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1、Tiny TugboatLesson PlanLeveLE E1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Fantasy Page Count:12 Word Count:117Tiny Tugboat has a huge job before him when a crowd of boats get stuck in the bay.The plucky tugboat goes to work.Students will enjoy watching him set fre
2、e boats,ships,and even a submarine!Cartoony illustrations bring humor and personality to the story.Tiny Tugboat uses shorter sentences and dialogue appropriate for emergent readers,and also teaches students about sequencing events and quotation marks.About the LessonTargeted Reading Strategy Visuali
3、zeObjectives Visualizetounderstandtext Sequenceevents Discriminateinitialconsonant/t/sound IdentifyinitialconsonantTt Recognizeandusequotationmarks Identifyandusethehigh-frequencywordoutMaterialsGreentext indicates resources are available on the website.BookTiny Tugboat(copy for each student)Chalkbo
4、ardordry-eraseboard Picturesofvariouskindsofboats Sheetsofpaper Cut-outpicturesfromanextracopyofthebook Highlighters Sequence events,initial consonant Tt,quotation marks worksheets DiscussioncardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstrated by projecting the book
5、on an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Boldfacevocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.High-frequency words:are,other,out Content words:Story critical:boats(n.),pulls(v.),ships(n.),stuck(adj.),submarine(n.)
6、,tugboat(n.)Before ReadingBuild Background Askstudentstodrawapictureofaboat.Havestudentssharetheirpicturewithapartner.Invitevolunteerstosharetheirpicturewiththerestoftheclass.Discusswithstudentshowtheirpictures compare and contrast,and point out to students the variety of boats and ships.Tiny Tugboa
7、tLesson Plan(continued)LeveLE E2 Learning AZ All rights reserved.www.readinga- Placeontheboardpicturesofvariouskindsofboats,suchascruiseships,pirateships,sailboats,rowboats,andsoon.Invitestudentstoidentifyeachone.Writethewordboatsontheboardandreaditaloudwithstudents.Explaintostudentsthat a tugboat i
8、s a small boat that tows or guides larger ships.Book WalkIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeofbookitis(genre,texttype,andsoon)andwhatitmightbeabout.Showstuden
9、tsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Introduce the Reading Strategy:VisualizeExplaintostudentsthatengagedreadersoftenvisualize,ormakepicturesintheirmind,astheyread.Readerscreatevisualizationsusingwhattheyalreadyknowaboutthetopicandinformationfromthe
10、story.Explaintostudentsthatvisualizinghelpsreadersrememberandenjoywhattheyare reading.Readpage3aloudandmodelvisualizing.Think-aloud:When I read a book,I am constantly making pictures in my mind about what I am reading.For example,after reading page 3,I saw an ocean scene in my mind.In my visualizati
11、on,five ships are crashed together in the rolling waves.They have masts and sails,and their rigging and ropes are all tangled together.The boats are talking,which is weird.I guess the boats must have faces.My five boats tangled together have faces,and they are angry.This is the image I see in my min
12、d when I read the text on the page.Creating my visual image helped me to engage in the story and enjoy it more.Drawapictureontheboardtorepresentyourvisualization.Showstudentsthepictureon page3,anddiscusswithstudentshowyourpicturecompareswiththeoneinthestory.Explaintostudentsthatvisualizationswillbed
13、ifferentfrompicturesinastorybecause they are personal to the reader.Havestudentsclosetheireyesandfocusonthepictureintheirmindwhentheyhearthefollowingsentence:Tiny Tugboat goes to work.Havestudentsdescribetheirvisualizationtoapartner.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditionto
14、thetargetedstrategy presented in this section.Introduce the Comprehension Skill:Sequence events Explaintostudentsthatstoriesaretoldinaparticularorder,frombeginningtoend.Explainthatthe correct order of actions in a story is called the sequence of events.Explainthatcertainwordsareusedtohelporganizease
15、quenceofevents.Writethetransitionwords first,next,then,and finally on the board,and read them aloud to students.Encourage students to listen for these words as you describe a sequence of events from a story they know.Modelsequencingeventsusingafamiliartale,suchasGoldilocks and the Three Bears.Think-
16、aloud:When I tell someone the story of GoldilocksandtheThreeBears,I make sure to retell the events in the correct order or the story will not make sense.First,a small girl named Goldilocks finds a house in the woods with the door unlocked.Next,she decides to enter the house even though no one is the
17、re.Then,she sees three rocking chairs in the living room.The first chair is too fast,the second chair is too slow,but the third chair is just right.Goldilocks rocks away,but she breaks the chair.Next,she ventures into the dining room and sees three bowls of porridge.Then,Goldilocks decides to taste
