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1、1Police OfficersLesson PlanLeveLE E Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:12 Word Count:95Book SummaryA police officer has many different jobs.Readers learn about what it takes to become a police officer,what police officers wear,how
2、 they get around,and how they help people.Book and lesson also available at Levels H and K.About the LessonTargeted Reading Strategy ConnecttopriorknowledgeObjectives Connecttopriorknowledgetounderstandnonfictiontext Identifymainideaanddetailsinthetext Blendphonemes Identifyshortvowela Recognizethat
3、periodsareusedtoendsentences Understandandidentifyhigh-frequencywordtheyMaterialsGreentext indicates resources available on the website BookPolice Officers(copy for each student)Chalkboardordry-eraseboard Mainideaanddetails,periods,high-frequencywordthey worksheets Discussion cards Indicates an oppo
4、rtunity for students to mark in the book.(All activities may be demonstrated by projecting the book on an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.High-frequency words:ha
5、ve,here,they,with Content words:Story critical:crimes(n.),laws(n.),officers(n.),people(n.),police(n.),safe(adj.)Enrichment:direct(v.),problems(n.),traffic(n.),travel(v.)Before ReadingBuild Background Askstudentsiftheyhaveevermetapoliceofficer.Askthemtotellaboutplaceswheretheyhaveseen police officers
6、.Havestudentsthinkaboutwhatitwouldbeliketobeapoliceofficer.Discusstheimportantqualitiesthatleadpeopletoprofessionsinwhichtheyhelpothers.Extendthediscussionbyinvitingstudentstodiscusswhatsomeonemayneedtodotobecomea police officer,what kind of gear police officers use,the kind of uniforms they wear,ho
7、w they travel or get places while they are working,and how police officers help people.2Police OfficersLesson Plan(continued)LeveLE E Learning AZ All rights reserved.www.readinga-Book WalkIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdi
8、scusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeofbookitis(genre,texttype,fictionornonfiction,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Introduce the Reading Strategy:Connect to prior knowledge Exp
9、laintostudentsthatgoodreadersmakeconnectionsbetweenwhattheyalreadyknowandnew information as they read.Remind them that they are more likely to understand what they arereadingiftheyalreadyknowsomethingaboutthetopic.Encouragestudentsthatastheyread,theyshouldthinkabouttheirexperiencewiththetopictomakec
10、onnectionstothenewinformation in the book.Modelhowtoconnecttopriorknowledge.Think-aloud:When I read a new book,I try to think about what I already know about the topic.When I look at the title of this book and the front and back covers,I think about police officers who help people in our community a
11、nd who sometimes visit our school.Recently I saw a group of police officers riding on mountain bikes.I wonder if they were in some kind of training.I even saw a police officer on a horse!In this book,I may read about different vehicles or kinds of transportation police officers use.If I do,that part
12、 will be easy for me because I already know a little bit about how police officers get around.Askvolunteerstosharewhattheythoughtaboutwhenlookingatthecoversofthebook.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Compreh
13、ension Skill:Main idea and details Explaintostudentsthatbookstheyreadhaveamainidea.Themainideatellswhatthebookisabout.Many times,the title of the book and the pictures give clues to identify the main idea.Explaintostudentsthatwhenreadingabookorstory,readerscandothingstohelpthemunderstand what they r
14、ead.One way to remember new information is to think or take notes about the details in each section.Remind students that details tell specific information about the mainidea.Explainthatonewaytokeeptrackofandorganizethemainideaanddetailsistouseagraphicorganizercalledaword web.Introduce and model the
15、skill:Provide a simple model of identifying the main idea and details.Draw a sample word web on the board.Have students tell how the items are the same and how they aredifferent.Providethefollowingexampleusingafamiliarfairytale,Goldilocks and the Three Bears:In the tale GoldilocksandtheThreeBears,Go
16、ldilocks goes into the bears house while they are away.She tries out their things.This is the main idea,so I will write it in the center circle.There are three main sections of the house that she visits:the kitchen,the sitting room,and the bedroom.I will write these in each of three circles connecte
