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1、Dogs at WorkLesson PlanLeveLG G1 Learning AZ,Inc.All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:12 Word Count:180Book SummaryDogs at Work introduces readers to the many ways that dogs are trained to help people.The book explains a wide variety of canine
2、jobs,some of which are quite unusual.Illustrations support the text.Book and lesson also available at Levels M and P.About the LessonTargeted Reading Strategy ConnecttopriorknowledgeObjectives Usethereadingstrategyofconnectingtopriorknowledgetounderstandnonfictiontext Identifymainideaanddetails Disc
3、riminateinitialconsonantblend/sm/Identifyinitialconsonantblendsm Identifypluralnouns UnderstandhowtoalphabetizewordsMaterialsGreen text indicates resources available on the website BookDogs at Work(copy for each student)Chalkboardordryeraseboard Main idea and details,initial-consonant blend sm,plura
4、l nouns worksheets Discussioncards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary High-frequency words:away,find,have,help,how,make,some,them
5、 Content words:friendly,harm,hunter,natural,senses,special,solve,strange,wildBefore ReadingBuild Background Discusswhatstudentsalreadyknowaboutdogsandthekindsofthingsdogscando.Askstudentsiftheyknowthenamesofanytypesofworkingdogs,andlisttheirresponsesonthe board.Tell students they will be reading abo
6、ut the different kinds of jobs dogs can do.Preview the BookIntroduce the Book Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.Askwhattheythink they might read about in a book called Dogs at Work.(Accept any answers that students can justify.)Showstudentsthetitlepage.Discusstheinfor
7、mationonthepage(titleofbook,authorsname,illustratorsname).Dogs at WorkLesson Plan(continued)LeveLG G2 Learning AZ,Inc.All rights reserved.www.readinga-Introduce the Reading Strategy:Connect to prior knowledge Havestudentstakeanotherlookatthecoverofthebook.Modelmakingaconnectionto prior knowledge.Thi
8、nk-aloud:The picture on the cover reminds me of a time when I saw a man walking down the street.He looked as if he was being led by a dog.The dog was wearing something similar to what the dog on the cover was wearing.I already know some information about this kind of working dogit is called a seeing
9、-eye dog.This type of dog helps people who are unable to see with their own eyes.The dog“sees”for them and guides them wherever they need to go.I wonder what other kind of working dogs will be in the book.Directstudentstothetableofcontents.Remindthemthatthetableofcontentsprovidesanoverview of the bo
10、ok.explain that each section heading provides an idea of what students will read about in the book.After reviewing the table of contents,model using it as a way to make connectionstopriorknowledge.Say:The section titled“Dogs That Help People”makes me think about what I already know about people who
11、might be helped by a dog.The dog on the cover seems to be helping a person.I wonder if this type of dog is considered to be a dog that helps people.Ask students if they know anything about other dogs that might help people who need help.Together,readthroughtheothersectionheadingsandaskwhethertheypro
12、videstudentswithabetter idea of what the book is about.Havestudentspreviewtherestofthebook,lookingattheillustrations.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Main idea and details Explaintostude
13、ntsthateverybooktheyreadhasamainidea.Themainideawillhavepiecesofinformation that help to support it and make the story complete.The pieces of information are the details that go with the main idea.Modelidentifyingthemainideasanddetails.Think-aloud:When I think about the story of The Three Little Pig
14、s,I know that there are three pigs that are brothers.All three pigs leave home to build homes of their own.The first pig builds a house of straw,the second pig builds a house of sticks,and the third pig builds his house with bricks.These pieces of information are just three details of the storythere
15、 are many other details.The main idea of the story is the three pigs leaving home to build homes of their own.Displayandexplainthemain-ideas-and-details worksheet on the whiteboard.Write the main idea of The Three Little Pigs(three pigs leave home to build homes of their own).Ask students to provide
16、 details for the main idea.Write them on the worksheet displayed on the whiteboard.Introduce the Vocabulary Whilepreviewingthebook,reinforcethevocabularywordsstudentswillencounter.Remindstudentstousecontextclues,orthewordsaroundtheunknownword,aswellastheletters with which a word begins and ends to f
17、igure out a difficult word.For example,point to the word smartonpage5andsay:I am going to check the other words in the sentence and think about what would make sense to figure out this word.The sentence is giving information about dogs.The other words read Dogsarefriendlyand?I know that this word is
