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1、Cleaning My RoomLesson PlanLeveLF F1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Realistic Page Count:12 Word Count:148Book SummaryCleaning My Room is the story of one little boy and his very messy room.After his mom instructs him to clean up the mess,the boy asks fo
2、r the readers help to locate and sort various objects in his room.Lively illustrations and engaging text support emerging readers.Students will have the opportunity to identify story elements including characters,plot,and setting in this humorous story.About the LessonTargeted Reading Strategy Retel
3、lObjectives Retelltounderstandtext Identifycharacters,setting,andplot Discriminateshortvowel/e/sound Identifyshortvowele Recognizeandusequestionmarks Recognizeandusethehigh-frequencywordscan,me,my,youMaterialsGreen text indicates resources are available on the website.BookCleaning My Room(copy for e
4、ach student)Chalkboardordry-eraseboard Sheetsofpaper Dictionaries Crayons Story elements,short vowel e,questionmarksworksheets DiscussioncardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstrated by projecting the book on an interactive whiteboard or completed with paper a
5、nd pencil if the books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.High-frequency words:can,me,my,you Content words:Story critical:clothes(n.),find(v.),help(v.),pile(n.),room(n.),sort(v.)Before ReadingBuild BackgroundWrite the phrase Messy Room
6、 on the board.Ask students if they have ever had a messy bedroom.Ask students to share examples of what might be found in a messy room and list their responses on the board(clothing on the floor,toys out,unmade bed,and so on).Cleaning My RoomLesson Plan(continued)LeveLF F2 Learning AZ All rights res
7、erved.www.readinga- Askstudentsiftheyhaveeverhadanadulttellthemthattheymustcleantheirroom.Invitestudentstosharehowtheyfeltwhentheywererequiredtocleanup.Havestudentssharetheirexperiences with the class.Ask students if they have ever had someone help them clean up and how this made them feel.Invitestu
8、dentstoshareanystrategiestheymayhaveforcleaninguptheirroomsuchaspickingup all the toys,then the clothes,then the books,and so on.Explaintostudentsthattheywillbereadingastoryaboutonelittleboywithaverymessyroomand his mother,who wants him to clean it up.Book WalkIntroduce the Book Givestudentstheircop
9、yofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattype of book it is(genre,text type,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustrators n
10、ame).Havestudentsturntopage4.PointouttherepetitivequestionCan you help me find them?Havestudentsreadthisquestionaloud.Explaintostudentsthatthisquestionrepeatsthroughoutthebook.Havestudentsturntopage5.PointouttherepetitivesentenceThank you for your help!Explaintostudentsthatthisisasentencethatrepeats
11、throughoutthebook.Remindstudents to use letter and picture clues to identify unfamiliar words.Introduce the Reading Strategy:Retell Explaintostudentsthatonewaytounderstandandrememberwhattheyarereadingistostopnow and then to retell in their mind the details of what is happening in the story.Explainth
12、atwhenpeopleretellastoryoranevent,theyexplainthedetailsinorder.Pointoutthat people retell stories as part of their daily lives,such as sharing what happened at school or a funny event that occurred.Modelretellingalifeevent.Think-aloud:Yesterday,before I left for school,I was about to take my dog for
13、 a walk when she nudged past me and ran straight out the door!She had spotted a squirrel and started chasing it.Once she started running,however,she didnt stop.I started to chase after her and called her name for her to come back.Over the neighbors fence she jumped.Under the bushes she crawled.She j
14、ust kept going!I realized that I wasnt going to be able to keep up with her,so I got in my car to go look for her.Up and down the streets I drove looking.She was like a streak in the distance,and she ran from one neighbors yard to the next.For thirty minutes I looked for her until it was time for me
15、 to leave for school.What was I going to do?As pulled into my driveway,there she was!She was waiting for me at the front door,ready to come back in the house and take a rest from her great adventure!Reinforcetheimportanceoftellingthedetailsofaneventinthecorrectorder.Asstudentsread,encouragethemtouse
16、otherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Identify characters,setting,and plotExplaintostudentsthatastoryismadeupofmanyparts,calledstory elements.Three important storyelementsincludecharacters,setting,andplot.Charactersarethepeo
17、ple,animals,orimaginarycreatures in the story.The setting tells where and when the story takes place.The plot is what happens to the characters in the story.Modelidentifyingcharacters,setting,andplot.Think-aloud:When people tell a story,they include information about the characters,the setting,and t
