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1、 Learning AZ,Inc.All rights reserved.www.readinga-Summer PicnicsLesson PlanLeveLaaaa1About the Book Text Type:Nonfiction/Informational Page Count:10 Word Count:16 Book SummarySummer is a great season for outdoor activities such as picnics.In Summer Picnics,readers learn about all the things people c
2、an see while on a picnic during the summer.Strong picture-to-text connections make this an ideal book for emergent readers.About the LessonTargeted Reading Strategy ConnecttopriorknowledgeObjectives Usethereadingstrategyofconnectingtopriorknowledgetounderstandtext Identifymainideaanddetails Discrimi
3、nateinitialsound/s/IdentifyinitialconsonantSs Recognizeanduseperiods CategorizewordsMaterialsGreen text indicates resources available on the website BookSummer Picnics(copyforeachstudent)Chalkboardordryeraseboard Main idea and details,initial consonant Ss,periods worksheets Indicatesanopportunityfor
4、studentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingbookoninteractivewhiteboardorcompletedwith paperandpencilifbooksarereused.)Vocabulary Content words:cups,foods,fun,hats,picnics,plates,shoes,summer,sun Before Reading Build Background Writethewordpicnicsontheboardandpointtothewordasy
5、oureaditaloudtostudents.Repeattheprocessandhavestudentssaythewordaloud.Invitestudentstonamethingstheymighttakeonapicnicandwritethemontheboard.Book WalkIntroduce the Book Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.AskwhattheythinktheymightreadaboutinabookcalledSummer Picnics.(A
6、cceptallanswersthatstudentscanjustify.)Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Summer Picnics Lesson Plan(continued)LeveLaaaa Learning AZ,Inc.All rights reserved.www.readinga-2 Writethefollowingrepetitivephraseontheboard:Summer_.Readthephrasealoud,pointingtot
7、hewordsasyoureadthemtostudents.Havestudentsreadthemaloud.Explainthatthese words repeat throughout the book.Introduce the Reading Strategy:Connect to prior knowledge Explaintostudentsthatgoodreadersmakeconnectionsbetweenwhattheyalreadyknowandnewinformationtheyread.Remindthemthatthinkingaboutwhattheya
8、lreadyknowaboutthetopicofthebookwillhelpthemunderstandandenjoywhattheyread.Modelconnectingtopriorknowledgeusingtheinformationonthecovers.Think-aloud:When I look at the front cover of Summer Picnics,I see a paper plate with a hot dog and some chips on it.I also see a basket in the background.Since th
9、e title of the book is Summer Picnics,the basket is probably a picnic basket.I know that when people go on a picnic,they pack the food,paper plates,and cups in a basket.I know that people eat,play,and have fun outdoors on picnics.The information I already know about summer picnics will help me read
10、and enjoy the information in the book.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategypresentedinthissection.Introduce the Comprehension Skill:Main idea and details Explaintostudentsthateverybookhasabig,ormain,idea,whichiswhatthebookismostlyabout.Readthetitletos
11、tudents.Explainthatthetitleoftenprovidescluesaboutthebooksmain idea.Invite students to share predictions about the main idea of this book.Explaintostudentsthatthemain,orbig,ideaofthisbookis:Summer Picnics.WritethephraseSummer Picnicsontheboard.Pointtoeachwordasyoureadthephrasealoudwithstudents.Model
12、howtoidentifydetails.Think-aloud:I know that every book has details that help explain the big idea.I know that this book is about summer picnics.On the back cover,I see a family sitting around a picnic table.They are eating hamburgers and hot dogs on paper plates.I know that hot dogs and hamburgers
13、are foods that are often cooked and eaten on picnics.This is summer food.Since food helps to explain the big idea,it might be a detail in the book.Reviewthethingspeopleoftentakeonapicnicthatwerediscussedinthe“BuildBackground”section.Discusswhetheranyofthesethingsmightbedetailsinthebook.Introduce the
14、 Vocabulary Whilepreviewingthebook,reinforcethevocabularywordsstudentswillencounter.Forexample,whilelookingatthepictureonpage4,youmightsay:Look at all the people wearing sandals.These are summer shoes.Remindstudentstolookatthepictureandtheletterswithwhichawordbeginsorendstofigureoutadifficultword.Fo