18、 telling me something else that dogs can be.When I look at the first part of the word,it starts with/sm/.I also see that the word ends with a t.The letter t makes a/t/sound.I know that dogs are smart animals.The word smart starts with the/sm/sound and ends with the/t/sound.The sentence makes sense w
19、ith this word.The word must be smart.Set the Purpose Remindstudentstothinkaboutwhattheyalreadyknowaboutdogsastheyreadthebook.Dogs at WorkLesson Plan(continued)LeveLG G3 Learning AZ,Inc.All rights reserved.www.readinga-During ReadingStudent Reading Guide the reading:Givestudentstheircopyofthebook.Hav
20、ethemreadtotheendofpage5andthen stop to think about what they already know about dogs in general and the types of things dogs are able to do.Modelmakingconnectionstopriorknowledge.Think-aloud:When I read about dogs on page 5,it made me think of my own dog.I thought about how my dog runs to the door
21、before the doorbell rings because she knows there is someone there,or how she gets her leash and brings it to me when it is time to go on her walk.My dog is pretty smart.I bet there are lots of dogs that can be taught to do all kinds of things.I wonder what kinds of jobs dogs can be taught.Havestude
22、ntsrereadpage5.Tellstudentsthemainideaofthissectioniswhy dogs are able to work.Point out that the main idea is written on the worksheet.Ask students to name details that support the main idea(friendly;smart;natural senses;senses help them smell,see,and hear things;senses help them understand a probl
23、em)and write these on their worksheet.Check for understanding:Havestudentsreadpages6through9.Askforvolunteerstoexplainhowusing prior knowledge helped them to better understand what they read.Ask students what kinds of working dogs they have learned about so far(dogs that help people,dogs that work o
24、utdoors,strangework).Readtostudentsthesecondmainideaontheworksheet.Askstudentstowritethedetails that support the main idea on their worksheet.Havestudentsreadtheremainderofthebook.Remindthemtothinkaboutwhattheyalreadyknow about dogs that will help them to understand what they are reading.Tell studen
25、ts to make a small question 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 Askstudentswhatwordstheymarkedintheirbooks.Usethisopportunitytomodelhowtheycan read these words using decoding strategies and
26、context clues.Reflect on the Reading Strategy Discusshowmakingconnectionsbetweenwhattheyarereadingandwhattheyalreadyknowkeeps students involved in the reading process and helps them understand and remember what they have read.Think-aloud:When I read about dogs chasing geese away from flying airplane
27、s,I thought about when I take my dog to the park and how she loves chasing away the birds that land on the ground.Reading that and seeing the picture in my mind made me smile as I read.I also understand how a dog could do a job like the one described.Havestudentsshareasectionofthebooktheyenjoyedread
28、ingandexplainhowusingthestrategy of connecting to prior knowledge helped them to better understand and enjoy the book.Reflect on the Comprehension Skill Discussion:Tell students that thinking about the main idea and details of a book helps to break the reading into smaller parts.This helps readers t
29、o better understand,remember,and enjoy what they read.Independent practice:Havestudentswritedetailsforthemainidea:other kinds of dog work.Enduring understanding:In the book,you read about many important jobs that dogs do for humans.Now that you know this information,what does this make you think abo
30、ut animals andhowtheylearnandcommunicatewithhumans?Doyouthinkanimalsusetheirbrainsashumansdo?Doanimalsthink?Dogs at WorkLesson Plan(continued)LeveLG G4 Learning AZ,Inc.All rights reserved.www.readinga-Build Skills Phonological Awareness:Discriminate initial consonant blend/sm/Saythewordsmilealoudtos
31、tudents,emphasizingtheinitial/sm/sound.Havestudentssaytheword aloud and then say the/sm/sound.Readpages5and7aloudtostudents.Havethemgivethethumbs-upsignalwhentheyhearaword that begins with the/sm/sound.Checkforunderstanding:Saythefollowingwordsoneatatimeandhavestudentsgivethethumbs-upsignaliftheword
32、beginswiththe/sm/sound:smog,bottle,steps,smug,pencil,smooch.Phonics:Initial consonant blend sm Writethewordssmart and smile on the board and say them aloud with students.Havestudentssaythe/sm/sound aloud.Then run your finger under the letters in the words as students say each whole word aloud.Ask st
33、udents which two letters together stand for the/sm/sound in the words smart and smile.Explaintostudentsthatthesm letter combination represents the/sm/sound in the words smart and smile.Check for understanding:Write the following words that begin with the/sm/sound on the board,leavingofftheinitialble