17、d to the center“main idea”circle.Next to each of these,I will write details about what Goldilocks did in each area of the house.Asagroup,retellthetalealoudandcompletethesamplewordweb.Reviewhowthedetailssupport the main idea of each section and,in turn,the main idea in the center of the web.Introduce
18、 the Vocabulary Writethefollowingwordsfromthecontentvocabularyontheboard:police,crimes,and safe.Pointoutthatthesethreewordscanbefoundinthetextandthatknowingwhattheymeanwillhelpstudentsunderstandwhatshappeningastheyreadthebook.Havestudentsworkinsmall groups.Give each group three pieces of blank paper
19、 and have them write one of the three vocabulary words on each page.For each word,have them write or draw what they know about theword.Createadefinitionforeachwordusingstudentspriorknowledge.3Police OfficersLesson Plan(continued)LeveLE E Learning AZ All rights reserved.www.readinga- Havestudentsfoll
20、owalongonpage4asyoureadthesentenceinwhichthewordcrimes is found toconfirmthemeaning.Repeattheexercisewiththeremainingvocabularywords.Set the Purpose Havestudentsreadthebooktofindoutmoreaboutwhatpoliceofficersdo,whattheywear,andhow they get around.Remind students to stop after every couple of pages t
21、o think about what they already know about police officers to help them understand what they are reading.During ReadingStudent Reading Guide the reading:Give students their book and have them put a finger on the bottom of page 8.Encouragethemtoreadtotheendofthispage.Havestudentsrereadthepagesiftheyf
22、inishbefore everyone else.Whentheyhavefinishedreading,askstudentswhatwordstheyhadtroublewith.Invitethemtopoint out parts of the book that contained information they already knew about police officers.Have them tell how this helped them understand what they read.Modelconnectingtopriorknowledge.Think-
23、aloud:When I read about police uniforms,I thought about my Aunt Becky.She is a policewoman.When I was little and visited her,she allowed me to put on her police coat.Hers was dark blue,and there was a tag on it with her name.Thinking of this helped me understand what police uniforms look like.It als
24、o helped me to picture some of the things Aunt Becky told me about doing when she was on the job.If I hadnt connected that part to my memories of Aunt Becky,it might have been harder for me to know what the book was explaining.Check for understanding:Have students share some of the things they thoug
25、ht about as they read informationonthepagesuptothispoint.Selectvolunteerstoshareconnectionstheymadebetweenpriorknowledgeandthetext.Havestudentsreadtheremainderofthebook.Encouragethemtoconnectnewinformation to their prior knowledge as they read.Remind them to look for details relating to the main ide
26、a ofthebook.Explainthatnotingthedetailswillhelpthemtorememberandbetterunderstandwhat they read.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadeachwordand figure out its meaning.After Reading Askstudentswha
27、twords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Askstudentstoshareanyexamplesofhowconnectingwiththeirpriorknowledgehelpedthem.Reinforce that stopping to think about what they already know and w
28、hat they are reading helps them read unfamiliar words and understand new information.Think-aloud:When I came to the section about how police officers get around,I thought about the policeman I saw on a horse.It was at the beach.He let us pet his horse and told us how he was guarding the beach to kee
29、p us safe.Already knowing about the way he traveled for work made that section quite easy for me.I could concentrate on reading about things I did not know about police officers.4Police OfficersLesson Plan(continued)LeveLE E Learning AZ All rights reserved.www.readinga-Reflect on the Comprehension S
30、kill Discussion:Remind students that one way to better understand and remember new information is to think or take notes about the details related to the main idea or main ideas of a book.Check understanding:Have students turn to page 10 and reread the page.Have them state the main ideaofthissection
31、(howpoliceofficersgetaround).Thenhavethemstatethedetailsrelatedtothis topic(some ride horses,some ride bicycles,some fly helicopters,some ride in boats).Independent practice:Introduceandexplainhowtocompletethemain-idea-and-detailsworksheet.Have students use their book to complete the word web.Enduri
32、ng understanding:In this book,you read about the different things police officers do as part of their jobs.A large part of what they do involves helping and protecting people.It takes people withspecialskillstodothesethings.Whatphysicalqualitiesandkindofpersonalitydoyouthinkpoliceofficersshouldhave?