15、rexample,pointtothewordhatsonpage3andsay:I am going to check the pictures and think about what would make sense to figure out this word.The pictures show some people wearing caps.When I look at the first part of the word,it starts with/h/.However,the word caps starts with the/k/sound.I know that ano
16、ther word for caps is hats.The sentence makes sense with this word.The word must be hats.Set the Purpose Havestudentsusewhattheyalreadyknowaboutsummerandpicnicstohelpthemreadthebook.Remindthemtothinkaboutthedetailsthatsupportthemainideaastheyread.During Reading Student Reading Guide the reading:Give
17、studentstheircopyofthebook.Haveavolunteerpointtothefirstwordon page 3(Summer).Pointouttostudentswheretobeginreadingoneachpage.Remindthemto read the words from left to right.Summer Picnics Lesson Plan(continued)LeveLaaaa Learning AZ,Inc.All rights reserved.www.readinga-3 Askstudentstoplaceafingeronth
18、epagenumberinthebottomcornerofthepage.Havethemreadtotheendofpage5,usingtheirfingertopointtoeachwordastheyread.Encouragestudents who finish before others to reread the text.Modelconnectingtopriorknowledge.Think-aloud:On page 5,I see many different plastic cups.I have used these types of cups at home
19、and on picnics.They are light and easy to carry.They will not break like glass cups and can be thrown away when the picnic is over.These are summer cups.Invitestudentstosharehowtheyconnectedwithwhattheyalreadyknewastheyread.Reviewthemainideaofthebook:Summer Picnics.Askstudentstotellwhetherornotcups
20、is a detailthatsupportsthemainideaofthebookandexplainwhy(yes;thecupsaresomethingyoumightuseduringasummerpicnic).Introduceandexplainthemain-idea-and-details worksheet.Writethewordcups on the board.Havestudentswritethewordanddrawapicturethatrepresentscupsinoneofthespacesontheir worksheet.Check for und
21、erstanding:Havestudentsreadtotheendofpage8.Encouragethemtosharehowtheyconnectedtopriorknowledgeastheyread.(Acceptallanswersthatshowstudentsunderstandhowtoconnecttopriorknowledge.)AskstudentstothinkaboutotherdetailstheyreadthatsupportthemainideaSummer Picnics.Havethemchooseoneofthedetailsfromthebookt
22、odrawontheirworksheet.Askthemtolabeltheirdrawingusingthewordfromthebook.Havestudentssharethedetailtheydrewandwrote about.Havestudentsreadtheremainderofthebook.Remindthemtousewhattheyalreadyknowaboutsummerpicnicstohelpthemunderstandnewinformationastheyread.Havestudentsmakeasmallquestionmarkintheirboo
23、kbesideanywordtheydonotunderstand or cannot pronounce.These can be addressed in the discussion that follows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Askstuden
24、tswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Think-aloud:When I read page 10,I thought about picnics and all of the things people do in the summer.The pictures show people playing on the beach,blowing bubbles,and flyi
25、ng a kite.I also see people dancing and jumping.The people are all outdoors.I know that it is warm outside in the summer.These activities are all fun things people can do outdoors in the summer while on a picnic.I used what I already knew to read this page and better understand the story.Havestudent
26、sdrawapictureonaseparatepieceofpapershowinghowtheyconnectedtopriorknowledge while reading.Invite them to explain their picture to the rest of the class.Askstudentstoexplainhowthinkingaboutwhattheyalreadyknewhelpedthemunderstandandenjoyreadingthebook.Reflect on the Comprehension Skill Discussion:Read
27、themainideaontheboardwithstudents.Reviewthedetailsstudentsdrewontheirworksheet.Invitethemtoexplainwhyeachofthedetailsontheirworksheetsupportsthemain idea of the book.Independent practice:Havestudentscompletethe main-idea-and-details worksheet.Enduring understanding:Inthisbook,youlearnedaboutmanythin
28、gsyoumightseewhileonasummerpicnic.Nowthatyouknowthisinformation,whyissummeragoodtimetohaveapicnic?Summer Picnics Lesson Plan(continued)LeveLaaaa Learning AZ,Inc.All rights reserved.www.readinga-4Build Skills Phonological Awareness:Discriminate initial consonant sound/s/Saythewordsummeraloudtostudent
