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1、PetsLesson PlanLeveLaaaa1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Concept Page Count:10 Word Count:16Book SummaryReaders will love seeing their favorite pets,from bunnies to turtles,in this simple early reader.One-to-one picture correspondence,simple text,and
2、familiar creatures will help students recognize the printed words for the animals they find in their homes.About the LessonTargeted Reading Strategy Make,revise,andconfirmpredictionsObjectives Make,revise,andconfirmlogicalpredictionstounderstandtext Classifyinformation Discriminateinitialconsonant/p
3、/sound IdentifyinitialconsonantPp Recognizenouns CategorizewordsMaterialsGreen text indicates resources available on the website BookPets(copy for each student)Chalkboardordryeraseboard Classify information,initial consonant Pp,nounsworksheetsIndicatesanopportunityforstudentstomarkinthebook.(Allacti
4、vitiesmaybedemonstratedbyprojectingbookoninteractivewhiteboardorcompletedwith paperandpencilifbooksarereused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.High-frequency word:the Content words:Story critical:bird(n.),bunny(n.),cat(n.),dog(n.),goldfish(n.),h
5、amster(n.),mouse(n.),turtle(n.)Enrichment:pets(n.)Before ReadingBuild Background Askstudentsiftheyhaveeverhadapetorwouldliketohaveapet.Discussthetypesofpetsthey have had and why people have pets.PetsLesson Plan(continued)LeveLaaaa2 Learning AZ All rights reserved.www.readinga-Book WalkIntroduce the
6、Book Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.AskwhattheythinktheymightreadaboutinabookcalledPets.(Acceptallanswersthatstudentscanjustify.)Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Writethefollowingrepetitivephraseontheboard:The _.Read
7、the word aloud with students.Explainthatthiswordfollowedbythenameofapetrepeatsthroughoutthebook.Introduce the Reading Strategy:Make,revise,and confirm predictions Modelhowtomakepredictionsaboutthebookbasedonthefrontandbackcovers.Think-aloud:The title of this book is Pets.The pictures show a bunny an
8、d a cat.I predict that this book will tell me about different kinds of pets.Besides the bunny and the cat,I think there will be a dog in the book because dogs are very popular pets.What other pets do you think will be in the book?Showstudentsthetitlepageandaskthemwhatpettheyseeonthepage.Asstudentsre
9、ad,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Classify information Tellstudentsthatgoodreadersoftenorganize,orclassify,informationintogroups.Explainthatthisstrategyhelpsreadersunderstandwhattheyrereading.Askstud
10、entstorecallthepreviousdiscussionaboutpets.Showstudentsthefrontandbackcoversofthebookagain.Pointtothepicturesofthebunnyandcat.Explainthatbothanimalsbelong to a group called pets.Abunnyandacatarebothanimalsandtheybothcanbepets,so we can put them in the same group,or category.explain that putting simi
11、lar items into groups isonewaytosort.Anotherwaytosortisbyputtingitemsintogroupsbyhowtheyaredifferent.Introduce the Vocabulary Whilepreviewingthebook,reinforcethevocabularywordsstudentswillencounter.Forexample,whilelookingatthepictureonpage3,youmightsay:The cat is a pet.Remindstudentstolookatthepictu
12、reandtheletterswithwhichawordbeginsorendstofigureoutadifficultword.Forexample,pointtothewordbunnyonpage5andsay:I am going to check the picture and think about what would make sense to figure out this word.The picture shows a pet rabbit.When I look at the first part of the word,it starts with/b/.Howe
13、ver,the word rabbit starts with the/r/sound,so this cant be the word.I know that another word for rabbit is bunny.The word bunny starts with the/b/sound.The sentence makes sense with this word.The word must be bunny.Set the Purpose Havestudentsreadtofindoutiftheirpredictionsareconfirmed.Remindthemto
14、thinkabouthowtheanimalsarealikeanddifferent.During ReadingStudent Reading Guide the reading:Givestudentstheircopyofthebook.Haveavolunteerpointtothefirstwordonpage3(The).Point out to students where to begin reading on each page.Remind them to read the words from left to right.Askstudentstoplaceafinge
15、ronthepagenumberinthebottomcornerofthepage.Havethemread to the end of page 5,using their finger to point to each word as they read.encourage students who finish before others to reread the text.PetsLesson Plan(continued)LeveLaaaa3 Learning AZ All rights reserved.www.readinga- Modelconfirmingpredicti
16、ons.Think-aloud:As I read these pages,my predictions were confirmed.I predicted that this book would tell about pets.I also predicted that a dog would be one of the pets mentioned in the book because it is a popular pet.Both of these predictions were confirmed as I read.Invitestudentstosharewhethero
17、rnottheywereabletoconfirmtheirearlierpredictions.Reviewhowtoclassifyinformation.Makealistontheboardofotheranimalsthatmightbepets.Check for understanding:Havestudentsreadtopage8.Encouragethemtosharewhetherornottheirpredictionswereconfirmed.(Acceptallanswersthatshowstudentsunderstandhowtomakeandconfir
