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1、1Summer Olympics EventsLesson PlanLeveLK K Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:16 Word Count:254Book SummarySummer Olympics Events is an informational book that describes some of the sports in which athletes compete during the Summ
2、er Olympic Games.Readers will learn about different types of water sports,gymnastics,and track-and-field events.Photographs help students make text-to-picture connections.Book and lesson also available at Levels H and Q.About the LessonTargeted Reading Strategy ConnecttopriorknowledgeObjectives Conn
3、ecttopriorknowledgetounderstandanonfictiontext Classifyinformation Openvowely Identifyandcreatepluralnouns UnderstandandidentifynumberwordsMaterialsGreen text indicates resources available on the website BookSummer Olympics Events(copy for each student)Chalkboardordry-eraseboard Classifyinformation,
4、pluralnouns,numberwordsworksheets Discussion cards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by projecting the book on an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Bold vocabulary words also appea
5、r in a pre-made lesson for this title on VocabularyAZ.com.Content words:Story critical:athletes(n.),compete(v.),dashes(n.),gymnasts(n.),marathon(n.),stroke(v.)Before ReadingBuild Background Askstudentsiftheyhaveevercompetedinacontestofanysort.Explainthatcompetitionsusually involve sports,music,art,o
6、r other special areas of talent.InvolvestudentsinadiscussionofsportstheyhaveplayedorseenonTV.Createachartonthe board with the sports that students suggest.Ask for a show of hands of those who have participated in each one listed.Make tally marks under each heading and show students how to count the
7、totals.Determine the most popular sport.2Summer Olympics EventsLesson Plan(continued)LeveLK K Learning AZ All rights reserved.www.readinga- Refertothesportslistedonthechartandaskstudentswhytheythinksomanydifferentsportsexist.AskiftheyhaveeverheardoftheOlympicsorseenthemonTV.Askstudentstotellaboutspo
8、rtsthatareplayedduringtheOlympicGames.Circleanythatarethesameasthosetheysuggested for the chart.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeof book it
9、is(genre,text type,fiction or nonfiction,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Previewthetableofcontentsonpage3.Remindstudentsthatthetableofcontentsprovidesanoverview of what the book is about.Ask them what they expect t
10、o read about in the book based on what they see in the table of contents.(Accept any answers students can justify.)Introduce the Reading Strategy:Connect to prior knowledge Explaintostudentsthatgoodreadersmakeconnectionsbetweenwhattheyalreadyknowandnew information they read.Remind them that they are
11、 more likely to understand what they arereadingiftheyalreadyknowsomethingaboutthetopic.Explaintostudentsthatastheyread,they should think about their experience with the topic to make connections to the new information in the book.Modelhowtoconnecttopriorknowledge.Think-aloud:When I look at the title
12、s of each section in the table of contents,I try to think about what I know about these sports.I think the section titled“Water Sports”might be about swimming,and I LOVE to swim!Ill have to read the book to find out what kind of swimming is done in the Olympic Games.(Tailorcommentstopersonalsituatio
13、n.)Showstudentsthetitlepage,glossary,andindex.Explainthepurposeofanindex.Forexample,say:If I want to find out about diving,I can look in the index to see on which page it is discussed.When I turn to this page,I see that I can read about diving.Showstudentsthechartsonpages4and15.Helpthempronouncethen
14、amesofthecitiesonthechart on page 4 and the sports listed in the chart on page 15.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Classify information Explaintostudentsthatauthorsoftenarrangeinformatio
15、ninnonfictionbooksingroups,orcategories.Eachcategoryisusuallydiscussedinachapterofitsown.Explainthatplacingthingsin a group,or category,is called classifying.Explaintostudentsthatwhenreadingabookthatdiscussesdifferentinformationrelatedtoa main idea,it is helpful to think about each category of infor
16、mation and to keep track of the different classifications as they read.Introduce and model:Provide a simple model of classifying information.Draw a sample three-column chart on the board.Write the following labels above each column:Breakfast,Lunch,Dinner.Think-aloud:The groups I will use to classify
17、 a list of information are the headings on the chart.I am going to classify types of food and write them under the label that tells when each food is usually eaten.I will write cereal in the Breakfast column,sandwich in the Lunch column,and steak in the Dinner column.Havestudentsoffernamesoffoodsthe
18、yenjoyeating.Asagroup,addtheitemsundertheheading when they are typically eaten.You may also lead students to understand that some items can be classified in more than one category.3Summer Olympics EventsLesson Plan(continued)LeveLK K Learning AZ All rights reserved.www.readinga-Introduce the Vocabul
19、ary Writethefollowingstory-criticalwordsfromthecontentvocabularyontheboard:athletes,compete,and gymnasts.Pointoutthatthesethreewordscanbefoundinthetextandthatknowingwhattheymeanwillhelpstudentsunderstandwhatshappeningastheyreadthebook.Givegroupsofstudentsthreepiecesofblankpaperandhavethemwriteoneoft
