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1、ChessLesson PlanLeveLG G1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:12 Word Count:171Book SummaryIn Chess,students will see the game pieces come to life and learn a bit about how they do battle.High-frequency words,detailed photographs,a
2、nd illustrations support readers as they have the opportunity to locate details that support the main idea as well as to ask and answer questions.About the LessonTargeted Reading Strategy AskandanswerquestionsObjectives Askandanswerquestionstounderstandtext Identifymainideaanddetails Discriminatecon
3、sonantdigraph/ch/sound Identifyconsonantdigraphch Identifyanduseprepositionsin and on Identifyandusehigh-frequencywordeachMaterialsGreentext indicates resources are available on the website.BookChess(copy for each student)Chalkboardordry-eraseboard Main idea and details,consonant digraph ch,preposit
4、ions worksheets DiscussioncardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstrated by projecting the book on an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Boldfacevocabularywordsalsoappearinapre-madelessonforthistitleonV
5、ocabularyAZ.com.High-frequency words:each,over,will Content words:Story critical:battle(v.),bishop(n.),chess(n.),knight(n.),pawn(n.),rook(n.)Before ReadingBuild Background Writethewordchess on the board and point to the word as you read it aloud to students.Repeat the process and have students say t
6、he word aloud.Askstudentsiftheyhaveeverplayedchess.Askstudentstonamethepiecesusedinthegame of chess.Make a list on the board.ChessLesson Plan(continued)LeveLG G2 Learning AZ All rights reserved.www.readinga-Book WalkIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversan
7、dreadthetitle.Have students discuss what they see on the covers.Encourage them to offer ideas as to what type ofbookitis(genre,texttype,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofstory,authorsname,andillustratorsname).Introduce the Reading Strategy:A
8、sk and answer questions Explaintostudentsthateffectivereadersaskquestionsbeforeandwhilereadingabook,andlookforanswersastheyread.Explaintostudentsthataskingandansweringquestionshelpsreaders understand and enjoy the book.Modelaskingquestionsasyoupreviewthebook.Think-aloud:When I look at the picture on
9、 the cover,I see a knight on a horse.He has a weapon in his hand.I also see a king,and some people seem to be protecting him.I wonder if they are getting ready for a battle.I will write that question on the board.(Aretheygettingreadyforabattle?)On the back cover,I see two boys playing a game on a la
10、rge game board with giant game pieces.I wonder what game they are playing.I will write that question on the board too.(Whatgame are the boys playing?)I will have to read the book to find the answers to my questions.Havestudentspreviewtherestofthebook,lookingatthepicturesandcovers.Askthemto share any
11、 questions they have.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Main idea and details Explaintostudentsthatmostbookshaveabig,ormain,idea,whichiswhatthebookismostlyabout.Readthetitletostudents.Expl
12、ainthatthetitleoftenprovidescluesaboutthebooksmain idea.Invite students to share predictions about the main idea of this book.Discussstudentpredictionsandguidestudentstotheconsensusthatthemainideaofthisbookhas to do with chess.Point out that they cannot finalize the main idea of this book until they
13、 read more information.Readpage3aloudtostudents.Modelidentifyingthemainideaandsupportingdetails.Think-aloud:After reading these pages,I think the main idea is:In chess,pieces battle on a board of squares.I know the book will have details that help explain the main idea.Details are descriptions that
14、help readers understand the main idea of the book.So far,I learned each player tries to take pieces from the other player.This detail that supports the main idea:In chess,pieces battle on a board of squares.ReviewtheitemsstudentslistedintheBuildBackgroundsection.Discusswhetherornotany of these items
15、 might be details in the book.Introduce the Vocabulary Whilepreviewingthebook,reinforcethevocabularywordsstudentswillencounter.Forexample,while looking at the picture on page 4,you might say:The little pawn only moves one square at a time.Remindstudentstolookatthepictureonthepageandtheletterswithwhi
16、chawordbeginsorendstofigureoutadifficultword.Forexample,pointtothewordrook on page 6 and say:I am going to check the picture and think about what would make sense to figure out this word.The picture shows a chess piece that looks like a castle.When I look at the first part of the word,it starts with
