《原版英语RAZ 教案E20-Places Plants and Animals Live.pdf》由会员分享，可在线阅读，更多相关《原版英语RAZ 教案E20-Places Plants and Animals Live.pdf（5页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、1 Learning AZ,Inc.All rights reserved.www.readinga-Places Plants and Animals LiveLesson PlanLeveLE EAbout the BookText Type:Nonfiction/Informational Page Count:10 Word Count:100Book SummaryThis book introduces students to the various environments of animals and plants on earth.Animal cards are provi
2、ded for students to cut apart and place in the appropriate environment in the book.Repetitive phrases and high-frequency words support early readers.About the LessonTargeted Reading Strategy ConnecttopriorknowledgeObjectives Usethereadingstrategyofconnectingtopriorknowledgetounderstandtext Identifys
3、etting Discriminatefinalsound/s/IdentifyfinalconsonantSs Recognizepluralnouns ListwordsinalphabeticalorderMaterialsGreentext indicates resources available on the website BookPlaces Plants and Animals Live(copy for each student)Chalkboardordryeraseboard Animalcards(foundatthebackofthebookPlacesPlants
4、andAnimalsLive)Final consonant Ss,plural nouns worksheets Discussioncards Indicates 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 High-frequency words
5、:all,and,are,be,can,has,in,no,the,very Content words:animals,cold,deserts,flat,grassy,hot,mountains,oceans,plains,plants,rainforests,rivers,salty,steep,tall,trees,tundra,water,wet,worldBefore ReadingBuild Background Writethewordenvironment on the board and point to the word as you read it aloud to s
6、tudents.Repeat the process and have students say the word aloud.Askstudentstotellwhattheyknowaboutthemeaningofenvironment.Explainthatanenvironment is the place where a plant or animal lives.Encouragestudentstodiscussthetypesofenvironmentstheymightalreadybefamiliarwith.Discusstheplantsandanimalsthatl
7、ivethere.2 Learning AZ,Inc.All rights reserved.www.readinga-Places Plants and Animals LiveLesson Plan(continued)LeveLE EBook WalkIntroduce the Book Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.Askwhattheythink they might read about in a book called Places Plants and Animals Live
8、.(Accept all answers that students can justify.)Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Writethefollowingrepetitivephraseontheboard:Plants and animals live in _.Read the phrase aloud,pointing to the words as you read them to students.Have stu
9、dents read the phrase aloud.Explainthatthesewordsrepeatthroughoutthebook.Introduce the Reading Strategy:Connect to prior knowledge Explainthatgoodreadersmakeconnectionsbetweenwhattheyalreadyknowaboutatopicandnew information they read.Remind them that thinking about what they already know about the t
10、opic of the book will help them understand and enjoy what they read.Modelconnectingtopriorknowledgeusinginformationonthecovers.Think-aloud:When I look at the front cover of PlacesPlantsandAnimalsLive,I see a fish swimming in the water and some plants in the background.This reminds me of fish Ive see
11、n swimming in ponds.There were lots of plants growing up from the bottom of the pond that the fish would hide behind if you got too close to them.Thinking about what I already know makes reading enjoyable.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presente
12、d in this section.Introduce the Comprehension Skill:Identify setting Writethewordsettingontheboard.Explaintostudentsthatsometimesbooksdiscussmanydifferentplaces,orsettings.Explainthatthesettingsinthisbookarethedifferentplaceswhereplants and animals live.Modelidentifyingthesettingsonthefrontandbackco
13、vers.Think-aloud:When I look at the front cover,I see a fish swimming.I know that Ive seen fish swimming in ponds.However,I also know that fish live in oceans,streams,and rivers.All of these places might be the setting in this picture.Showstudentsthebackcoverofthebook.Askthemtotellaboutthesettingrep
14、resentedinthe picture.Introduce the Vocabulary Cutoutpages3through9inanextracopyofthebook.Placethepicturesinapocketchartoralongthechalkboardledge.Writethefollowingwordsonindexcards:desert,ocean,mountains,plains,rivers,rainforests,tundra.Read each word aloud with students.Discusswithstudentsthecharac
15、teristicsoftheenvironmentrepresentedineachpicture(deserts:dry;oceans:largebodiesofsaltwater;mountains:cold,windy;plains:flat,grassy;rivers:largestreamsofwaterthatarenotsalty;rainforests:wet;tundra:cold.Puttheindexcardthatnameseachenvironmentnexttoitspictureastheclassdiscussesit.Mixuptheindexcardsand
