and read it aloud to students.Have students work in small groups to discuss times when they have been late and how it felt to be late.Invite volunteers to
4、 share their responses with the class.Write the word early on the board and read it aloud.Have students discuss in their groups times when they were early.Discuss as a class strategies for being early,such as setting an alarm or giving yourself enough time to get somewhere.Explain to students that t
5、hey will be reading about a girl who is always late.Introduce the Book GivestudentstheircopyofFall Forward,Spring Back.Guidethemtothefrontandbackcoversandread the title.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 s
6、o on)and what it might be about.Showstudentsthetitlepage.Discusstheinformation on the page(title of book,authors name,illustrators name).Introduce the Reading Strategy:RetellExplain that engaged readers stop now and then while they are reading to retell in their mind what has happened so far in the
7、story.Point out that stopping to retell the events of the story helps readers understand and remember what they are reading.Explain that when retelling a story or events,it is important that the details are explained in the correct sequence.Point out that people retell stories as a part of their dai
8、ly lives,such as what they did at school or what they did over the weekend.Use a book that the class has recently read or a familiar story,and demonstrate how to retell events of a story in the correct sequence using transition words.Invite volunteers to help you with retelling.Lesson EssentialsInst
9、ructional Focus Retell to understand text Identify story elements Describe information provided by illustrations Identify and use consonant digraph th Recognize and use past-tense verbs Place words in alphabetical orderMaterials Book:Fall Forward,Spring Back (copy for each student)Story elements,pas
10、t-tense verbs,alphabetical order worksheets Discussion cards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:adjust(v.),confused(n.),Daylight Saving Time(n.),floats(n.),inspection(n.),observe(
11、v.)Enrichment:shaved(v.),thrust(v.),witnessed(v.)Academicvocabulary:already(adv.),forever(adv.),plan(v.),remember(v.),though(conj.)Fall Forward,Spring BackP P2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:Story Elements:Identify setting and characters Discusswithstu
12、dentsthedifferencebetweenfiction and nonfiction.Explain that fictional stories generally have five parts:characters,setting,problem,events,and solution.Write the words setting and characters on the board and read them aloud with students.Explain that the setting is the time and place in which a stor
13、y takes place and the characters are the people or animals in the story.Point out that identifying the setting and characters in a story helps a reader to remember and understand the story.Invitestudentstoworkinsmallgroupstopreviewthe illustrations in the story and make predictions about the charact
14、ers and the setting.Explain that many stories contain a main character,which the story is mostly about,and supporting characters.Explain to students that engaged readers pause while reading to identify the main characters.VocabularyHave students turn to the“Words to Know”box on the copyright page.Di
15、scuss each word with students.Then,have students turn to the glossary on page 16.Explain that the glossary provides definitions for the vocabulary words in the book.Point out the use of each content word and academic vocabulary word in the book,and then use each word in a different model sentence.Ha
16、ve students work in groups to create posters for these words.Have them include on each poster the word and its part of speech,the definition,the word in an example sentence,and a picture illustrating the meaning of the word.Set the Purpose HavestudentsreadtofindoutmoreaboutDaylightSaving Time.Write
17、the Focus Question on the board.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-Dependent
18、 QuestionsAs students read the book,monitor their understanding with the following questions.Encourage students to support their answers by citing evidence from the book.Why has Nola never experienced Daylight Saving Time before?(level 2)pages 3 and 5 Why do many countries use a daylight saving prog
19、ram?(level 1)page 6 In what way is Daylight Saving Time a way of moving around time rather than saving time?(level 1)page 6 Why does Frank say,“The early bird gets the worm!”when he sees Nola and Pablo?(level 2)pages 1012 What caused Nola and Pablo to be two hours early for the parade?(level 1)page
20、13 What is the effect of Nola being confused about Daylight Saving Time?(level 2)pages 1315 In what way does the title of the story reflect Nolas confusion about Daylight Saving Time?(level 3)multiple pagesText Features:IllustrationsExplain that pictures,or illustrations,in the story provide a great
21、 deal of information.Point out that illustrations often tell you many things that are not written by the author.Reread page 14 aloud with students as they follow along.Have them look at the illustration and discuss in small groups what information is provided that is not included in the text.Ask stu
22、dents the following questions:What did you learn about Nola that was not written in the story?Why did the author choose to include these illustrations?Invite groups to share their discussions with the class.SkillReview Modelforstudentshowtoretellwhatyouhavereadso far,and then have them stop at certa