17、 the/r/sound.However,the word castle starts with the/k/sound,so this cant be the word.I know a chess piece that looks like a castle tower is called a rook.The word rook starts with the/r/sound.The sentence makes sense with this word.The word must be rook.ChessLesson Plan(continued)LeveLG G3 Learning
18、 AZ All rights reserved.www.readinga-Set the Purpose Havestudentsusewhattheyalreadyknowaboutchesstoaskquestionsastheyread.Remind them to think about the details that support the main idea as they read.During ReadingStudent Reading Guide the reading:Havestudentsturntopage3andpointtothefirstwordonthep
19、age(In).Point out to students where to begin reading on each page.Remind them to read the words from left to right.Askstudentstoplacetheirfingeronthepagenumberinthebottomcornerofpage3.Havethem read to the end of page 5,using their finger to point to each word as they read.Encourage studentswhofinish
20、beforeotherstorereadthetext.Modelmakingconnectionstopriorknowledge.Think-aloud:Earlier I asked the question,what game are the boys playing?On the basis of the title and the information I have read,I know they are playing chess.I also asked the question,are they getting ready for battle?I read the ga
21、me pieces do battle with one another on a board of squares.I learned the pawns move one square at a time and start out lined up in a row.I wonder how the other game pieces move on the board.I also wonder how the game is won.I will have to keep reading to answer these questions.Invitestudentstoshares
22、omequestionstheyaskedandansweredwhilereadingthebook.Reviewthemainideaofthestory:In chess,pieces battle on a board of squares.Askstudentstoexplainwhetherapawn is a detail that supports the main idea of the book and why(yes,a pawn is a chess piece that starts out lined up in a row and moves one square
23、 at a time).Introduceandexplainthemain-idea-and-details worksheet.Writethewordpawn on the board.Havestudentswritethewordandusepicturesorphrasestoexplainhowitsupportsthemainidea in one of the spaces on the worksheet.Check for understanding:Have students read to the end of page 8.Encourage them to sha
24、re questionstheyaskedandansweredastheyreadthebook.(Acceptallanswersthatshowstudentsunderstand how to ask and answer questions.)Askstudentstothinkaboutotherdetailstheyreadthatsupportthemainidea,In chess,pieces battle on a board of squares.Have them choose one of the details to record on their workshe
25、et.Encourage them to use sentences,phrases,and drawings.Have students share with the class details they drew and wrote about.Havestudentsreadtheremainderofthebook.Remindthemtoaskandanswerquestionsaboutchess as they read and to identify important details on each page.Have students make a small questi
26、on 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,theymarkedintheirbook.Usethisopportunitytomodel howtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on th
27、e Reading Strategy Think-aloud:Earlier I asked the question,how do the pieces move?As I read the book,I learned how each chess piece moves.I learned the queen can move as far as she wishes,in any direction.I discovered each piece is important to the battle.I also asked how the game is won.I learned
28、when one player takes the others king the game is over.Chess is an interesting game.It takes a lot of thought and practice to be good at it.Askstudentstoexplainhowaskingandansweringquestionshelpedthemunderstandandremember what they read.ChessLesson Plan(continued)LeveLG G4 Learning AZ All rights res
29、erved.www.readinga-Reflect on the Reading Skill Discussion:Read the main idea on the board with students(In chess,pieces battle on a board of squares).Reviewthedetailsstudentswroteontheirworksheet.Invitethemtoexplainwhyeach of the details matches the main idea of the story.Independent practice:Have
30、students complete their main-idea-and-details worksheet.If time allows,discuss their responses.Enduring understanding:In this book,you learned about chess.It is a game played on a board of squares with game pieces.Now that you have thought about this information,what are some other games played on b
31、oards with game pieces?How are they like chess?How are they different from chess?Build SkillsPhonological Awareness:Consonant digraph/ch/sound Saythewordchess aloud to students,emphasizing the initial/ch/sound.Have students say the word aloud and then say the/ch/sound.Havestudentspracticemakingthe/c
32、h/soundwithapartner.Havestudentsworkwithagroup to brainstorm to generate a list of other words that begin with the/ch/sound.Invite volunteers to share their words.Check for understanding:Saythefollowingwordsoneatatimeandhavestudentsgivethethumbs-up signal if the word has the initial/ch/sound:chick,c