18、he plot in order for the story to make sense.For example,in the story about my runaway dog,the characters are me and my dog.The setting of the story was my neighborhood.The plot includes all the events in the story including my dog running away and eventually coming back home on her own.Cleaning My
19、RoomLesson Plan(continued)LeveLF F3 Learning AZ All rights reserved.www.readinga- WritethewordsWho,Where,and Whatontheboardinthreecolumns.Explaintostudentsthat the characters in the story refer to who,the setting is where,and the plot is what.Ask volunteerstohelpcompletethechartusingtheinformationfr
20、omthethink-aloud.Introduce the Vocabulary Writethefollowingstory-criticalwordsontheboard:clothes,help,sort,and pile.Pointoutthatthesewordscanbefoundinthestory.Dividestudentsintotwogroupsandgiveeach group two sheets of blank paper and assign two of the words.For each word,have them write or draw what
21、 they know about the word.After they are finished,as a class,create a definition for each word using students prior knowledge.Modelhowstudentscanuseadictionarytofindawordsmeaning.Havethemlocatethewordhelpinthedictionary.Inviteavolunteertoreadthedefinitionforhelp.Havestudentscomparethedictionarydefin
22、itionwiththeglossarydefinition.Havethemcomparethesewiththeirpriorknowledge of the word.Havestudentsfollowalongonpage4asyoureadthesentenceinwhichthewordhelp is found to confirm the meaning of the word.Repeat the exercise with the remaining vocabulary words.Set the Purpose Havestudentsreadtofindoutmor
23、eabouttheboyandhismessyroom.Remindthemtopauseastheyreadtoquicklyretellintheirmindthedetailsofthestorysofar.During ReadingStudent Reading Guide the reading:Havestudentsreadtotheendofpage4andthenstoptothinkaboutwhathashappened so far in the story.Remind them to use the pictures as clues for any unfami
24、liar words.Encouragestudentswhofinishbeforeotherstorereadthetext.Modelretelling.Think-aloud:I stopped reading after a couple of pages to retell in my mind what I had read so far.I learned that the boys mom has asked him to clean his room.I also know that the boy has asked for the help of the reader
25、to find his red socks.Remindstudentsthatallstorieshavecharacters,asetting,andaplot.Reviewthecolumns on the board labeled Who,Where,and What with the corresponding story elements.Havestudentsreviewthepicturesonpages3and4.Askthemwhothecharactersareinthisstory(the boy and his mom).Write this informatio
26、n on the board under the Whocolumn.Explaintostudents that some stories,like Cleaning My Room,will have one or two characters and other stories will have many characters.Modelhowtodeterminesetting.Think-aloud:Sometimes a story tells where it takes place,and sometimes I have to figure it out for mysel
27、f as I am reading.On this first page of this story,I can tell from the words in the book and by the pictures that this story will take place in the boys bedroom.Sometimes the setting can change throughout a story.As I read,I will pay attention to the words and the pictures to see if the whole story
28、takes place in the boys room or if the setting changes.Check for understanding:Havestudentsreadtotheendofpage7.Invitestudentstoretellwhatthey have read so far.Ask students how the pictures in the story helped them better understand the setting.Havestudentsreadtheremainderofthebook.Remindthemtopauseo
29、ftentoretellintheirminds the events of the story.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydo not understand or cannot pronounce.These can be discussed in the section that follows.Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodel how they can read these w
30、ords using decoding strategies and context clues.Cleaning My RoomLesson Plan(continued)LeveLF F4 Learning AZ All rights reserved.www.readinga-After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodel how they can read these words using decoding strategies and context c
31、lues.Reflect on the Reading Strategy Retellindetailtheeventsofthestoryaftertheboysmomtellshimtocleanhisroom.Think-aloud:After the boys mom asked him to clean his room,he first looked for all of his red socks.He found four red socks and put them in a pile on the floor.Next,the boy looked for all of h
32、is blue socks.He found six blue socks and put them in a pile on the floor too.Then,the boy looked for all of his green shirts.He found three green shirts and put them in a pile next to his socks.Haveavolunteercontinuetoretelltherestofthestory.Remind them to tell the events of the story in the correc
33、t order.Havestudentsretellthestoryfromthebeginningtoapartner.Listenforwhethertheyincludeall events in the correct order.Reflect on the Comprehension Skill Discussion:Discusshowthepicturesinthestoryhelpedstudentstodeterminethesetting.Askstudents if the setting changes during the story and how they ca
