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1、Lous FluF F1 Learning AZ All rights reserved.www.readinga-Focus Question:How does Lou give everyone the flu?Book SummaryText Type:Fiction/FantasyOh no,Lou has the flu!With just one sneeze,Lou sets off a series of events that leads to the whole household being bedridden.In Lous Flu students will enjo
2、y a humorous and informative story about how one group of siblings passes around the flu.Use this story to teach students how to identify cause-and-effect relationships and to accurately retell.Guiding the ReadingBefore ReadingBuild Background Writethewordflu on the board and read it aloud to studen
3、ts.Explain that the flu is a virus in the body that causes a fever,aches,and weakness.Provide students with a blank sheet of paper and have them illustrate a time when they or someone they know had the flu or was feeling sick.Invite students to share their drawings in small groups and then with the
4、class.Explain that some illnesses,such as the flu,can be passed from one person to another.Introduce the Book GivestudentstheircopyofLous Flu.Guidethemto the front and back covers and read the title.Have students discuss what they see on the covers.Encourage them to offer ideas as to what type of bo
5、ok it is(genre,text type,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformation on the page(title of book,authors name,illustrators name).Introduce the Reading Strategy:RetellExplain that engaged readers stop now and then while they are reading to retell in their mind wh
6、at has happenedsofarinthestory.Discusswithstudentshowstopping to retell the events of the story helps readers understand and remember what they are reading.Explain that when retelling a story or event,it is important that the details are explained in order.Point out that people retell as part of the
7、ir daily lives,such as what they did at school or what happened during a vacation.Use a familiar story to demonstrate how to retell a story in correct order,emphasizing transition words,such as first,next,then,finally,and so on.Introduce the Comprehension Skill:Cause and effect CreateaT-chartandlabe
8、lthecolumnscause and effect.Read these labels aloud with students.Explain to students that a cause is the action and the effect is the result of the action.Remind students about their experience of being sick.Point out that if they missed school because they were sick,the cause Lesson EssentialsInst
9、ructional Focus Retell to understand text Identify cause-and-effect relationships Describeinformationprovided by illustrations Build word awareness Identify short vowel i Recognize and use interrogative sentences Identify and use the high-frequency words also,not,whatMaterials Book:Lous Flu(copy for
10、 each student)Causeandeffect,shortvoweli,interrogative sentences worksheets Discussioncards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.(*)words appear in the lesson but not the book.High-frequency words:not,she,wo
11、uld WordstoKnowStory critical:aching(v.),flu(n.),groaning(v.),moaning(v.),sneezing(v.),wheezing(v.)Academicvocabulary:cause(n.)*,effect(n.)*Lous FluF F2 Learning AZ All rights reserved.www.readinga-is being sick and the effect is missing school.Record this information in the chart on the board.Haves
12、tudentsturntopage5andfollowalong as you read aloud.Invite students to turn to a partner and identify the effect of Lou sneezing on Stu.(Stu now has the flu.)Write this cause-and-effect relationship on the board.VocabularyHave students turn to the“Words to Know”box on the copyright page.Point out tha
13、t these words can 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 students and,as a group,discuss the meaning of each word.On the basis of the definitions discussed,have students work in groups to illustrat
14、e each vocabulary word on a poster.Have students share their posters with the class.Set the Purpose HavestudentsreadtofindoutmoreabouthowLou gets his brothers and sister sick.Write the Focus Question on the board.Invite students to look for evidence in the book to support their answer to the questio
15、n.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not understand or cannotpronounce.Thesecanbeaddressedinafuture discussion.During ReadingText-Dependent QuestionsAs students read the book,monitor their understanding with the following questions.Encourage students to support the
16、ir answers by citing evidence from the book.How do you know Lou has the flu?(level 1)page 4 What happens when Lou sneezes on Stu?(level 1)page5 How does Drew get sick?(level 1)page 9 How does Lou sneezing on Stu cause Sue to get sick?(level 2)multiple pages What could Lou have done to not get his br
17、others and sister sick?(level 3)multiple pagesText Features:IllustrationsExplain that pictures,or illustrations,in a story provide lots of important information for the reader.Point out that illustrations often tell the reader many things that are not written by the author.Rereadpage5aloudasstudents
18、followalong.Havethem work in small groups to discuss the following questions:What can you see in the illustration that was not written in the words of the story?How do the pictures help to make the story funny?Invite each group to share their responses with the class.Repeat this process with other i
19、llustrations in the story.SkillReview Modelforstudentshowtoretellwhatyouhaveread so far.Have students stop at certain points during the story to retell in their mind what they have read.Have students retell the story from the beginning to a partner.Listen to see whether they include the correct even