18、them all!The first bowl is too hot,the second is too cold,but the third is just right.Goldilocks eats it all.Recordthesequenceontheboardusingkeywordsandpictures.Inviteavolunteertoshare thenexteventinthestory,andrecorditontheboard.Continueuntiltheendofthestory.Tiny TugboatLesson Plan(continued)LeveLE
19、 E3 Learning AZ All rights reserved.www.readinga- Pointtothefirsteventontheboard,andaskstudentstocalloutthebesttransitionwordtouseforthisevent.Writethewordfirstabovethefirstevent.Pointouttostudentsthatthiswordcanonly be used for the first event in a sequence.Explainthatthewordsnext and thencanbeused
20、interchangeablyforeventsinthemiddle.Pointto an event on the board and invite a volunteer to choose a transition word,and then record the transition word on the board above the event.Continue until all the events have corresponding transition words.Writethewordfinallyabovethelastevent.Explaintostuden
21、tsthatthewordfinally indicates a final event and can only be used at the end of the sequence of events.Usethesequenceofeventsrecordedontheboardtotellthestorywitheventsoutoforder.Havestudentsnodtheirheadifthestorymakessenseorshaketheirheadifitdoesnot.Askstudents to discuss with a partner why the corr
22、ect sequence of events is important for a story.Introduce the VocabularyWhilepreviewingthebook,reinforcethevocabularywordsstudentswillencounter.Forexample,while looking at the picture on page 5,you might say:Which of these boats is the tugboat?Thats right;the tugboat is the red one in front.Remember
23、,a tugboat is a smaller boat that pulls or guides other boats.Remindstudentstolookatthepictureandtheletterswithwhichawordbeginstohelpthemdecodedifficultwords.Forexample,pointtothewordsubmarine on page 10 and say:The tugboat is pulling an unusual type of boat in this picture.The word begins with the/
24、s/sound.Its a very long word,but I can use the picture to help me determine the word.The ship in the picture is under the water and has portholes and a periscope.Only a submarine travels underwater with a periscope.The word submarine begins with the/s/sound,just like the word in this sentence.The wo
25、rd must be submarine.Writethewordboatsontheboardandreaditaloudwithstudents.Havestudentsfoldapieceofpaperinhalf.Havestudentswritethewordononesideofthepaper.Askstudentstodiscussthe definition of the word with a partner.Then,have students draw a picture that depicts the meaning of the word on the other
26、 side of the paper.Repeattheprocesswiththeremainingvocabularywords.Invitevolunteerstoshareapicturewiththe rest of the class,and have the other students identify the corresponding vocabulary word.Set the Purpose Havestudentsreadtofindoutmoreaboutthestuckshipsandthetinytugboat.Remindthem tovisualizeas
27、theyreadandtothinkaboutthecorrectsequenceofeventsinthestory.During ReadingStudent Reading Guide the reading:Havestudentsreadfrompage3totheendofpage6.Encouragethosewhofinish early to go back and reread.Modelvisualizing.Think-aloud:On page 6,I read that the tugboat pulled out a motorboat,but the other
28、 boats were still stuck.As I read,I created a picture in my mind to go along with the words.I saw the tugboat attaching its line to a motorboat on a choppy ocean under a sunny sky.I knew from earlier pages that the tugboat was red and had a determined face.In my visualization,I saw the red tugboat p
29、ulling on a green motorboat with a sleek shape.The motorboat had a happy look on its face now that it was finally free.The picture in the story was similar to the one I visualized,albeit still different.The boat was blue,not green,and it didnt show a happy expression.Remember,there are many differen
30、t possible ways to visualize a tugboat pulling a motorboat,and my visualization and the picture the artist drew for the story are just two possible interpretations.Tiny TugboatLesson Plan(continued)LeveLE E4 Learning AZ All rights reserved.www.readinga- Drawapictureontheboardtorepresentthevisualizat
31、iondescribedinthethink-aloud.Askstudentstodescribetoapartneravisualizationtheymadewhiletheyread,andhavestudentsdrawapictureofwhattheydescribed.Askstudentstoworkwiththeirpartnertocomparetheirpictures with the pictures in the story.Placecut-outpicturesfrompages3through5ontheboard.Havestudentsdescribet
32、hesequencetoapartner,usingthepicturesasaguide.Remindthemtousetransitionwordsastheydescribethesequence.Inviteavolunteertosharethesequencewiththerestoftheclass,andrecordthewords first,next,and then above the pictures on the board.Discusswithstudentstheeventsfrompages5and6.Askthemtosharewithapartnerifc
33、hangingtheorderoftheseeventsruinsthemeaningofthestory.Explaintostudentsthatsomedetailsin a story can be switched around without affecting the meaning while other details have to come in a certain order.Havestudentsdiscusswithapartnerwhetherpage4couldcomeafterpage5.Inviteavolunteertoexplaintotheclass
