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1、Dogs at WorkLesson PlanLEVELP P1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:22 Word Count:723Book SummaryDogs at Work introduces readers to the many ways that dogs are trained to help people.The book explains a wide variety of canine jobs
2、,some of which are quite unusual.Illustrations support the text.Book and lesson also available at Levels G and M.About the LessonTargeted Reading Strategy ConnecttopriorknowledgeObjectives Usethereadingstrategyofconnectingtoprior knowledge to understand nonfiction text Identifymainideaanddetails Ide
3、ntifyr-controlled/a/vowel Identifypluralnouns UnderstandhowtoalphabetizewordsMaterialsGreen text indicates resources available on the website BookDogs at Work(copy for each student)Chalkboardordryeraseboard Main idea and details,r controlled a vowel,plural nouns worksheets Discussion cards Indicates
4、 an opportunity for students to mark in the book.(All activities may be demonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary Content words:Story critical:assistance dog(n.),criminal(n.),disability(n.),guard dog(n.),guide dog(n.)
5、,therapy(n.)Enrichment:arson(n.),chemicals(n.),livestock(n.),patient(n.),seizures(n.),warn(v.)Before ReadingBuild Background Discusswhatstudentsalreadyknowaboutdogsandthekindsofthingsdogscando.Askstudentsiftheyknowthenamesofanytypesofworkingdogsandlisttheirresponsesontheboard.Tell students they will
6、 be reading about the different kinds of jobs dogs can do.Dogs at WorkLesson Plan(continued)LEVELP P2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on
7、the covers.Encourage them to offer ideas as to what type of book it is(genre,text type,fiction or nonfiction,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Previewthetableofcontentsonpage3.Remindstudentsthattheta
8、bleofcontentsprovidesanoverview of what the book is about.Ask students what they expect to 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 Havestudentstakeanotherlookatthecovero
9、fthebook.Modelmakingaconnectiontopriorknowledge.Think-aloud:The picture on the cover reminds me of a time when I saw a man walking down the street.He looked as if he was being led by a dog.The dog was wearing something similar to what the dog on the cover was wearing.I already know some information
10、about this kind of working dogit is called a seeing-eye dog.This type of dog helps people who are unable to see with their own eyes.The dog“sees”for them and guides them wherever they need to go.I wonder what other kind of working dogs will be in the book.Havestudentsturnonceagaintothetableofcontent
11、s,anduseitasawaytomakeconnectionsto prior knowledge.For example,say:The section titled“Guide Dog”makes me think about what I already know about people who might be helped by a dog.The dog on the cover seems to be guiding a person.I wonder why a person might need to be guided by a dog.Ask students if
12、 they know anything about other dogs that might help people who need help.Together,readthroughtheothersectionheadingsandaskwhethertheyprovidestudentswithabetter idea of what the book is about.Havestudentspreviewtherestofthebook,lookingattheillustrations.Asstudentsread,encouragethemtouseotherreadings
13、trategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Main idea and details Explaintostudentsthateverybooktheyreadhasamainidea.Themainideawillhavepiecesofinformation that help to support it and make the story complete.The pieces of information are the d
14、etails that go with the main idea.Modelidentifyingthemainideasanddetails.Think-aloud:When I think about the story of TheThreeLittlePigs,I know that there are three pigs that are brothers.All three pigs leave home to build homes of their own.The first pig builds a house of straw,the second pig builds
15、 a house of sticks,and the third pig builds his house with bricks.These pieces of information are just three details of the storythere are many other details.The main idea of the story is the three pigs leaving home to build homes of their own.Displayandexplainthemain-idea-and-details worksheet on t
16、he whiteboard.Write the main idea of The Three Little Pigs(three pigs leave home to build homes of their own).Ask students to provide details for the main idea.Write them on the worksheet displayed on the whiteboard.Introduce the Vocabulary Whilepreviewingthebook,reinforcethevocabularywordsstudentsw
17、illencounter.Dogs at WorkLesson Plan(continued)LEVELP P3 Learning AZ All rights reserved.www.readinga- Remindstudentstousecontextclues,orthewordsaroundtheunknownword,theletterswithwhich a word begins and ends to figure out a difficult word.For example,point to the word smart on page 5 and say:I am g