16、pictures.Invitevolunteerstocometotheboardandmatchthenameof an environment to its picture.Have students tell a characteristic about that environment.Set the Purpose Havestudentsreadtofindoutwhatkindsofplaceswhereanimalsandplantslive.Remind them to use what they already know to help them decide which
17、animals belong in each environment(setting).3 Learning AZ,Inc.All rights reserved.www.readinga-Places Plants and Animals LiveLesson Plan(continued)LeveLE EDuring ReadingStudent Reading Guide the reading:Give students their copy of the book.Have a volunteer point to the first word onpage3(Plants).Poi
18、ntoutwheretobeginreadingoneachpage.Remindstudentstoreadthewords from left to right.Askstudentstoplaceafingeronthepagenumberinthebottomcornerofthepage.Havethemread to the end of page 5,using their finger to point to each word as they read.encourage studentswhofinishbeforeotherstorereadthetext.Introdu
19、ce,explain,andhavestudentscutaparttheanimalcards.Identifythenameofeachanimalinthepictures.Modelidentifyingthesettingusingpriorknowledge.Think-aloud:As I read page 3,I thought about the plants and animals that live in the desert.I read that it is very hot and dry in the desert.I remember a time when
20、I forgot to water the plants outside during the summer when it was very hot.After a few days,the plants had changed color from green to brown.The plants and animals that live in a desert must need very little water to survive.I know that cactus plants need very little water,and I see several of them
21、 in the picture.When I look at the animals on the cards,I can see that the picture of the mountain lion also includes a cactus plant.I think the mountain lion belongs in the desert setting.I will place this card in the picture of the desert in my book.Havestudentslocateanotheranimalfromthecardsthatb
22、elongsinthedesertsetting.Discussthe prior knowledge they used to select that animal for the desert setting.Havestudentsworkinsmallgroupstolocatetheanimalsthatbelongintheoceanandthemountainsettings.Discussthereasonswhytheyplacedtheanimalswheretheydid.Check for understanding:Have students read to the
23、end of page 8.Have them continue to think about what they know about each setting and place the animals in the proper environment.Discussthereasonswhytheyplacedeachanimalintheenvironment.Invitestudentstoshareexamplesofconnectingtopriorknowledgewhilereading.Havestudentsreadtheremainderofthebook.Remin
24、dthemtousewhattheyalreadyknowandthink about why each animal might belong in the environment.Have students 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 Askstudentswhatwords,ifany
25、,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Think-aloud:When I read page 9,I learned that the tundra is very cold and has no trees.This reminds me of cold weather Ive experienced before.During this col
26、d weather,it snowed outside.I know that animals that live in the snow have a heavy coat to keep them warm.I could tell that the polar bear belonged in the tundra picture because there were no trees and I could see snow in the background.I used what I already knew to better understand the book.I also
27、 used what I knew to help me determine which animals belonged in each setting.Askstudentstoexplainhowusingwhattheyalreadyknewhelpedthemunderstandandenjoythe book.Invite them to share additional ways they connected to prior knowledge as they read.Reflect on the Comprehension Skill Discussion:Discusse
28、achoftheanimalsonpage10.Askstudentshowtheydeterminedtheenvironment of each animal and why that animal might live in the place that it does.Enduring understanding:In this book,you used information you already knew about animals and their environments to place them in the correct setting.Now that you
29、know this information,why is it important for animals to live in a place that has the things they need to survive?4 Learning AZ,Inc.All rights reserved.www.readinga-Places Plants and Animals LiveLesson Plan(continued)LeveLE EBuild Skills Phonological Awareness:Discriminate final sound/s/Saythewordpl
30、antsaloudtostudents,emphasizingthefinal/s/sound.Havethemsaythewordaloud and then say the final/s/sound.Readpage3aloudtostudents.Havethemraisetheirhandwhentheyhearawordthatendswith the/s/sound.Check for understanding:Saythefollowingwordsoneatatimeandhavestudentsgivethethumbs-upsignalifthewordendswith
