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1、Terrific Tree HousesF F1 Learning AZ All rights reserved.www.readinga-Focus Question:How are tree houses the same and different?Book SummaryText Type:Nonfiction/DescriptiveWho doesnt love tree houses?Terrific Tree Houses features some of the worlds most amazing tree houses,ranging from simple tree f
2、orts to luxury hotel accommodations.Engaging photographs will grab readers attention as they learn about main idea and details and the prepositions around and with.Guiding the ReadingBefore ReadingBuild Background Askstudentswhatatreehouseisandwheretheymight find a tree house.Have students discuss t
3、he different types of tree houses they have seen or built themselves.Askstudentstodiscusswithapartnerwhatmaterialscanbeusedtomakeatreehouse.Makealistonthe board of the different materials the students discussed.Discuss and compare the materials that are used to build conventional houses.Introduce th
4、e Book GivestudentstheircopyofTerrific Tree Houses.Guidethemtothefrontandbackcoversandreadthe title.Have students discuss what they see on the covers.Encourage them to offer ideas as to whattypeofbookitis(genre,texttype,and so on)and what it might be about.Show students the title page.Discuss the in
5、formation onthepage(titleofthebook,authorsname).Introduce the Reading Strategy:Connect to prior knowledgeExplaintostudentsthatwhentheymakeconnectionsto the text they are reading,their comprehension of thattextincreases.Goodreadersareconstantlytryingtomakesenseoutofwhattheyarereadingbymakingconnectio
6、nstowhattheyalreadyknow.Pointoutthatpicturesinabookcanalsohelpstudentsmakeconnectionstopriorknowledge,ortheirexperienceswithtreehouses.Havestudentslookthroughthepicturesinthebookandsharewithapartneranyconnections they have to what they see.Introduce the Comprehension Skill:Main idea and details Expl
7、aintostudentsthatmostbookshaveabigidea,or main idea.This is the general topic the bookismostlyabout.Thesupportingdetailsarethe extra information and descriptions that help explainthemainideaofthebook.Pointouttostudents that oftentimes they can find the main ideainthetitleofabookorinthepictures.Lesso
8、n EssentialsInstructional Focus Connecttopriorknowledge Identify main idea and details Segment words into syllables Identify initial consonant tr-blend Recognize prepositions around,with Describe information provided by text features Content vocabularyMaterials Book:Terrific Tree Houses (copyforeach
9、student)Mainideaanddetails,initialconsonant tr-blend,prepositionsworksheets Discussion cards Bookquiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.High-frequency words:are,like,some WordstoKnowStory critical:alien(n.),fairy t
10、ale(n.),mirrors(n.),mushroom(n.),terrific(adj.),wraps(v.)Terrific Tree HousesF F2 Learning AZ All rights reserved.www.readinga- Havestudentsdiscusswithapartnertheirpredictionsaboutthemainideaofthebook.Invitestudents to share their predictions with the class.VocabularyHave students turn to the“Words
11、to Know”box on the copyrightpage.Pointoutthatthesewordscan be found in the story and that understanding the meaning of each word will help them better understand what they read.Read the words aloud to the students and as a group,discuss the meaning of each word.On the basis of the definitions discus
12、sed,havestudentsworkingroupstoillustrateeachvocabulary word on a poster.Have students share their posters with the class.Set the Purpose Havestudentsreadtolearnaboutthedifferenttypes of tree houses.Write the Focus Question ontheboard.Invitestudentstolookforevidenceinthebooktosupporttheiranswer.Haves
13、tudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAsstudentsreadthebook,monitortheirunderstandingwiththefollowingquestions.Encouragestudentstosupporttheiranswersbycitingevid
14、encefromthebook.How are the stairs similar in the tree houses on pages 4 and 7?(level2)pages 4 and 7 How are the windows different on the spaceship tree house and the fairy tale tree house?(level2)pages 8 and 9 What color is the tree house that looks like a mushroom?(level 1)page 11 How would you en
15、ter a tree house?(level2)multiple pages What different shapes can tree houses be made into?(level3)multiple pagesText Features:PhotographsExplain that photographs are helpful when reading because they give the reader a visual to connect with.Have students review the photographs throughout thebookand
16、discusshowthephotographstheyseeconnect to tree houses they may have seen before.Have students describe different tree houses that couldhavebeenaddedtothebook.Askstudents:How can tree houses be similar?How can tree houses be different?Skill Review Havestudentspausetoconnecttopriorknowledgewhile they
17、are reading.Have them share their connections with the class and describe how connectingtopriorknowledgehelpsthembetterunderstandthebook.Guidestudentstoanunderstandingofthemainideabyreferringthembacktothetitleandthepartsofthebookthattheyhavereadthusfar.There are many different types of tree houses i
18、s the mainideasincethebookisallaboutthedifferenttypes of terrific tree houses.Write there are many types of tree houses on the board.Modelidentifyingdetailsthatsupportthemainideaofthebook.Think-aloud:We discussed that the main idea of this book is there are many different types of tree houses.Every
19、book includes details that support the main idea.Identifying the details helps readers understand and enjoy a book.Remember,details can be identified in both the pictures and words within a book.While looking at the picture on page 4,I can see that the stairs to the tree house wrap around the trunks
20、 of the tree.This is a detail that supports the main idea.Check for understanding:Explain to students that in nonfictionbooks,therecanbealotofdetailsorfactsthat support the main idea.Explain that effective readersorganizedetailsastheyread.Givestudentstheir copy of the main-idea-and-detailsworksheet.