23、in points during the story to retell in their mind what they have read so far.Have students retell the story from the beginning to a partner.Listen for whether they include the events in detail and in the correct order.Encourage students to use transition words such as first,next,then,and finally wh
24、en retelling the story.Modelidentifyingsettingandcharacters.Think-aloud:As I read,I pause often to consider the setting,where the story is taking place,and the characters,the people represented in the story.For example,on page 4,I read that it was the first Friday in November when Nolas teacher remi
25、nded the class about Daylight Saving Time.This information tells me that the story takes place during the fall in Nolas classroom.I know that the setting in a story can change,and I will be aware of this as I read.Additionally,I know that Nola is the main character in this story because it is about
26、her experience with Daylight Saving Time.Havestudentsworkinsmallgroupstodiscusshowthe setting changes throughout the story.Invite students to explain how understanding the setting of a story helps them when retelling.Modelhowtocompletethestory elements worksheet.Have students identify the main chara
27、cters in the story.Guiding the Reading(cont.)Fall Forward,Spring BackP P3 Learning AZ All rights reserved.www.readinga-After ReadingAsk students what words,if any,they marked in their book.Use this opportunity to model how they can read these words using decoding strategies and context clues.SkillRe
28、viewGraphic Organizer:Story elementsReview the story elements worksheet that students completed.Have students share their work in groups.Invite volunteers to share with the rest of the class.Comprehension ExtensionDiscussion cards covering comprehension skills and strategies not explicitly taught wi
29、th the book are provided to be used for extension activities.Response to Focus QuestionHave students cite specific evidence from the book to answer the Focus Question.(Students responses should include the following:Nola learns that when Daylight Saving Time ends in the fall the clocks are turned ba
30、ck one hour,and in the spring they are turned forward an hour.)Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsPhonics:Consonant th digraph Writethewordbrother on the board and read it aloud with students.Ask what sound they hear in the middle of the word brother.
31、Underline the consonant digraph th and make the/th/sound for students.Have them turn to a partner and make the/th/sound.Explain that the letters Tt and Hh together make the/th/sound.Writethefollowingwordsontheboardleavingoutthe consonant th digraph:thought,thank,month,math,those.Invite volunteers to
32、 the board to add the digraph th and read each word aloud as a class.Check for understanding:Review pages 3 through 8 with students and have them circle all of the words containing the consonant th digraph.Invite volunteers to share their findings with the class.Independent practice:Have students re
33、read pages 9 through 15 with a partner and circle all of the words containing the consonant th digraph.Invite students to share their findings with the class.Grammar and Mechanics:Past-tenseverbsAsk students to share some of the actions they performed yesterday,such as walked,played,worked,studied,a
34、nd so on.Have students share their responses and record their sentences on the board.Have students identify the verb in each sentence.Remind students that verbs are action words.Circle the verbs in each sentence.Discuss when each action occurred.Point out that yesterday is in the past;therefore,each
35、 verb is a past-tense verb.Check for understanding:Have students work with a partner to reread pages 6 through 10 to identify and highlight all of the past-tense verbs.Invite students to share their findings with the class.Independent practice:Introduce,explain,and have students complete the past-te
36、nse-verbs worksheet.If time allows,discuss their answers.WordWork:Alphabeticalorder Explaintostudentsthatsometimeswordsareorganized in alphabetical order.Point out that alphabetical order is determined by looking at the first letter of a word and then deciding which letter comes first in the alphabe
37、t.Model how to place words in alphabetical order.Writethenamesofseveralstudentsontheboardand underline the first letter of each name.Have students work in small groups to discuss the alphabetical order of the names and how they know.Addseveralnamestotheboardthatbeginwiththe same letter.Explain to st
38、udents that when two words begin with the same letter,you must look to the second letters to determine the correct order.Model how to place words that begin with the same letter in alphabetical order.Check for understanding:Write the following words on sentence strips:fall,float,Nola,time,teacher,Fr
39、ank,forward.Invite seven volunteers to the front of the room and give each student a word.Have students turn to a partner and discuss how to place the words in alphabetical order.Invite a volunteer to arrange the students with the sentence strips in the correct order.Have students give a thumbs-up signal if the order is correct.Independent practice:Introduce,explain,and have students complete the alphabetical order worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)