18、mpredictions.)Reviewtheanimalsmentionedinthebooksofar.Discussdifferentwaystosorttheanimals.Havestudentsreadtheremainderofthebook.Remindthemtomakeandconfirmpredictions as they read.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Thesecanbeaddressedinthed
19、iscussionthatfollows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Askstudentswhatanimalstheypredictedwereinthebook.Reinforcethatmakingpredictionsaboutwh
20、attheyreadhelpsthemthinkaboutthetext.Think-aloud:Making predictions makes me think about what I am reading.I read on because I want to see if my predictions are right.Reflect on the Comprehension Skill Discussion:MakeachartontheboardwiththeheadingsPets and Not Pets.List the animals from thebookunder
21、thePets heading and have students brainstorm animals that could not be pets.List those animal names under the heading Not Pets.Independent practice:Introduce,explain,andhavestudentscompletetheclassify information worksheet.Iftimeallows,discusstheiranswers.Enduring understanding:Inthisbook,youreadabo
22、utanimalsthatcouldbepets.Nowthatyouknowthisinformation,whatmakesananimalagoodpet?Build SkillsPhonological Awareness:Initial consonant/p/sound Saythewordpetaloudtostudents,emphasizingthe/p/sound.Havestudentssaythewordaloudand then say the/p/sound.Say:The parakeet is a pet.Havestudentsraisetheirhandwh
23、entheyhearawordthatbeginswith the/p/sound.Check for understanding:Saythefollowingwordsoneatatimeandhavestudentsgivethethumbs-upsignalifthewordbeginswiththe/p/sound:bunny,fish,pig,turtle,party,pizza.Phonics:Initial consonant Pp Writethewordpet on the board and say it aloud with students.Havestudentss
24、aythe/p/soundaloud.Thenrunyourfingerunderthelettersinthewordasstudentssaythewholewordaloud.Askstudentstotellwhichletterrepresentsthe/p/sound in the word pet.HavestudentspracticewritingtheletterPp on a separate piece of paper as they say the sound the letter represents.PetsLesson Plan(continued)LeveL
25、aaaa4 Learning AZ All rights reserved.www.readinga- Check for understanding:Writethefollowingwordsthatbeginwiththe/p/soundontheboard,leavingofftheinitialconsonant:pit,pat,pan.Sayeachword,oneatatime,andhavevolunteerscome to the board and add the initial consonant Pptothewords.Havestudentspracticewrit
26、ingeachwordonaseparatepieceofpaper.Thenhavestudentsreadthewordsaloudtoapartner.Independent practice:Introduce,explain,andhavestudentscompletetheinitial consonant Pp worksheet.Iftimeallows,discusstheiranswers.Grammar and Mechanics:Nouns Showstudentspicturesofaperson,aplace,andathing.Askvolunteerstoid
27、entifythepictures.explain that some words name a person,a place,or a thing.Thesenamingwordsarecallednouns.Havestudentsturntopages3and4intheirbook.Invitethemtoreadeachphrasetogether,pointingtothewordsasyoureadthemaloud.Askstudentstopointtothewordsthatnamethings(cat and dog).Check for understanding:Ha
28、vestudentsrereadthebookandunderlineallofthenouns.Whenthey have finished,discuss with students whether the nouns they underlined name a person,a place,or a thing.Independent practice:Introduce,explain,andhavestudentscompletethenounsworksheet.Iftimeallows,discuss their responses.Word Work:Categorize w
29、ords Refertothenamesoftheanimalsinthebookandreviewhowstudentsgroupedtheseunderthecategories of Pets and Not Pets.Check for understanding:Explainthattheseanimalscanbegroupedintoothercategories.Makeatwo-columnchartontheboardwiththeheadings:Fur and No Fur.Havestudentslookateachanimalinthebookandtellund
30、erwhichheadingtoplaceeachanimal.Continuegroupingusingother categories such as Tail/No Tail and Whiskers/No Whiskers.Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurnsreadingpartsofthebooktoeachother.Home Connection Givestudentstheirbookto
31、takehometoreadwithparents,caregivers,siblings,orfriends.Havestudentspracticesortingobjectswithsomeoneathome.Extend the ReadingWriting and Art ConnectionDiscusspetsthatstudentswouldliketohave.Writethenamesoftheanimalsinalistontheboard.WritethesentencestemI would like to have a _ontheboard.Tellstudent
32、stochooseapettheywouldliketohave.Havethemcompletethesentenceontheirownpaperanddrawapictureofthepettheywroteabout.DisplayonaclassbulletinboardlabeledPets.Science ConnectionProvidemagazinesthatstudentscancutpicturesfrom.Makelabelsforthefollowingthreegroupsofanimalsonlargepiecesofpaper:Pets That Fly,Pe
33、ts That Live in Water,and Pets That Have Fur.Askstudentstopastepicturesforeachgrouponthepaper.PetsLesson Plan(continued)LeveLaaaa5 Learning AZ All rights reserved.www.readinga-AssessmentMonitor students to determine if they can:makelogicalpredictionsbasedonavailabletextinformation;reviseandconfirmpr
34、edictions as they read accuratelyclassifyanimalsintocorrectgroupsindiscussionandonaworksheet consistentlydiscriminatewordswithandwithouttheinitial/p/soundduringdiscussion correctlyassociatetheletterPpwiththe/p/soundduringdiscussionandonaworksheet correctlyidentifynounsduringdiscussion,onaworksheet,andintext correctlycategorizewordsComprehension Check Retelling Rubric