34、nd:smell,smock,small,smoke.Sayeachword,oneatatime,andhavevolunteers come to the board and add the initial smblendtoeachword.Havestudentspracticeblending the sounds together to say each word.Independent practice:Introduce,explain,and have students complete the consonant blend sm worksheet.If time all
35、ows,discuss their responses.Grammar and Mechanics:Plural nouns Explainthatnounscanbesingularorplural.Asingularnounrepresentsoneofsomething,andaplural noun represents more than one of something.Holdupapencilandwritethewordpencilontheboard.Say:I have one pencil.Now hold up three pencils and write the
36、word pencilsontheboard.Say:I have three pencils.Point out to students that adding an s to the end of the noun pencil shows that there is more than one pencil.Writetheworddressontheboard.Ask:How would we make this noun plural?Allow students togiveresponses.Say:If a word ends with any of the following
37、 endings:-s,-ch,-sh,-x,or-z,then you add-es to the word to make it plural.Dress ends with s,so we will add an-es to the word to make it dresses.Check for understanding:Write the following words on the board and have students volunteer to addtheappropriateendingtothewordtomakeeachplural:brush,fox,sti
38、ck,marker,latch,bush,airplane.Independent practice:Introduce,explain,and have students complete the plural nouns worksheet.Reviewstudentanswersaloudaftereveryonehasfinished.Word Work:Alphabetical order Explaintostudentsthatwordsaresometimesplacedinalistinalphabeticalorder.Wordsareplaced in alphabeti
39、cal order by first looking at the beginning letter of each word and then deciding which letter comes first in the alphabet.Writethewordsspecial and hunterontheboard.Underlinethefirstletterineachword.Askstudents which letter comes first in the alphabet,s or h.explain that the word hunter would come f
40、irst in an alphabetical list because h comes before s in the alphabet.Writethewordsdogs and workontheboard.Havestudentsidentifytheinitialletterineachword(d and w).Ask students to identify which letter comes first in the alphabet(d).explain that the word dogs would come first in an alphabetical list.
41、Dogs at WorkLesson Plan(continued)LeveLG G5 Learning AZ,Inc.All rights reserved.www.readinga- Check for understanding:Writethefollowingwordsontheboard:senses,friendly,wild,harm,natural,and people.Havestudentswritethewordsinalphabeticalorderonaseparatepieceofpaper.When they have finished,discuss thei
42、r answers.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudentsdiscussthemainideaanddetailsof
43、thebook.Extend the ReadingInformational Writing ConnectionIn addition to the information presented in the text,provide students with print and Internet resourcesonthevarioustypesofworkingdogs.Havestudentschooseonetypeofworkingdogtoresearchandwriteareporton.Theymayuseapre-writingtool,suchasanoutline,
44、toorganizetheirreport.Ask that their writing include a beginning paragraph and ending paragraph and that the middle section include at least three facts about the type of working dog chosen.Allow students time to present their report in a small-or large-group meeting.visit Writing A-Z for a lesson a
45、nd leveled materials on expository report writing.Social Studies Connection Invite one or several owners of working dogs(if possible,the dogs also)to visit the class to discuss what kind of work their dog does and how the dog was trained.Before each visit,have students investigate the type of workin
46、g dog that will be visiting and brainstorm in small groups alistofquestionstheywouldliketoinquireofthevisitor.Havesmallgroupstakeresponsibilityfor interview questions.After the visits,have students make a classroom book that includes the questions and answers as well as illustrations or actual photo
47、graphs of the visitors.Skill Review Discussioncards covering comprehension skills and strategies not explicitly taught with the book are provided as an extension activity.The following is a list of some ways these cards can be used withstudents:Useasdiscussionstartersforliteraturecircles.Havestudent
48、schooseoneormorecardsandwritearesponse,eitherasanessayorasa journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.Assessment Monitor students to determine
49、 if they can:usethereadingstrategyofmakingconnectionstopriorknowledgetounderstandnonfictiontext identifymainideasanddetailsinthetext accuratelydiscriminatetheinitialconsonantblend/sm/Dogs at WorkLesson Plan(continued)LeveLG G6 Learning AZ,Inc.All rights reserved.www.readinga- accuratelyusetheinitialconsonantblendsm during discussion and on worksheet understandhowtomakeasingularnounpluralandcorrectlychangesingularnouns to plural on worksheet understandalphabetizingbyfirstletterandaccuratelyalphabetizingonseparate sheet of paperComprehension Checks BookQuiz RetellingRubric