31、the/s/sound:river,oceans,animals,mountain,deserts.Phonics:Identify final consonant Ss Writethewordplants on the board and say it aloud with students.Havestudentssaythe/s/soundaloud.Thenrunyourfingerunderthelettersinthewordplants as students say the whole word aloud.Ask students what letter stands fo
32、r the/s/sound in the word plants.HavestudentspracticeformingtheletterSs in their palm while saying the sound the letter stands for.Check for understanding:Writethefollowingwordsthatendwiththe/s/soundontheboard,leavingoffthefinal/s/:deserts,animals,plants.Sayeachword,oneatatime,andhavevolunteerscome
33、to the board and add the final-s to each word.Independent practice:Introduce,explain,andhavestudentscompletethefinal-consonant-Ss worksheet.If time allows,discuss their answers.Grammar and Mechanics:Plural nouns Showstudentsapictureofaperson,a place,and a thing.Ask volunteers to identify the picture
34、s.Explainthatsomewordsnameaperson,aplace,orathing.Thesenamingwordsarecallednouns.Havestudentsturntopage3intheirbook.Invitethemtoreadthefirstsentencetogether,pointing to the words as you read them aloud.Ask students to point to the words that name things(plants,animals)and the word that names a place
35、(deserts).Writethewordsplants,animals,and deserts on the board.Ask students what they notice about the ending of these words(all end in-s).Explainthatwhentheletters is added to the end of a noun,the meaning of the word changes to more than one person,place,or thing.These naming words are called plur
36、al nouns.Check for understanding:Havestudentsrereadthebookandunderlinethepluralnouns.Whenthey have finished,discuss whether the plural nouns they underlined name a person,a place,or a thing.Independent practice:Introduce,explain,andhavestudentscompletetheplural nouns worksheet.If time allows,discuss
37、 their responses.Word Work:Alphabetical order Revieworexplaintostudentsthatwordsaresometimesplacedinalistbyalphabeticalorder.Wordsareplacedinalphabeticalorderbyfirstlookingatthebeginningletterineachwordandthen deciding which letter comes first in the alphabet.Writethewordsanimals and desertsontheboa
38、rd.Underlinethefirstletterineachword.Askstudents which letter comes first in the alphabet,a or d.Explainthatthewordanimals would come first in an alphabetical list.Writetheworddeserts and plants on the board.Have students identify the initial letter in each word(d and p).Askstudentstoidentifywhichle
39、ttercomesfirstinthealphabet(d).Explainthattheworddeserts would come first in an alphabetical list.Check for understanding:Listthefollowingcontentvocabularywordsoutoforderontheboard:animals,deserts,mountains,oceans,plants,rivers,tundra.Have students write the words in alphabeticalorderonaseparatepiec
40、eofpaper.Whentheyhavefinished,discusstheiranswers.5 Learning AZ,Inc.All rights reserved.www.readinga-Places Plants and Animals LiveLesson Plan(continued)LeveLE EBuild Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to ea
41、ch other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havethem identify each setting in the book and give reasons why they selected the animals to place in each environment.Extend the ReadingExpository Writing and Art ConnectionProvidestudentswithboo
42、ksabouttheenvironmentsdiscussedinthebook.Havethemchooseoneenvironment to illustrate with the plants and animals that live there.Have them write sentences that describe the environment they illustrated.Science Connection Workwithstudentstocreatealistoftheenvironmentstheyhavelearnedaboutinthebook.Make
43、alistofthecharacteristicsofeachenvironment.Discusshowtheyarealikeanddifferent.Skill Review Discussioncardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwithstudents:Useasdiscussionstartersforlite
44、raturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.Assessment Moni
45、tor students to determine if they can:consistentlyconnecttopriorknowledgetounderstandtext accuratelyidentifythesettingsinthebookandplacethecorrectanimalineachenvironment correctlydiscriminatebetweenwordsthatendwiththe/s/sound accuratelyidentifyandwritethelettersymbolthatstandsforthe/s/soundduringdiscussionandon a worksheet correctlyidentifyandclassifypluralnounsduringdiscussionandonaworksheet correctlyplacewordsinalphabeticalorderduringdiscussionandonaseparatepieceofpaperComprehension Checks BookQuiz Retelling Rubric