21、Pointoutthatthemainideaiswrittenforthemalreadyinthemiddleoftheworksheet.Then,havestudentsrereadthebookandworkinpairs toidentifyandrecorddetailsontheirworksheet.After ReadingAskstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthese words using decoding strategies a
22、nd context clues.Skill ReviewGraphic Organizer:Main idea and detailsReviewthemain-idea-and-detailsworksheetthatstudents completed with their partner.Have students sharetheirworkwiththegroup.Listthedifferentdetails on the board.Comprehension ExtensionDiscussion cardscoveringcomprehensionskillsandstra
23、tegiesnotexplicitlytaughtwiththebookareprovided for extension activities.Guiding the Reading(cont.)Terrific Tree HousesF F3 Learning AZ All rights reserved.www.readinga-Response to Focus QuestionHavestudentscitespecificevidencefromthebook toanswertheFocusQuestion.(Studentsshouldinclude that all hous
24、es are built on or inside of trees.Treehousesaremadetolooklikedifferentshapes,are made from different materials,and are different sizes and colors.)Comprehension Checks Bookquiz Retelling rubricBook Extension ActivitiesBuild SkillsPhonological Awareness:Segment syllables Explaintostudentsthatwordsar
25、edividedintoparts and this helps readers decode and read the words.Explain that these parts are called syllables.Saythewordterrific aloud to students.Explain to students that you are going to count the syllables,or parts in the word,terrific.Repeat the word,clapping on each syllable.Explain that you
26、 clapped three times because there are three parts,or syllables,in this word.Have students clap and repeat with you.Check for understanding:Useclappingtodemonstrate syllables for the other vocabulary wordsinthebook:alien,mirror,mushroom,and wrap.For each of the words,have students share the number o
27、f syllables in each word.Phonics:Initial consonant tr-blend Writethewordtree on the board and read it aloud with students.Havestudentssaythe/tr/soundaloud.Askstudentsto identify which letters represent the/tr/sound in the word tree.Write the word terrific and read it aloud with students.Have student
28、s discuss with a partner the differencebetweenthetwowords.Pointoutthatthetr-blend creates a different initial sound in the word tree from the initial/t/sound in the word terrific.Havestudentsbrainstormtocreatealistoftr words on a separate sheet of paper while saying the/tr/sound and tracing the lett
29、ers tr with their finger.Check for understanding:Write the following words ontheboard:tree,tie,train,and this.Say each word,oneatatime.Havestudentsworkwith a partner to come up with a sentence for only the tr-blendwords(tree,train).Have students share their sentences aloud with the class.Independent
30、 practice:Introduce,explain,and have students complete the initial-consonant-tr-blend worksheet.If time allows,discuss their answers.Grammar and Mechanics:Prepositions Explaintostudentsthatprepositions are words that show a relationship between things.They provide information about where,when,how,wh
31、y,and with what something happens.Explain to students that around,up,and with are examples of prepositions.Havestudentsreadaloudthesentenceonpage4.Readthesentencealoudandwriteitontheboard:This terrific tree house wraps up and around the trees.Circle the words up and around.Have students discuss why
32、up and around are prepositions.Callonavolunteertosharehowtheprepositionsareusedinthesentence(up and around show“how the tree house wraps in location to the tree).Check for understanding:Havestudentsworkwithapartner to find and circle the prepositions on pages 4 and 5(around,with,and up).Call on stud
33、ents to share with the rest of the class what they found and how the prepositions are used in the sentences.Independent practice:Introduce,explain,and have students complete the prepositionsworksheet.If time allows,discuss their answers.WordWork:Content vocabulary Writethecontentvocabularywordsonthe
34、board:alien,fairy tale,mirrors,mushroom,terrific,and wraps.Assignstudentpairsavocabularywordtodefine using a dictionary.Askstudentstosharetheirdefinitionswiththeclass.Have the students write the vocabulary words and definitions on flashcards.Havestudentsthinkofasilenthandmotionthatwill describe the
35、vocabulary words.Explain that the hand motion will help them remember the vocabularyword.Givetheexamplethatformirror,they can use the motion of a hand holding a mirror up to his or her face.The definition for mirror is a smooth surface that reflects images clearly.Reviewallthehandmotionswiththestude
36、nts.Aftereachmotion,callonastudenttogivethedefinition of the vocabulary word.Check for understanding:Have students search the bookandfindthecontentvocabularywords.Havethem explain to a partner the definition of the vocabulary word without using their flashcards.The partner can show the hand motion if the student is struggling to remember.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)