34、n tell.Record this information about the setting on the board in the column labeled Where.Remindstudentsthattheplotofastoryreferstowhathappensinthestory.Explaintostudentsthatwhen telling the plot of a story,it is important to include any problems the characters encounter.Ask volunteers to describe t
35、he plot of the story.Record this information on the board in the column labeled What.Independent practice:Introduce,explain,andhavestudentscompletethestory elements worksheet.Iftimeallows,discusstheirresponses.Enduring understanding:Inthisbook,thelittleboyasksforhelptocleanhisroom.Why is it importan
36、t to be able to ask for help?Build SkillsPhonological Awareness:Short vowel/e/sound Saythewordpenaloudtostudents,emphasizingtheshortvowel/e/sound.Havestudents say the word aloud and then say the/e/sound.Readpages3and4aloudtostudents.Havestudentsraisetheirhandwhentheyhearawordthat contains the short
37、vowel/e/sound(help,red,them).Check for understanding:Saythefollowingwordsoneatatimeandhavestudentsgivethethumbs-upsignalifthewordcontainstheshortvowel/e/sound:pet,me,nest,night,can,men,reach,step.Phonics:Short vowel e Writethewordmess on the board and say it aloud with students.Havestudentssaythesho
38、rtvowel/e/soundaloud.Then,runyourfingerunderthelettersintheword as students say the whole word aloud.Ask students to identify which letter represents the short vowel/e/sound in the word mess.Havestudentspracticewritingthelettere on a separate piece of paper while saying the short vowel/e/sound.Write
39、thefollowingwordswiththeshortvowel/e/soundontheboard,leavingoutthevowel:set,desk,pen,stem.Say each word one at a time,and have volunteers come to the board and add the short vowel e to each word.Check for understanding:Havestudentsworkwithapartnertocircleallthewordscontainingthe short vowel eonpages
40、3through12.Iftimesallows,discusstheirresponses.Independent practice:Introduce,explain,andhavestudentscompletetheshort-vowel-e worksheet.Iftimeallows,discusstheiranswers.Cleaning My RoomLesson Plan(continued)LeveLF F5 Learning AZ All rights reserved.www.readinga-Grammar and Mechanics:Question marks R
41、evieworexplainthatattheendofasentenceaskingaquestionwealwaysuseaquestion mark.Modelavoiceintonationwhenreadingaquestioncomparedtoreadingastatement.Havestudentsturntopage3.Askstudentstoidentifythequestionwordonpage3.Havestudentsidentifythequestionmarkattheendofthesentence.Havestudentssuggestquestions
42、.Writeeachquestionontheboard,leavingoffthequestionmarks.Havevolunteerscometotheboardandaddthequestionmarksattheendofthesentences.Havestudentspracticereadingeachsentencewithcorrectintonation.Check for understanding:Havestudentscircleorhighlightthequestionwordsandquestionmarks in the book.Review the w
43、ords when they are finished.Independent practice:Introduce,explain,andhavestudentscompletethequestionmarksworksheet.Iftimeallows,discusstheiranswers.Word Work:High-frequency words can,me,my,youExplaintostudentsthattheyaregoingtolearnseveralwordsthattheywilloftenseeinbookstheyread.Write the word can
44、ontheboardandreaditaloud.Havestudentsreadthewordwithyou.Askstudentstowritecan on the top of their desk with their finger as you spell it aloud with them,pointing to each letter on the board as you say the letter name with students.Readthesecondsentenceonpage3aloudtostudents.Pointtothewordcan.Explain
45、thatcan is often used to mean to be able.Pointoutthatthewordcanisoftenusedasaquestionword.Havestudentsusethewordcan in a sentence with a partner.Havestudentsuseabluecrayontocoloreachoccurrenceofthewordcaninthetext.Havethem write the word several times on a separate sheet of paper.Repeattheaboveproce
46、dureforthefollowinghigh-frequencywords:me,my,you.Havestudentsuseadifferentcolorcrayonforeachwordwhenidentifyinghigh-frequencywords in the story.Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Conn
47、ection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havethemidentifythecharacters,setting,andplottosomeoneathome.Extend the ReadingInformational Writing ConnectionHavestudentsconsiderhowtheirroomissimilartoanddifferentfromtheboysroominthestory.Provideeachstudentwith
48、ablankVenndiagramtemplate.RevieworexplainhowtocompleteaVenndiagram.Havestudentscompletethediagramtocomparetheirmessyroomtotheroominthestory.Havestudentssummarizethisinformationinseveralsentences,usingcorrectcapitalizationandpunctuation.Visit WritingAZ.com for a lesson and leveled materials on inform
49、ational writing.Cleaning My RoomLesson Plan(continued)LeveLF F6 Learning AZ All rights reserved.www.readinga-Social Studies ConnectionProvideaccesstoprintedresourcesandtheInternetforstudentstoresearchdifferenttypesofhomesindifferentcultures.Havestudentschooseaparticularcountrytoresearch.Invitestuden
50、tsto consider what the messy room of a child in that part of the world might contain and how would itbesimilartoordifferentfromtheirownroom.Havestudentsrecordthisinformationinroughdraftform.Havestudentscreateadioramaofthemessyroomofachildfromanotherculture.Invitestudentstocreateafinalcopyoftheinform