20、hethreevocabularywordsoneachpage.Foreachword,havethemwriteordrawwhattheyknowabouttheword.Createadefinitionforeachwordusingstudentspriorknowledge.Pointouttheglossaryatthebackofthebook.Revieworexplainthataglossaryandadictionarycontain lists of words and their definitions.Modelhowstudentscanuseadiction
21、arytofindawordsmeaning.Havethemlocatethewordathletes in the dictionary.Invite a volunteer to read the definition for athletes.Have students compare the dictionary definition with the glossary definition,pointing out the similarities and differences(glossaries only contain definitions for vocabulary
22、words in that particular story,dictionaries contain longer and sometimes multiple definitions,and so on).Have them compare these with their prior knowledge of the word.Havestudentsfollowalongonpage5asyoureadthesentenceinwhichthewordathletes is found to confirm the meaning of the word.Repeat the exer
23、cise with the remaining vocabulary words.Set the Purpose HavestudentsusewhattheyknowaboutsportsandtheOlympicsastheyreadthebook.Remind them to classify the events as they read to help them better understand and keep track of the information.During ReadingStudent Reading Guide the reading:Give student
24、s their book and have them put a finger on the bottom of page 8.Have them read to the end of this page.Have students reread the pages if they finish before everyone else.Whentheyhavefinishedreading,askstudentswhatwordschallengedthem.Thenaskwhatthings they already knew about the Olympics and what new
25、 things they learned.Modelusingpriorknowledgetomakeaconnection.Think-aloud:When I looked at the photo of the diver on page 8,I remembered the first time I jumped off a diving board.I felt as if I was SO far up in the air.I was really scared,but my mom was waiting for me,so I just held my breath and
26、jumped.It was fun!And I wasnt scared anymore!My experience with the diving board helps me understand a little bit how Olympic divers might feel just before diving.(Tailorcommentstofitpersonalsituation.)Asstudentsread,havethemthinkaboutanyexperiencetheyhavewiththesubject.Remindthemalsotothinkaboutthe
27、waystheeventsmightbeclassifiedorgrouped.Forinstance,pointout that some events take place in water and others take place on land.Some involve running,and others involve throwing things.Check for understanding:Have students share some of the things they thought about as they read the information on th
28、e pages so far.Select volunteers to share connections they made from prior knowledge to the text.Ask other students to explain the way they categorized or classified the information they read.Havestudentsreadtheremainderofthebook.Encouragethemtoconnectnewinformationto their prior knowledge as they r
29、ead.Remind them to also think of the different categories of eventsmentioned.Explainthatnotingthewayinwhichtheinformationisclassifiedwillhelpthem to remember and better understand what they read.4Summer Olympics EventsLesson Plan(continued)LeveLK K Learning AZ All rights reserved.www.readinga- Have
30、students make a question mark in their book beside any word they do not understand orcannotpronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadeachwordand figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these w
31、ords using decoding strategies and context clues.Reflect on the Reading Strategy Askstudentstoshareanyexamplesofhowconnectingwiththeirpriorknowledgehelpedthem.Reinforce how thinking about what they already know about the topic of the book helps them understand and remember what they read and keeps t
32、hem actively engaged in the text.Think-aloud:When I came to page 7 and saw the picture of the different swimming strokes,it reminded me of when I used to spend summers with my cousins.One of our favorite things to do was to go to the community swimming pool and race.I found that my fastest stroke wa
33、s the backstroke.Thinking about this while I read made that section quite easy for me.I could concentrate on reading about things I did not know about the Olympics.Check for understanding:Invite students to share connections they made with the section on swimming or any other section of the book.Ref
34、lect on the Comprehension Skill Discussion:Ask students to recall the different sports in which Olympic athletes compete.Direct their attention to page 6.Write Water Sports on the board.Ask students to name the events in thebookthatareconsideredwatersports.AskiftheycanthinkofanyothersportOlympicorot
35、herwisethatisdoneinwater(sailing,canoeing,skiing,surfing).Explaintostudentsthatallofthese sports belong to the group Water Sports.Check for understanding:Direct students to the caption on page 9 and read the sentence with them.Ask them to tell the names of the sports.Ask them to tell where these spo
36、rts take place(on a track and on a field).Write Track-and-Field Sports on the board.Ask students if they can think of anyothersportOlympicorotherwisethattakesplaceonthetrackorfield(racewalk,hurdles).Independent practice:Introduce,explain,and have students complete the classify information worksheet.