33、astle,cheese,pawn,children,and queen.Phonics:Consonant ch digraph Writethewordchess on the board and say it aloud with students.Havestudentssaythe/ch/soundaloud.Then,runyourfingerunderthelettersintheword asstudentssaythewholewordaloud.Askstudentstoidentifywhichlettersrepresentthe/ch/sound in the wor
34、d chess.Review with students that this is a special set of two letters and that when put together,they make one new sound.Check for understanding:Writethefollowingwordsthatcontainthe/ch/soundontheboard,leaving off the initial consonants:chip,chat,chick,and child.Sayeachword,oneatatime,and have volun
35、teers come to the board and add the initial ch to each word.Independent practice:Introduce,explain,andhavestudentscompletetheconsonant ch digraph worksheet.If time allows,discuss their answers.Grammar and Mechanics:Prepositions Explaintostudentsthatprepositions are words that show a relationship bet
36、ween things.They provide information about where,when,how,why,and with what somethinghappens.Explainto students that in and on areexamplesofprepositions.Havestudentsturntopage5.Askthemtolocatethefirstsentence.Readthesentencealoud and write it on the board:Eight pawns start out lined up in a row.Circ
37、lethewordin.Have avolunteerexplainhowtheprepositionisusedinthissentence(it explains where the pawns are located in relation to the chess board).Invite students to circle every occurrence of the preposition inonpage6.Discusshow the preposition is used in these sentences.Havestudentsturntopage7.Askthe
38、mtolocatethesecondsentence,andwriteitontheboard:One bishop moves on dark squares,the other on light squares.Have a volunteer come to the board and circle the preposition on.Askstudentshowtheprepositionisusedinthesentence.Check for understanding:Havestudentsrereadthestorywithapartner.Askstudentstocir
39、clethe prepositions in and on.Invite students to discuss how the prepositions are used in each sentence.ChessLesson Plan(continued)LeveLG G5 Learning AZ All rights reserved.www.readinga- Independent practice:Introduce,explain,andhavestudentscompletetheprepositions worksheet.If time allows,discuss th
40、eir responses.Word Work:High-frequency word each Explaintostudentsthattheyaregoingtolearnawordtheywilloftenseeinstories.Theyshouldbeabletorecognizeandreadthiswordquickly.Writethewordeach on the board and read the word aloud.Have students read the word aloud with you.Askstudentstowritethewordeach in
41、the air 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.Explaintostudentsthatthewordeach is used to identify one of a group of things.Usethewordeach in oral sentences to describe students.(Each of you has brown hair.Each
42、 of you has green eyes.)Have students use the word each in oral sentences to describe each other.Check for understanding:Have students reread the book and underline every occurrence of the word each.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscant
43、aketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Have them discuss the main idea and details from the book with someone at home.Extend the ReadingInformational Writing and Art ConnectionHavestudentsdrawapict
44、ureofachesspiecefromthebook.Underthepicture,havestudents write sentences to describe their picture.Remind students to use capital letters and periods.Visit WritingAZ.com for a lesson and leveled materials on informational writing.Social Studies ConnectionResearch and provide information about the hi
45、story of chess.Have students use the information from Chess and the new information provided to generate questions about the game of chess.Recordtheirquestionsontheboard.Asaclass,researchfurthertoanswerthequestionsgenerated.Once students have learned the history and rules of chess,have them play the
46、 game in pairs in class.Skill ReviewDiscussioncardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebook areprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwith students:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwrit
47、earesponse,eitherasanessay or as a journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestions as a purpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.ChessLesson Plan(continued)LeveLG G6 Learning AZ All rights re
48、served.www.readinga-AssessmentMonitor students to determine if they can:consistentlyusethestrategyofaskingandansweringquestionstounderstandtext during discussion accuratelyidentifydetailsthatsupportamainideaduringdiscussionandonaworksheet accuratelydiscriminateconsonantdigraph/ch/soundduringdiscussi
49、on identifyandwritethelettersymbolsthatrepresentthe/ch/soundintext,duringdiscussion,and on a worksheet correctlyunderstand,locate,anduseprepositionsduringdiscussionandonaworksheet correctlyidentify,write,andusethehigh-frequencywordeachduringdiscussionandinthetextComprehension Checks BookQuiz Retelling Rubric