34、whytheeventonpage4mustcomefirst.Pointoutthattheorderinwhichthe tugboat pulls out the boats can be rearranged,but the tugboat must decide to get to work before it can start pulling out boats.Check for understanding:Havestudentsreadtotheendofpage9.Havestudentsdrawanotherpicturedepictingavisualizationt
35、heymadeastheyread.Placethepicturesfrompages3through9ontheboardinthewrongorder.Havestudentsworkingroupstoplaceeventsinthecorrectsequence.Remindstudentstousetransitionwordstolinkthesequence.Invitevolunteerstosharethecorrectsequenceofeventswiththerestoftheclass.Rearrangethepicturesontheboard.Havestuden
36、tsdiscusswithapartnerwhichtransitionwordtheywouldchooseforeachevent.Invitevolunteers to come to the board and record an appropriate transition word above one picture.Discusswithstudentstheeventsfrompages5through9.Wouldthemeaningofthestorychange if the tugboat pulled out the cruise ship before the mo
37、torboat or the pirate ship before thesailboat?Pointoutthatalthoughthestorywouldntchangeiftheorderofboatsfreedwererearranged,students can still sequence the events according to the order in which the author wrote them.Havestudentsreadtheremainderofthebook.Remindthemtovisualizeastheyreadandsortevents
38、from the story into the correct sequence.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstand or cannot pronounce.These can be addressed in the discussion that follows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthese
39、wordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Think-aloud:When I read on the last page that the tiny tugboat needed a nap,I thought about how I feel when I am tired.My eyes are sleepy,and I yawn.Combining my prior knowledge with the information from the text,I created a
40、 visualization for this page.I saw the tugboat yawning,with his eyes partly closed and looking sleepy.The waves were rocking him gently to sleep.Visualizing like this helped me to better enjoy the story,and remember the words I was reading.Readthelastpagealoudtostudents,andhavethemclosetheireyesandv
41、isualizetheirownpictureforthewords.Remindstudentsthattheirvisualizationshouldbedifferentfromotherstudentspictures.Askstudentstodrawapicturerepresentingtheirvisualization.Invitevolunteers to share their picture with the rest of the class.Invitestudentstoexplaintotherestoftheclasshowvisualizinghelpedt
42、hemtoenjoyandremember the story.Tiny TugboatLesson Plan(continued)LeveLE E5 Learning AZ All rights reserved.www.readinga-Reflect on the Comprehension Skill Discussion:Placethepicturesfromtheentirebookontheboardinanincorrectsequence.Havestudents work with a partner to sequence the events,and encourag
43、e them to use transition words.Remindstudentsthatfirst must be used with the first event and finally must be used withthelastevent.Invitevolunteerstosharethecorrectsequencewiththerestoftheclass,and have a student come to the board to rearrange the pictures into the correct order.Discusswithstudentsw
44、hicheventsmustcomeinasetorder(shipsstuckinabay,thetugboatdeciding to help,all the boats and ships being free,and the tiny tugboat deciding it needs a nap).Havestudentsdiscusswithapartnertheeventsthatcouldberearrangedinadifferentorder without changing the meaning of the story(the order in which the t
45、ugboat frees the other boats).Askstudentstothinkabouthowtheycouldsimplifythemiddlesectionasoneevent,andguidethemtoasentencethatsummarizesthispartofthestory,suchasthefollowing:The tiny tugboat pulls out many different kinds of boats and ships.Havestudentssharewithapartnerhowsequencingeventshelpedthem
46、tobetterenjoy andrememberthestory.Invitevolunteerstosharetheirthoughtswiththerestoftheclass.Independent practice:Introduce,explain,andhavestudentscompletethesequence events worksheet.Havethemdiscusstheworksheetwithapartnertochecktheirwork.Enduring understanding:Inthisstory,youreadaboutahardworkingtu
47、gboatthatfreedshipsstuckinabay.Areyousurprisedthatsuchasmallboatcandosuchbigwork?Whatexamplesdoyouknow of where people worked hard to finish a big job?Build SkillsPhonological Awareness:Initial consonant/t/sound Saythewordtinyaloudtostudents,emphasizingtheinitial/t/sound.Havestudentssay the word alo
48、ud and then say the/t/sound.Havestudentspracticemakingthe/t/soundwithapartner.Pointouttostudentshowtheairexplodesoutwhilemakingthesound.Havestudentsworkingroupstobrainstormalistofwordsthatbeginwiththe/t/sound.Invitevolunteersshareawordwiththerestoftheclass,andhaveotherstudentsgiveathumbs-upsignalifi
49、tbeginswiththe/t/sound.Check for understanding:Saythefollowingwordsoneatatimeandhavestudentsgivethethumbs-up signal if the word begins with the/t/sound:top,bop,thin,tin,turn,tar,car,dell,and tell.Phonics:Initial consonant Tt Writethewordtiny on the board and say it aloud with students.Havestudentssa
50、ythe/t/soundaloud.Then,runyourfingerunderthelettersinthewordasstudentssaythewholewordaloud.Askstudentstoidentifywhichletterrepresentsthe/t/soundin the word tiny.HavestudentspracticetracingtheletterTt with a finger on their desk while saying the/t/sound.Check for understanding:Writethefollowingwordst