37、If time allows,discuss their answers.Enduring understanding:In this book,you read about some of the different events that take place at the Olympics.You learned that the top athletes from around the world meet to compete to see whoisfastest,mostprecise,andthebestattheirsport.ThechancetocompeteattheO
38、lympicsisa great honor.Is there something you are especially good at doing?Is it an activity in which you compete against someone else,or is it something you do only for your own enjoyment?Do you thinkcompetingornotcompetingchangespeoplesmotivationinanactivitytheylove?Build SkillsPhonics:Open vowel
39、y Reviewwithstudentsthelettersthatarevowels(a,e,i,o,u,and sometimes y)and the letters that are consonants(all of the other letters in the alphabet).Point out that y is the only letter in the alphabet that can be either a consonant or a vowel,depending on its use in a word.Discuss that all words need
40、 at least one vowel sound.Writethewordhappy on the board.Ask them what sound they hear at the end of the word(long vowel/e/sound).Circletheletter yattheendoftheword.Explainthatsometimestheletter y at the end of a word makes the long vowel/e/sound.Askstudentstofindawordonpage4endinginy that makes the
41、 long vowel/e/sound(every).Write the word fly on the board.Ask students what is the same about the words every and fly(both end in the letter y)and what is different(ending sound is different).5Summer Olympics EventsLesson Plan(continued)LeveLK K Learning AZ All rights reserved.www.readinga- Discuss
42、withstudentsthattheendingsoundinevery is a long vowel/e/sound and the ending sound in fly is a long vowel/i/sound.Point out that although the words end with the same letter,the letter y can make two different vowel sounds at the end of a word.Check for understanding:Write the following words on the
43、board:spy,cry,lady,cozy,July,every,reply,and crazy.Read each word aloud to the class.Have volunteers come to the board and circle the word if the open vowel y makes the long vowel/i/sound and underline it if it makes the long vowel/e/sound.Grammar and Mechanics:Plural nouns Showstudentsoneitemsuchas
44、abook.Askthemtotellhowmanyitemsthereareandtonameit(book).Show students two books.Ask them to tell what you are holding(books).Write the words book and booksontheboard.Explainthatnouns can tell the name of one thing(circle the word book)or the name of more than one thing(circle the word books).Ask st
45、udents to tell how the words are different(an-s has been added to show more than one).Directstudentstothefrontcoverofthebook.PointtothewordGames and ask them to say the word.Write the word Games on the board and explain that the word begins with a capital letter because it is referring to a certain
46、group of games.Ask students to tell what to do to make the word refer to only one game.Write the word game on the board and circle it.Ask students to tell the person sitting next to them how they know the circled word means one game.Showstudentsyourwatch(ifyouarewearingone).Askthemtotellhowmanyandwh
47、atitisthatyouarewearing(watch).Showstudentstwowatches(aphotoorastudentswatchwillsuffice).Ask students to name the two objects(watches).Write the words watch and watches on theboard.Underlinethech in the word watch.Explainthatwhenawordendsins,ss,sh,ch,x,or z,the letters es are added to show more than
48、 one.Writethefollowingwordsontheboard:mess goat dish box whiz race patch Ask students what to add to each word to make it show more than one.Make the changes on the board.Check for understanding:Have students go through the book,underlining the nouns that would be made plural adding-s(words include:
49、athletes,races,sports,games,swimmers,strokes,lengths,events,divers,gymnasts,rings,circles)and circling the nouns made plural by adding-es(dashes).Independent practice:Introduce,explain,and have students complete the plural nouns worksheet.If time allows,discuss their answers.Word Work:Number words E
50、xplainthatwhenreadingaloud,readerswillsometimesencounterdifferentsymbols,numbers,and abbreviations within the text.Good readers read these parts of the text fluently,just as they read the words.Havestudentsturntopage4.Askthemtofindthenumberinthetext(four).Review or explain that this is called a card