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1、A Look at FossilsF F1 Learning AZ All rights reserved.www.readinga-Focus Question:What are fossils,and what can we learn from them?Book SummaryText Type:Nonfiction/InformationalIn A Look at Fossils,students will learn what fossils are and how they are formed.They will also have the opportunity to ex
2、amine different fossils and learn to make inferences and draw conclusions based on what they observe.The detailed photographs and the use of high-frequency words support emergent readers.In this lesson,students will practice asking and answering questions as well as recognizing and using question ma
3、rks.Guiding the ReadingBefore ReadingBuild Background Writethewordfossil on the board and read it aloud with students.Ask students to share what they know about fossils with the class.Havestudentsworkingroupsandgiveeachgroupa photograph of a fossil.Ask them to look at the photograph carefully and di
4、scuss the details they see.Encourage students to discuss what they learned about the fossil by studying its details.Havegroupsshowtheirphotographtotheclassand share what they discussed.Introduce the Book GivestudentstheircopyofA Look at Fossils.Guidethem to the front and back covers and read the tit
5、le.Havestudentsdiscusswhattheyseeonthecovers.Encourage them to offer ideas as to what type of book it is(genre,text type,and so on)and what it might be about.Show students the title page.Discuss the information on the page(title of book,authors name).Introduce the Reading Strategy:Ask and answer que
6、stionsExplain to students that engaged readers think about what they know and dont know about a topic beforetheybegintoread.CreateaKWLSchartonthe board.Invite students to share their knowledge about fossils and record the information under the K column.Ask students what they want to know about fossi
7、ls and record this information in the W column.Point out that the L column is to record what they have learned and the S column is to record what information that they still want to learn about that was not included in the book.Introduce the Comprehension Skill:Make inferences/draw conclusionsExplai
8、n to students that making inferences helps readers draw conclusions that the book does not directly state.Discuss with students how inferences are like clues from the book that help readers figure out something the author doesnt tell them in the text.Lesson EssentialsInstructional Focus Ask and answ
9、er questions to understand text Make inferences and draw conclusions Describe information provided by photographs Discriminate initial consonant sh-blend Identify initial consonant sh-blend Recognize and use question marks Recognize and use question wordsMaterials Book:A Look at Fossils (copy for ea
10、ch student)Make inferences/draw conclusions,initial consonant sh-blend,question marks worksheets Discussion cards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.High-frequency words:about,does,this WordstoKnowStory cr
11、itical:clues(n.),form(v.),fossils(n.),living(adj.),past(n.),stony(adj.)Academicvocabulary:detail(n.),show(v.)A Look at FossilsF F2 Learning AZ All rights reserved.www.readinga- Writethefollowingsentenceontheboard:The boy gets out of bed,gets dressed,and brushes his teeth.Model for students how to us
12、e this information to make an inference that it is morning,even though the sentence never directly states the time of day.VocabularyHavestudentsturntothe“WordstoKnow”boxon the copyright page.Point out that these words can be found in the story and that understanding the meaning of each word will hel
13、p 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 illustrate each vocabulary wordonaposter.Havestudentssharetheirposterswith the class.Set the Purpose Have
14、studentsreadtofindoutmoreaboutfossils.WritetheFocusQuestionontheboard.Invitestudents to look for evidence in the book to support their answer to the question.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not understand or cannot pronounce.These can be addressed in a future di
15、scussion.During ReadingText-Dependent QuestionsAs students read the book,monitor their understanding with the following questions.Encourage students to support their answers by citing evidence from the book.How are fossils formed?(level 1)page 3 What do fossils tell us?(level 2)pages 3,4,and 12 What
16、 does the fossil of the teeth tell us?(level 3)page 7 In what way are the fossils on pages 9 and 12 the same?In what ways are they different?(level 2)pages 9 and 12 Why did the author write this book about fossils?(level 3)multiple pagesText Features:PhotographsExplain that photographs are helpful w
17、hen reading because they provide the reader with important informationthatthetextcannotprovide.Havestudents work with a partner to review the photograph on page 6.Ask students:Why would the author choose to include photographs of the fossils rather than drawings?How does this photograph help you und
18、erstand what a fossil looks like?How does this photograph give more detail than what is written in the book?Havepartnersreviewotherphotographsinthe book and discuss why the author chose each one.Invite volunteers to share their thoughts with the rest of the class.SkillReview Reviewthequestionslisted
19、ontheKWLSchartwithstudents.Invite volunteers to share information from the text that answered their questions and record this information in the L column.Ask students to share new questions and record them in the W column.Remind students that not all questions will be answered in the book and that t