18、oing to check the other words in the sentence and think about what would make sense to figure out this word.The sentence is giving information about dogs.The other words read Dogs are _.It goes on to read,They are fun pets and great friends.I know that this word is telling me something else that dog
19、s can be.When I look at the first part of the word,it starts with/sm/.I also see that the word ends with a t.The letter t makes a/t/sound.I know that dogs are smart animals.The word smart starts with the/sm/sound and ends with the/t/sound.The sentence makes sense with this word.The word must be smar
20、t.Set the Purpose Remindstudentstothinkaboutwhattheyalreadyknowaboutdogsastheyreadthebook.During ReadingStudent Reading Guide the reading:Have students read to the end of page 5 and then stop to think about what they already know about dogs in general and the types of things dogs are able to do.Mode
21、lmakingconnectionstopriorknowledge.Think-aloud:When I read about dogs on page 5,it made me think of my own dog.I thought about how my dog runs to the door before the doorbell rings because she knows there is someone there,or how she gets her leash and brings it to me when it is time to go on her wal
22、k.My dog is pretty smart.I bet there are lots of dogs that can be taught to do all kinds of things.I wonder what kinds of jobs dogs can be taught.Tellstudentsthemainideaofpage5iswhy dogs are able to do different types of work.Have them write the main idea on their worksheet.Ask students to give deta
23、ils that support the main idea(smart,fun,great friends,hear and smell better than people,learn fast,helpful)and write these on their worksheet.Check for understanding:Have students read pages 6 through 9.Ask for volunteers to explain how using prior knowledge helped them to better understand what th
24、ey read.Ask students what types of working dogs they have learned about so far(hearing,therapy,guide,assistance).Invite students to pick one section,and have them write the main idea and details for that section on theirworksheet.Havestudentsreadtheremainderofthebook.Remindthemtothinkaboutwhat they
25、already know about dogs that will help them to understand what they are reading.Tell students to make a small question mark in their book beside any word they do not understand or cannot pronounce.These can be addressed in the discussion that follows.After Reading Askstudentswhatwordstheymarkedinthe
26、irbook.Usethisopportunitytomodelhowtheycanread these words using decoding strategies and context clues.Reflect on the Reading Strategy Discusshowmakingconnectionsbetweenwhattheyarereadingandwhattheyalreadyknowkeeps them involved in the reading process and helps them understand and remember what they
27、 have read.Think-aloud:When I read about dogs chasing geese away from airports and golf courses,I thought about when I take my dog to the park and how she loves chasing away the birds that land on the ground.Reading that and seeing the picture in my mind made me smile as I read.I also understand how
28、 a dog could do a job like the one described.Havestudentsshareasectionofthebooktheyenjoyedreadingandexplainhowusingthestrategy of connecting to prior knowledge helped them to better understand and enjoy the book.Dogs at WorkLesson Plan(continued)LEVELP P4 Learning AZ All rights reserved.www.readinga
29、-Reflect on the Comprehension Skill Discussion:Tell students that thinking about the main idea and details of a book helps to break the reading into smaller parts.This helps readers to better understand,remember,and enjoy what they have read.Independent practice:Have students pick two more sections
30、and write main idea and details for those sections.Have them share their work in small groups.Enduring understanding:In the book,you read about many important jobs that dogs do for humans.Now that you know this information,what does this make you think about animals and how they learn and communicat
31、e with humans?Do you think animals use their brains like humans do?Do animals think?Build Skills Phonics:R-controlled/a/vowel Writethewordcat on the board.Ask students to say the sound that the letter a makes in the word cat.Say:Lets change the t in the word cat to the letter r.What sound does the l
32、etter a make with the letter r behind it?Explaintostudentsthatwhenthevowela is followed by the letter r,the vowel loses its sound,and what they hear is a sound made by the two letters together:/ar/.Have students turn to page 5 and read the first sentence.Ask for a volunteer to identify the word that
33、 has the/ar/sound(smart).Check for understanding:Have students work with a partner to identify all of the/ar/sound words in the book by underlining each pair of letters that make the sound.Independent practice:Introduce,explain,and have students complete the r-controlled-a-vowel worksheet.If time al