20、ts in detail and sequential order.Encourage students to use transition words,such as first,then,next,last,and so on.Modelcauseandeffect.Think-aloud:When we read stories,we often find cause-and-effect relationships.Understanding these relationships helps us to remember and enjoy what we have read.We
21、learned that the cause can be the action and the effect is the result,or what happens because of the action.The cause in this story is that Lou has the flu.The effect is that,one by one,each of his brothers and sister get sick because he sneezes on Stu.If this story were to continue,what other cause
22、-and-effect relationships might occur?What if Lou went to school when he had the flu?Have students work in small groups to discuss potential cause-and-effect relationships if this story continued on,such as Lous parents getting the flu or a friend who comes to visit getting sick.Invite each group to
23、 share their discussions about cause-and-effect relationships.Modelhowtocompletethecause-and-effect worksheet.After ReadingAsk students what words,if any,they marked in their book.Use this opportunity to model how they can read these words using decoding strategies and context clues.SkillReviewGraph
24、ic Organizer:Cause and effectReview the cause-and-effect worksheet that students completed.Have students share their work in groups.Invite volunteers to share their answers with the class.Remind students that they can identify cause-and-effect relationships both in stories and in their daily lives.C
25、omprehension ExtensionDiscussioncards covering comprehension skills and strategies not explicitly taught with the book are provided to be used for extension activities.Response to Focus QuestionHave students cite specific evidence from the book to answer the Focus Question.(Answers should include:Lo
26、u gives everyone the flu by sneezing on Stu,who coughs on Sue,who then shares with Drew.)Guiding the Reading(cont.)Lous FluF F3 Learning AZ All rights reserved.www.readinga-Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsPhonologicalAwareness:Wordawareness Saythef
27、ollowingsentencealoud:He should not cough on sister Sue.Saythesentenceagain,clapping once for each word as you say it aloud.Have students repeat the process with you.Explaintostudentsthateachclaprepresentsawordin the sentence.Point out that words in a sentence are separated by small pauses as they a
28、re read aloud and that the pauses help the listener know where one word ends and a new word begins.Saythefollowingsentencealoud:Now Sue also has the flu.Emphasizeeachwordinthesentence.Thenhave students stomp each word in the sentence as they say it aloud.Have them identify the number of words in the
29、 sentence.Check for understanding:Sayadditionalsentencesaloud.Have students clap the words in each sentence and identify the number of words it contains.Phonics:Shortvoweli Writethewordsick on the board and read it aloud with students.Havestudentssaytheshortvowel/i/soundaloud.Then,runyourfingerunder
30、thelettersinthewordsick as students say the whole word aloud.Ask students to identify which letter represents the short vowel/i/sound in the word sick.Havestudentspracticewritingtheletteri in the air with their finger and then on a separate sheet of paper while saying the short vowel/i/sound.Check f
31、or understanding:Write the following words on the board,leaving out the short vowel i:sit,pin,bid,did,win.Sayeachword,oneatatime,andhavevolunteers come to the board and add the medial vowel.Have partners read the words to each other.Independent practice:Introduce,explain,and have students complete t
32、he short vowel i worksheet.If time allows,discuss their answers.Grammar and Mechanics:Interrogativesentences Writethefollowingsentencesontheboard:Whats one thing Stu should not do?He should not cough on sister Sue.Read the sentences aloud to students and have them identify which sentence asksaquesti
33、on.Circlethequestionmarkattheend of the sentence and ask a volunteer to name this punctuation mark.Explain to students that sentences that ask a question always end with a question mark.Have students use their pointer finger to trace a question mark in the air.Havestudentsworkwithapartnertocreateint
34、errogative sentences about having the flu.Invite volunteers to share their sentences and record them on the board without the correct punctuation.Thenhavestudentscometheboardandaddthequestion mark to each sentence.Check for understanding:Have students review the story with a partner to identify and
35、circle all of the question marks.Review students findings as a class.Discusswithstudentswhyitisimportanttosignalasentence that asks a question with a question mark.Independent practice:Introduce,explain,and have students complete the interrogative sentences worksheet.If time allows,discuss their ans
36、wers.WordWork:High-frequency words also,not,what Writethewordsalso,not,and what on the board and read them aloud with students.Explain to students that they will often see these words in stories they read and they should memorize them so they can decode them right away.Spelleachwordaloudwhilestudent
37、swritelettersin the air and then in the palm of their hand.Havestudentsworkwithapartnertocreateoralsentences using the words also,not,and what.Callon students to share their sentences with the class and have students give a thumbs-up signal if the words are used correctly.Check for understanding:Invite students review the story independently and have them highlight each occurrence of the words also,not,and what.Review students work together as a class.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)