20、hose questions should be added to the S column.Modelforstudentshowtomakeinferencesanddraw conclusions from the book.Think-aloud:I see different examples of fossils on each page of the book.On page 5,there is a fossil of a plant.I see that there are lots of different flowerlike things on what looks l
21、ike the branch of a tree.If it is from a tree,then I would conclude that its a plant that tall animals would eat.The book does not tell me this information,but I can use the clues from the photographs and text to draw my own conclusions.Modelanddiscusshowtocompletethemake-inferences/draw-conclusions
22、 worksheet.Havestudents look at the first photograph on the worksheet and share a conclusion they made with a partner.Then,have volunteers share their conclusions with the whole class.After ReadingAsk students what words,if any,they marked in their book.Use this opportunity to model how they can rea
23、d these words using decoding strategies and context clues.SkillReviewGraphic Organizer:Make inferences/draw conclusionsReview the make-inferences/draw-conclusions worksheetthatstudentscompleted.Havestudentsshare their work in groups.Invite volunteers to share with the rest of the class the inference
24、s they made.Discuss with students the justification for drawing these conclusions.Comprehension ExtensionDiscussion cards covering comprehension skills and strategies not explicitly taught with the book are provided to be used for extension activities.Response to Focus QuestionHavestudentscitespecif
25、icevidencefromthebooktoanswertheFocusQuestion.(Answerswillvary.Sample:Fossils are things that we find in the ground that were covered by dirt from long ago.They show us details about how things looked and lived.)Guiding the Reading(cont.)A Look at FossilsF F3 Learning AZ All rights reserved.www.read
26、inga-Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsPhonological Awareness:Initial consonant sh-blend Saythewordshow aloud to students,emphasizing theinitial/sh/sound.Havestudentssaythewordaloud and then say the initial/sh/sound.Saythewordssip and shipaloud.Haves
27、tudentsdiscuss with a partner the difference between the two words.Explainthatthesecondwordhasanextrasound in the initial phoneme that gives the word a differentbeginningsound.Havestudentspracticesayingthe/sh/soundwithapartner.Havethemcreate a list of words that begin with the/sh/sound.Invite volunt
28、eers to share their words with the class.Check for understanding:Say the following words one at a time,and have students give the thumbs-up signal when they hear a word that begins with the /sh/sound:shelf,sign,bush,sheep,same,shoe,shell.Phonics:Initial consonant sh-blend Writethewordshow on the boa
29、rd and say it aloud with students.Havestudentssaythe/sh/soundaloud.Then,run your finger under the letters in the word as students say the whole word aloud.Ask a volunteer to underline the letters that represent the/sh/sound in the word show.Havestudentsdiscusswithapartnerwhatthewordwould sound like
30、if they took out the letter Hh.Discuss with students how the letters Ss and Hh blend together and make a new sound.Havestudentspracticewritingtheletterssh on a sheet of paper while saying the/sh/sound.Check for understanding:Writethefollowingwordsthat begin with the/sh/sound on the board,leaving off
31、 the initial consonant blend:shape,short,shut.Say each word,one at a time,and have students come to the board to add the initial sh to each word.Independent practice:Introduce,explain,and have students complete the initial-consonant-sh-blend worksheet.If time allows,discuss their answers.Grammar and
32、 Mechanics:Question marks Writethefollowingsentenceontheboard:What details does it show?Read the sentence aloud with students.Remindstudentsthateverysentencehasasignalat the end so readers know when to stop reading.Invite a volunteer to come to the board and circle the signal at the end of the sente
33、nce.Remindstudentsthatthesignalattheendofthesentence on the board is called a question mark.Havestudentssaythephrasequestion mark aloud.Point out that the question mark is like a stop sign because it tells readers when to stop reading and that a question is being asked.Rereadthesentencealoudtostuden
34、tswhileemphasizing how the voice is inflected at the end of a question sentence.Reread the sentence as if it were a statement,and discuss with the class what they noticed.Check for understanding:Havestudentslocateandcircle all the sentences in the book that end with aquestionmark.Havethempracticerea
35、dingthesentences to a partner while making sure to use the correct inflection in their voice.Independent practice:Introduce,explain,and have students complete the question marks worksheet.If time allows,discuss their answers.WordWork:Question words Havestudentsturntopage5intheirbook.Havethem locate
36、the sentence that asks a question on the page and then point to the question word(What).Remindstudentsthatquestion words are words that let readers know that a question is being asked.Point out that one of the most common question words is what.Havestudentsworkingroupstocreatealistofother question w
37、ords,such as who,where,why,when,and how.Invite volunteers to share their words with the class and record them on the board.Check for understanding:Havestudentslocateandunderline or highlight every occurrence of the word whatinthebook.Havestudentsaskapartnera question using the word what.Invite volunteers to share their sentences with the class.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)