29、s,emphasizingthe/s/sound.Havestudentssaythewordaloudandthensaytheinitial/s/sound.Readpages7and8aloudtostudents.Havethemclaptheirhandswhentheyhearawordthatbegins with the/s/sound.Check for understanding:Saythefollowingwordsoneatatimeandhavestudentsgivethethumbs-upsignalifthewordbeginswiththe/s/sound:
30、fun,summer,cups,sun,sounds,plates,sandals.Phonics:Identify consonant Ss Writethewordsummerontheboardandsayitaloudwithstudents.Havestudentssaythe/s/soundaloud.Thenrunyourfingerunderthelettersinthewordasstudentssaythewholewordaloud.Askstudentswhichletterstandsforthe/s/soundinthewordsummer.Havestudents
31、practicewritingtheletterSsonaseparatepieceofpaperastheysaythesoundofthe letter.Check for understanding:WritethefollowingwordsthatbeginwiththeletterSs on the board,leavingofftheinitialconsonant:sat,sun,sit.Sayeachword,oneatatime,andhavevolunteerscome to the board and add the initial Ss to the words.I
32、ndependent practice:Introduce,explain,and have students complete the initial consonant Ss worksheet.If time allows,discuss their responses.Grammar and Mechanics:Periods WriteSummer hatsontheboard.Readthewordsaloudwithstudents.Explainthatbookscontainsignalsthattellreaderswhentostopreadingbetweenwords
33、.Writeaperiodaftertheword hats.(Note to teacher:ReadingAZprovidesconceptbooksatLevelaa.Eachpagecontainssimple2-to4-wordlinesthatusehigh-frequencywordsandnounsina1:1correspondencewiththepicture.Thesephrasesorsentencefragmentsareusuallypredictableandconsistofaone-wordchangefrompagetopage,helpingtobuil
34、dvocabularyandintroduceinitialcapitalization,endingpunctuation,andbook-handlingskillsinearlyreaders.)Explainthatthesignaliscalledaperiod.Havestudentssaythewordaloud.Pointoutthattheperiod is like a stop sign because it tells readers when to stop reading between words.Askvolunteerstotellaboutsomething
35、theywoulddoonapicnic.Writeeachdescriptionontheboard,leavingofftheperiod.Readthedescriptionsaloudtostudentswithoutstopping.Thenhavevolunteerscometotheboardandaddaperiodtoeachdescription.Rereadthedescriptionsand stop reading after each period.Check for understanding:Havestudentsrereadthebookandhighlig
36、htalltheperiodsinthe book.Independent practice:Introduce,explain,and have students complete the periods worksheet.If time allows,discuss their responses.Word Work:Categorize words Writetheheading Summer Clothes ontheboard.Askstudentswhichwordsfromthebooktellabout summer clothes(hats,shoes).Writethes
37、ewordsundertheheadingontheboard.Havestudentsbrainstormothertypesofsummer clothes and write them under the heading Summer Clothes.Discusswithstudentswhyallthewordsgotogether(theyalltellaboutthetypesofclothingworninthesummer).Check for understanding:WritetheheadingSummer Eatingontheboard.Askstudentsto
38、identifywhich words from the book tell about things used for eating on picnics(food,plates,cups).Writethese words under the heading on the board.Havestudentsbrainstormotherthingsusedforeatingonpicnicsandwritethemundertheheading Summer Eating.Discusswhyallthewordsgotogether.Summer Picnics Lesson Plan
39、(continued)LeveLaaaa Learning AZ,Inc.All rights reserved.www.readinga-5Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,sibli
40、ngs,orfriends.Havethemsharewithsomeoneathomehowtheyconnectedwithwhattheyalreadyknewastheyread the book together.Extend the Reading Informational Writing and Art ConnectionHavestudentsdrawapictureofsomethingtheymightseeordoonapicnic.HavethemwritealabelforwhattheydrewusingthepatternSummer_.Combinethep
41、agesintoaclassbook.Reinforceperiodsandtextthatmatchesthepicture.Science ConnectionDiscussthefourseasonswithstudents.Thendiscussactivitiesthatstudentscandoineachseason.Talkabouthowtheseactivitiesarealikeanddifferent.Discusswhycertainactivitiesaredoneinacertain season.Assessment Monitorstudentstodeter
42、mineiftheycan:consistentlyconnecttopriorknowledgetounderstandtext accuratelyidentifythemainideaanddetailsduringdiscussionandonaworksheet correctlydiscriminatebetweenwordsthatbeginwiththe/s/sound accuratelyidentifyandwritethelettersymbolthatstandsforthe/s/soundduringdiscussion and on a worksheet correctlyidentifyperiodsattheendofsentencesduringdiscussionandonaworksheet correctlycategorizewordsduringdiscussionComprehension Check RetellingRubric