34、lows,discuss their responses.Grammar and Mechanics:Plural nouns Explainthatnounscanbesingularorplural.Asingularnounrepresentsoneofsomething,andaplural noun represents more than one of something.Holdupapencilandwritethewordpencilontheboard.Say:I have one pencil.Now hold up three pencils and write the
35、 word pencilsontheboard.Say:I have three pencils.Pointouttostudents that adding an s to the end of the noun pencil shows that there is more than one pencil.Writetheworddress on the board.Ask:How would we make this noun plural?Allow students togiveresponses.Say:If a word ends with any of the followin
36、g endings:-s,-ch,-sh,-x,or-z,then you add-es to the word to make it plural.Dress ends with s,so we will add an-es to the word to make it dresses.Check for understanding:Write the following words on the board and have students volunteer to add the appropriate ending to the word to make each plural:br
37、ush,fox,stick,marker,latch,bush,airplane.Independent practice:Introduce,explain,and have students complete the plural nouns worksheet.Reviewstudentanswersaloudaftereveryonehasfinished.Word Work:Alphabetical order Explaintostudentsthatwordsaresometimesplacedinalistinalphabeticalorder.Wordsareplaced i
38、n alphabetical order by first looking at the beginning letter of each word and then deciding which letter comes first in the alphabet.Writethewordsspecial and hunterontheboard.Underlinethefirstletterineachword.Askstudents which letter comes first in the alphabet,s or h.Explain that the word hunter w
39、ould come first in an alphabetical list because h comes before s in the alphabet.Dogs at WorkLesson Plan(continued)LEVELP P5 Learning AZ All rights reserved.www.readinga- Writethewordstadium next to special and hunter.Say:When you have two or more words that begin with the same first letter,you must
40、 look at the second letter of each word to determine which comes first when written in alphabetical order.Underlinethesecondletterofthewordsspecial and stadium.Ask students which letter comes first in the alphabet,p or t.Say:Since p comes before t in the alphabet,the word special would come before t
41、he word stadium in alphabetical order.Check for understanding:Write the following words on the board:chemicals,warn,therapy,guide,assistance,alert,criminal,seizures.Have students write the words in alphabetical order on a separate piece of paper.When they have finished,discuss their answers.Build Fl
42、uency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Have students discuss the main idea and details of the book.Exten
43、d the ReadingInformational Writing ConnectionIn addition to the information presented in the text,provide students with print and Internet resources on the various types of working dogs.Have students choose one type of working dog to researchandwriteareporton.Theymayuseaprewritingtool,suchasanoutlin
44、e,toorganizetheirreport.Ask that their writing include a beginning paragraph and ending paragraph and that the middle section include at least three facts about the type of working dog chosen.Allow students time to present their report in a small-or large-group meeting.Visit Writing AZ for a lesson
45、and leveled materials on expository report writing.Social Studies Connection Invite one or several owners of working dogs(if possible,the dogs also)to visit the class to discuss what kind of work their dog does and how the dog was trained.Before each visit,have students investigate the type of worki
46、ng dog that will be visiting and brainstorm in small groups a list of questions they would like to inquire of the visitor.Have small groups take responsibility for interview questions.After the visits,have students make a classroom book that includes the questions and answers as well as illustration
47、s or actual photographs of the visitors.Skill Review Discussion cards covering comprehension skills and strategies not explicitly taught with the book are provided as an extension activity.The following is a list of some ways these cards can be used with students:Useasdiscussionstartersforliterature
48、circles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.Dogs at WorkLesson Pl
49、an(continued)LEVELP P6 Learning AZ All rights reserved.www.readinga-Assessment Monitor students to determine if they can:usethereadingstrategyofmakingconnectionstopriorknowledgetounderstandnonfictiontext identifymainideasanddetailsinthetext accuratelyidentifyr-controlled vowel a during discussion and on worksheet understandhowtomakeasingularnounpluralandcorrectlychangesingularnounstopluralon a worksheet understandalphabetizingbyfirstandsecondlettersandaccuratelyalphabetizingonaseparatesheet of paperComprehension Checks BookQuiz RetellingRubric