33、Wouldyouliketobeapoliceofficersomeday?Build SkillsPhonological Awareness:Blend phonemes Saythewordhelpbysegmentingitintoitsindividualsounds:/h/e/l/p/.Modelblendingthesounds together to say the word.Saythefollowingwordsbysegmentingthemintotheirindividualsounds:fix,keep,police,hat,helmet,horse,bike.Pa
34、use after saying each word and have students blend the sounds together to say the word.Check for understanding:Writethefollowingwordsontheboard:crime,safe,green,caps.Invite students to work with a partner to segment each word into its individual sounds.Phonics:Short vowel a Writethewordhatontheboard
35、andsayitaloudwithstudents.Explaintostudentsthatthesound they hear in the middle of the word is the short/a/vowel sound.Havestudentssaytheshort/a/vowelsoundaloud.Writethewordtraffic on the board.Run your finger under the letters in the word as students say the whole word aloud.Ask students to identif
36、y which letter represents the short/a/vowel sound.Writethefollowingshortvowel awordsfromthebookonaboard,leavingoutthevowel:tan,caps.Sayeachwordandhavevolunteerscometotheboardtoaddthemissingletterthatrepresents the short/a/sound.Check for understanding:Writethefollowingwordsontheboard:apple,fast,blas
37、t,man,and have.Have students read the words together and circle the letter that makes the short/a/vowel sound.Grammar and Mechanics:Periods Writethefollowingsentenceontheboard:I ride in a car.Explainthateverysentencehasendingpunctuation.Invite a volunteer to come to the board to circle the period at
38、 the end of the sentence.Explaintostudentsthattheperiodattheendislikeastopsign.Itsignalsthereadertostopbeforereadingthenextsentence.Remindstudentsthatthevoicegoesdownattheendofsentences ending with a period.Havestudentsturntopage3.Tellthemyouaregoingtoreadthesentencesonthepage,andthey are to hold up
39、 their hands in a“stop”sign(as a police officer might do)when you come to a period.Readthefirstsentenceandhavestudentstrackthewordsasyouread.Stopasdirected.Check for understanding:Have students find and circle the periods on page 6.Ask student volunteerstoreadthesentences,correctlystoppingattheperio
40、ds.Checktheiraccuracy.Independent practice:Introduce,explain,andhavestudentscompletetheperiods worksheet.If time allows,discuss their responses.5Police OfficersLesson Plan(continued)LeveLE E Learning AZ All rights reserved.www.readinga-Word Work:High-frequency word they Explaintostudentsthatsomeword
41、sareusedfrequently,orveryoften.Thesearewordstheywillsee many times in books they read.They is one of these words.Writethefollowingsentencesontheboard:Dogs have tails.They run fast.Explaintostudentsthat the word they is a word that is used to refer to two or more other people or things.Ask a voluntee
42、r to say to what the word they refers(dogs).Havestudentsturntopage3.Askthemtofindthewordthey.Read the sentences aloud while studentstrackwiththeirfingers.Selectavolunteertotelltowhatthewordthey refers(police).Check for understanding:Havestudentsskimthebookinsearchofthehigh-frequencywordthey.Ask stud
43、ents to circle each occurrance of the word they.Selectavolunteertogivethepagenumberswherethewordisfoundandtelltowhatitrefers(pages4,5,11,12:police).Independent practice:Introduce,explain,andhavestudentscompletethehigh-frequencywordthey worksheet.If time allows,discuss their responses.Build FluencyIn
44、dependent Reading Invitestudentstoreadtheirbookindependently.Additionally,invitepartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Have students review the main idea and details as they read.Extend
45、 the ReadingInformational Report Writing ConnectionHave students select a profession to research.Have them write a paper about that profession using thefollowingasmainideas:education,training,andotherqualificationsnecessaryforthejob.Studentsshouldincludeatleastonesupportingdetailforeachmainidea.Allo
46、wtimeforstudents to share their writing with the class.Visit WritingA-Zforalessonandleveledmaterialsonexpositorywriting.Art ConnectionHave students create a picture of their favorite detail about police officers from the book.Encouragethemtoaddacaptiontotheirdrawingdescribingthescene.Skill ReviewDis
47、cussion cardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebook areprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwithstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journal
48、 entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Conductaclassdiscussionasareviewbeforethebookquiz.6Police OfficersLesson Plan(continued)LeveLE E Learning AZ All rights reserved.www.readinga-AssessmentMonitor students to determine if they can:consistentl
49、yconnectnewinformationtopriorknowledge accuratelyidentifythemainideaanddetailsduringdiscussionandonaworksheet accuratelyblendphonemestosaywordsorallyduringdiscussion accuratelyrecognizeandreadwordswiththeshortvowela sound during discussion consistentlyrecognizetheuseofandidentifyexamplesofperiodsduringclassdiscussion and on a worksheet accuratelyunderstandandidentifyhigh-frequencywordthey during discussion and on a worksheetComprehension Checks BookQuiz Retelling Rubric